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4-GM-3-2

Page history last edited by Tashe Harris 6 years, 2 months ago

4.GM.3.2 Solve problems involving the conversion of one measure of time to another.

In a Nutshell

Students will convert between different measures of time (seconds to minutes, minutes to hours, and vice versa).

Student Actions	Teacher Actions
Develop accurate and appropriate procedural fluency by converting a measure of time from one unit to another and making conversions involving mixed units, such as hours and minutes. Develop a deep and flexible conceptual understanding of measures of time by converting measures of time both from larger units to smaller units, and from smaller units to larger units.	Use and connect mathematical representations by connecting students’ understanding of multiplication and division to the conversion of measures of time. Build procedural fluency from conceptual understanding of measures of time by presenting real-world problems in which students must convert time in a variety of ways.
Key Understandings	Misconceptions
Time can be converted from larger units to smaller units, and from smaller units to larger units.	When expressing quantities of time, there can’t be more than 60 seconds or 60 minutes. (120 minutes means 1 hr and 20 minutes.) Student overgeneralizes base-10 and applies it inappropriately. EX. When asked to change 1 hour 15 minutes to minutes, the student responds with 115 minutes or with 25 minutes. EX. When asked to change 1 hour 15 minutes to hours, the student responds with 1.15 hours.