5.GM.3.3
5.GM.3.3 Apply the relationship between inches, feet, and yards to measure, convert, and compare objects to solve problems.
In a Nutshell
In this objective, students will focus on customary units. They will have to have a basic knowledge of what an inch, foot, and yard look like. Students will identify what measurement should be used to measure a certain object and be able to compare what objects are bigger or smaller based on their measurements. They will convert within these customary measures of length. 5th graders are only asked to convert whole units, e.g., 24 inches = 2 feet.
Student Actions
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Teacher Actions
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Develop accurate and appropriate procedural fluency by comparingmeasurements within the same system of measurement in the context of multi-step, real-world problems; e.g., students will understand that 18 inches are less than 2 feet.
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Develop a deep and flexible conceptual understanding by estimating measures of objects from one unit to another unit.
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Develop the ability to communicate mathematically by using precise language when specifying units of measure.
- Develop strategies for problem-solving such as converting yards to feet, feet to inches, and vice versa to solve real-world subtraction problems and will justify the reasonableness of their results.
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Implement tasks that promote reasoning and problem-solving and allow students to bring their background knowledge of length measurement to the task.
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Pose purposeful questions to assess student justification when comparing objects of different unit measurements.
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Use and connect mathematical representations by choosing the correct tool for measuring an object’s length, and then comparing that to a different object.
- Build procedural fluency from conceptual understanding by always looking for ways to incorporate real-world problems into lessons. Prompt students to think if their answer is reasonable.
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Key Understandings
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Misconceptions
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Measure to the nearest 1/16 of an inch (5.GM.3.2).
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Model and justify the relationship between an inch, foot, and yard.
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Connect real-world objects to benchmark estimates of length; for example, they might know that a small paperclip is about 1 inch.
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Explain that an inch is 1/12 of a foot, and a foot is ⅓ of a yard, so therefore an inch is 1/36 of a yard.
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Justify that a yard is 3 times the size of a foot, and a foot is 12 times the size of an inch, therefore a yard is 36 times the size of an inch.
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Use the relationship between inches, feet, and yards, to compare objects.
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Convert measures from inches to feet, and/or to yards. Also convert from yards to feet, and/or feet to inches.
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Customary and metric systems are completely separate ways of measuring objects.
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Believe that the size of a picture determines the size of the object in real life.
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Have a limited number of units of measure that he knows and understands and uses these units inappropriately.
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Measures only to the nearest inch, or a half inch (4.GM.2.4).
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Knowledge Connections
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Prior Knowledge
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Leads to
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- Choose an instrument and measure to the nearest 1/4 of an inch (4.GM.2.4).
- Compare objects’ measures (4.GM.2.5).
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- Solve problems that require converting lengths within the same system (6.GM.4.2).
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Sample Assessment Items
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The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.
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