lesson 5 homework practice convert measurement units

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• Grade 6 McGraw Hill Glencoe - Answer Keys

Explanation:

Speed skiing takes place on a course that is \(\frac{2}{3}\) mile long. How many feet long is the course?

A total of 35 pints of blood were collected at a local blood drive. How many quarts of blood were collected?

On Monday, it snowed a total of 15 inches. On Tuesday and Wednesday, it snowed an additional \(4\frac{1}{2}\) inches and \(6\frac{3}{4}\) inches, respectively. A weather forecaster says that over the last three days, it snowed over \(2\frac{1}{2}\) feet. Is this a valid claim? Justify your answer.

Be Precise Complete the following statements.

If 16c = 1 gal, then 

If 1,760 yd = 1 mi, then

If 36 in. = 1 yd, then

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Curriculum  /  Math  /  4th Grade  /  Unit 7: Unit Conversions  /  Lesson 5

Unit Conversions

Lesson 5 of 12

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Express customary length measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require customary length unit conversion.

Common Core Standards

Core standards.

The core standards covered in this lesson

Measurement and Data

4.MD.A.1 — Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …

4.MD.A.2 — Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Foundational Standards

The foundational standards covered in this lesson

2.MD.A.1 — Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.2 — Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

2.MD.A.3 — Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.4 — Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Operations and Algebraic Thinking

4.OA.A.1 — Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Establish benchmarks for the customary units of a mile, yard, foot, and inch. 
• Understand that a mile is 5,280 times as long as a foot, a yard is 3 times as long as a foot, and a foot is 12 times as long as an inch. 
• Use these relationships to deduce conversion rates in the customary system of measurement not otherwise mentioned, e.g., there are 36 inches in a yard (MP.7, MP.8).
• Use these relationships to convert measurements from a larger customary length unit to a smaller unit (MP.7, MP.8).
• Use these relationships to convert measurements from mixed customary length units to a smaller unit (MP.7, MP.8).
• Solve one-step word problems that require customary length unit conversions (MP.4).

Suggestions for teachers to help them teach this lesson

• As mentioned in the Progressions, “relating units within the traditional system provides an opportunity to engage in mathematical practices, especially ‘look for and make use of structure’ (MP.7) and ‘look for and express regularity in repeated reasoning’ (MP.8)” (GM Progression, p. 20).
• It is unclear whether converting from miles to yards and feet is expected in Grade 4. It is not explicitly mentioned in the CCSS, the Progressions, or standardized test items from the larger testing sources (SBAC, PARCC, MCAS, and NY State Math Test). However, because miles are such a commonly used unit in the real world, and since there’s lots of evidence that students need to know conversion rates for miles in Grade 5, it is included in this lesson. It is at your discretion to choose to cut it. 

Lesson Materials

• Ruler (1 per teacher) — There are other options to use in place of this material. See Anchor Task 1 Notes for more information.
• Yardstick (1 per teacher) — There are other options to use in place of this material. See Anchor Task 1 Notes for more information.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Use a yardstick and a 12-inch ruler to answer the following questions. 

a.   What do you notice about the relationship between the length of a yard and the length of a foot?

b.   What do you notice about the relationship between the length of a foot and the length of an inch?

Guiding Questions

Fill in the following conversion tables.

Janella wants to go on an amusement park ride. She sees this sign before she gets in line for it:

Janella knows that she’s 1 yard 8 inches tall. Is she tall enough to go on the amusement ride? 

You must be 48" tall to ride by Adam Fagen by Adam Fagen is made available on flickr under a  CC BY-NC-SA 2.0  license. Accessed June 29, 2018, 10:17 a.m..

Show students this image from a CNN article with the information below.

How much taller is the tallest man than the shortest man?

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• How could the tables in #2 have helped you solve #4(a)? 
• How could you determine how many inches are in a mile to solve #4(e)? 
• Which statements in #5 were false? How did you alter them to make them true? 
• How long is Emma’s jump rope in #8? What made this problem especially difficult? 
• Who is right in #10, Caled, Layla, neither or both of them? Why? 
• When measuring length, which customary unit could I use? Which metric unit could I use?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Fill in the blank to make each equation true. 

a.   4 feet = ______ inches

b.   3 yards 1 foot = ______ feet 

Student Response

Determine whether each statement below is true or false. If the statement is false, change the right side of the comparison to make it true. 

a.   6 yards < 20 feet __________________

b.   7 feet 1 inch > 90 inches __________________

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

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Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Metric Unit Conversion

Express metric length measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require metric length unit conversion.

4.MD.A.1 4.MD.A.2

Express metric mass and capacity measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require metric mass or capacity unit conversion.

Know and relate metric units to place value units in order to express measurements in different units.

Solve multi-step word problems that requires metric unit conversions of length, mass, and capacity.

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Topic B: Customary Unit Conversion

Express customary weight measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require customary weight unit conversion.

Express customary capacity measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require customary capacity unit conversion.

Express time measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require time unit conversion.

Solve multi-step word problems involving conversion of customary units of length, weight, capacity, and time.

Topic C: Fraction and Decimal Unit Conversions

Express fractional measurements in terms of a smaller unit.

Express decimal measurements in terms of a smaller unit.

Solve word problems involving converting fractional and decimal measurements to a smaller unit.

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Convert Measurements (Grade 5)

Related Topics: Lesson Plans and Worksheets for Grade 5 Lesson Plans and Worksheets for all Grades More Lessons for Grade 5 Common Core For Grade 5

Videos, examples, solutions, and lessons to help Grade 5 students learn to convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Common Core: 5.MD.1

Suggested Learning Targets

• I can convert measurement units.
• I can solve problems using measurement conversions.

Component Skills from Previous Grades

Convert Customary Units

Converting minutes to decimal number of hours How many hours in 549 minutes?

Convert Metric Units

Converting metric units of measurement.

Converting centimeters to meters Convert 37 centimeters to meters.

Ordering metric distances Arrange the following measurements in order for smallest to largest: 1 decameter, 13 meters, 15,000 millimeters, 1,900 centimeters.

Unit conversion word problems

Example: On Judy’s way home from school yesterday, she ran for half the distance. Then she skipped for ¼ of the remaining distance and walked the rest the way home. She walked for total of 360 feet. What is the distance between school and Judy’s home? Write the answer in the yards.

Time word problem Example: Susan has 96 minutes to complete the test at school. The test begins at 1:59 p.m .and Susan has volleyball practice at 4 p.m. How much time will Susan have between the end of the test and the beginning of volleyball practice?

Measurement and units word problem Example: Mary made 15,000 mL of tea for a party and she served the tea divided equallyin eight pitchers. Her guests drank six pitchers of tea. How much tea did Mary have left over? Write the answer as a whole number of liters and a whole number of milliliters?

5.MD.1 Metric Unit Conversions Convert among units easily. This video explain the metric unit conversion chart. Because the metric system uses the powers of 10, it is simple to convert by moving the decimal point to the right if your power of ten is in the numerator (positive) or to the left if your power of ten is in the denominator (negative).

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Grade 5 Measurement Worksheets

Lengths, weights and capacities.

Our grade 5 measurement worksheets give students practice in converting between different measurement units for length, mass and volume within and between the customary and metric systems . Selection of measurement units and concepts related to precision and errors are also reviewed.

Sample Grade 5 Measurement Worksheet

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Browse all of our measurement worksheets , from"bigger vs smaller" to  the measurement of length, weight, capacity and temperature in customary and metric units.

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McGraw Hill My Math Grade 4 Chapter 12 Lesson 5 Answer Key Convert Metric Units

All the solutions provided in  McGraw Hill My Math Grade 4 Answer Key PDF Chapter 12 Lesson 5 Convert Metric Units will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 4 Answer Key Chapter 12 Lesson 5 Convert Metric Units

You can multiply to convert, or change between, units.

Math in My World

Answer: 4 meters = 400 centimeters. So, the tree is 400 centimeters tall. Explanation: Given that, The tree in Camryn’s front yard is 4 meters tall. Now, we will find the tall of the tree in centimeters. The meters are larger than the centimeters. We know that, 1 meter = 100 centimeters. So, 4 meters = 4 x 100 = 400 centimeters. Therefore, the tree is 400 cm tall.

Answer:  So, 5 liters = 5000 milliliters. Explanation: Given that, the value is 5 liters. Now, we will find the given value in milliliters. We know that, 1 liter = 1000 milliliters. So, 5 liters = 5 x 1000 = 5000 milliliters. Therefore, the given value in milliliters is 5000 milliliters.

Answer: 1000 x 7 = 7000. So, 7 kilograms = 7000 grams. Explanation: Given that, the value is 7 kilograms. Now, we will convert the given value to grams. 1 kilograms  = 1000 grams. So, 7 kilograms = 7 x 1000 = 7000 grams. Therefore, the given value in grams is 7000 grams.

Guided Practice

Complete each conversion table.

Independent Practice

Algebra Find each unknown number.

Answer: 6000 ml Explanation: Given the value is 6l. Now, we will convert the given 6l value into milliliter. We know that, 1 liter = 1000 milliliters. So, the value is 6 x 1000 = 6000 milliliters. Hence, the value 6l into milliliters is 6000 ml.

Answer: 500 cm Explanation: Given the value is 5m. Now, we will convert the given meters value into centimeter. We know that, 1 meter = 100 centimeters. So, the value is 5 x 100 = 500 centimeters. Hence, the value 5 meters into centimeters is 500 cm.

Answer: 2000 g Explanation: Given the value is 2 kg Now, we will convert the given kilograms value into grams. We know that, 1 kilogram = 1000 grams. So, the value is 2 x 1000 = 2000 grams. Hence, the given value 2kg into grams is 2000g.

Answer: 50 mm Explanation: Given the value is 5 cm. Now, we will convert the given centimeters value into millimeters. We know that, 1 centimeter = 10 millimeters. So, the value is 5 x 10 = 50 millimeters. Therefore, the given 5 cm values into millimeters is 50 mm.

Answer: 12000 grams Explanation: Given the value is 12 kg. Now, we will convert the given kilograms value into grams. We know that, 1 kilogram = 1000 gram. So, the value is 12 x 1000 = 12000 grams. Therefore, the given 12 kg into grams is 12000 grams.

Answer: 4000 millimeters Explanation: Given the value is 4 m. Now, we will convert the given meters value into millimeters. We know that, 1 meter = 1000 millimeters. So, the value is 4 x 1000 = 4000 millimeters. Therefore, the given 4m into millimeters is 4000 millimeters.

Answer: 7000 m Explanation: Given the value is 7 km. Now, we will convert the given kilometers value into meters. We know that, 1 kilometer  = 1000 meters. So, the value is 7 x 1000 = 7000 meters. Therefore, after converting the given value is 7000 m.

Answer: 1900 cm Explanation: Given the value is 19 m. Now, we will convert the given meters value into centimeters. We know that, 1 meter = 100 centimeters. So, the value is 19 x 100 = 1900 centimeters. Therefore, the given value in centimeters is 1900 cm

Answer: 9000 g Explanation: Given the value is 9 kg. Now, we will convert the given kilogram value into grams. We know that, 1 kilogram = 1000 grams. So, the value is 9 x 1000 = 9000 grams. Therefore, after conversion, the value is 9000 g.

Answer: 18000 mL Explanation: Given that, the value is 18L. Now, we will convert the given liters’ value into milliliters. We know that 1 liter = 1000 milliliters. So, the value is 18 x 1000 = 18000 milliliters. Therefore, the value of 18L in milliliters is 18000 milliliters.

Answer: 220 mm Explanation: Given the value is 22 cm. Now, we will convert the given centimeters value into millimeters. We know that 1 centimeter = 10 millimeters. So, the value is 22 x 10 = 220 millimeters. Therefore, after conversion, the value is 220 millimeters.

Question 19. How many times larger is one kilogram than one gram? Answer: One kilogram is 1000 times larger than one gram i.e., 1 kilogram = 1000 grams.

Question 20. Mathematical PRACTICE Use Number Sense How many times longer is one kilometer than one meter? Answer: A one-kilometer is 1000 times longer than one meter. i.e., 1 kilometer = 1000 meters.

Question 21. How many times longer is one meter than one centimeter? Answer: One meter is 100 times longer than a centimeter i.e., 1 meter = 100 centimeters.

Problem Solving

Question 22. The mass of Kendall’s bicycle is 12 kilograms. What is the mass of the bicycle in grams?

Answer: The mass of the bicycle in grams is 12000 g. Explanation: Given that, The mass of Kendall’s bicycle is 12 kilograms. Now, we will find the mass of the bicycle in grams. So, convert the kg into grams. We know 1 kilogram = 1000 grams. Then the value is 12 kg = 12 x 1000 = 12000 grams. Hence, the mass of the bicycle in grams is 12000g.

Question 23. Mrs. Liu’s house is 7 meters tall. How tall is the house in centimeters?

Answer: The tall of the house in centimeters is 700 cm. Explanation: Given that, Mrs. Liu’s house is 7 meters tall Now, we will find the tall of the house in centimeters. So, convert the m into cm. We know 1 meter = 100 centimeters. Then the value is  7m = 7 x 100 cm= 700 cm. Hence, the tall of the house is 700 cm.

Question 24. Mathematical PRACTICE if Use Number Sense Javier needs 2 liters of iced tea for a picnic. How many milliliters of iced tea does he need?

Answer: He needs 2000 milliliters of iced tea. Explanation: Given that, Javier needs 2 liters of iced tea for a picnic. Now, we will find the amount of iced tea he needed. So, convert the L into ml. We know, 1 liter = 1000 milliliters. Then the value is 2L = 2 x 1000 ml = 2000 ml. Hence, he needs 2000 milliliters of iced tea.

Question 25. Avery’s dad is running a race that is 6 kilometers long. How many meters is that race?

Answer: Her dad running a race is 6000 meters. Explanation: Given that, Avery’s dad is running a race that is 6 kilometers long Now, we will find the given race in meters. So, convert the km into m. We know 1 kilometer = 1000 meters. Then the value is  6 km = 6 x 1000 m= 6000 m. Hence, 6000 meters is that raced.

HOT Problems

Question 27. Building on the Essential Question When converting from a larger unit to a smaller unit, why does the value of the measurement increase?

Answer: When converting from a larger unit to a smaller unit, the value of the measurement increases because in any given measurement, there are smaller units than bigger units.

McGraw Hill My Math Grade 4 Chapter 12 Lesson 5 My Homework Answer Key

Answer: 7000 g Explanation: Given the value is 7kg Now, we will convert the given kilogram value into grams. We know that 1 kilogram = 1000 grams. So, the values are, 7 x 1000 = 7000 grams.

Answer: 90 mm Explanation: Given the value is 9 cm Now, we will convert the given cm value into m. We know that 1 centimeter = 10 millimeters. So, the values is, 9 cm = 9 x 10mm = 90 mm.

Answer: 5000 mL Explanation: Given the value is 5L Now, we will convert the given Liters value into milliliters. We know that 1 Liter = 1000 milliliters. So, the value is 5L = 5 x 1000 mL = 5000 mL.

Answer: 2300 cm Explanation: Given the value is 23 m. Now, we will convert the value of the given meter into centimeters. We know that 1 meter = 100 centimeters. So, the value is, 23 m = 23 x 100 = 2300 cm.

Answer: 17000 g Explanation: Given the value is 17 kg. Now, we will convert the given kilogram value into grams. We know that 1 kilogram = 1000 grams. So, the value is 17 kg = 17 x 1000 g = 17000 g.

Question 7. Molly measured the distance her paper airplane flew. The paper airplane traveled 5 meters. How many centimeters did the paper airplane travel?

Answer: 500 centimeters the paper airplane traveled. Explanation: Given that, Molly measured the distance her paper airplane flew. The paper airplane traveled 5 meters. Now, we will find out how many centimeters the paper airplane traveled. So, convert the m into cm. We know 1 meter = 100 centimeters. Then the value is  5m = 5 x 100 cm= 500 cm. Hence, 500 cm of the paper airplane traveled.

Question 8. Thad is riding his bike to the library, which is 3 kilometers away. How many meters away is the library?

Answer: The Library is 3000 meters away. Explanation: Given that, Thad is riding his bike to the library, which is 3 kilometers away. Now, we will find out how many meters the library is away. So, convert the kilometers into meters. We know that 1 kilometer = 1000 meters. Then the value is  3 km = 3 x 1000 m= 3000 m. Hence, the library is 3000 meters away.

Question 9. Patrick has 5 liters of water. How many milliliters of water does he have?

Answer: He has 5000 milliliters of water. Explanation: Given that, Patrick has 5 liters of water. Now, we will find out how many milliliters of water he had. So, convert the L into mL. We know 1 Liter = 1000 milliliters. Then the value is  5L = 5 x 1000 mm= 5000 mm. Hence, he has 5000 milliliters of water.

Question 10. Maria’s suitcase has a mass of 14 kilograms. How many grams is the mass of her suitcase?

Answer: The mass of her suitcase is 14000 grams. Explanation: Given that, Maria’s suitcase has a mass of 14 kilograms Now, we will find the mass of the suitcase in grams. So, convert the kg into g. We know 1 kilogram = 1000 grams. Then the value is  14 kg = 14 x 1000 g = 14000 grams. Therefore, the mass of the suitcase in grams is 14000g.

Question 11. Mathematical PRACTICE Use Number Sense Minh is packing books into boxes. The mass of one of the boxes is 20 kilograms. What is the mass of the box in grams?

Answer: The mass of the box is 20000 grams. Explanation: Given that, Minh is packing books into boxes. The mass of one of the boxes is 20 kilograms Now, we will find the mass of the box in grams. So, convert the kg into g. We know 1 kilogram = 1000 grams. Then the value is  20 kg  = 20 x 1000 g= 20000 g. Hence, the mass of the box is 20,000 grams.

Test Practice

Question 12. Which is equivalent to 300 meters? (A) 30 kilometers (B) 3 kilometers (C) 30,000 centimeters (D) 3,000 centimeters

Answer: Option C Explanation: Given the value is 300 meters Now, we will find the suitable option We know that 1 meter = 100 centimeters So, the values is 300 x 100 = 30000 centimeters. Hence, option C 30,000 is correct.

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The Meaningful Teacher

Upper elementary classroom activities and resources..

Teaching Customary Measurement Conversions

Overwhelmed with planning to teach customary measurement conversions? Measurement worksheets and boring measurement lesson plans are NOT the only way! Here are the activities and resources I use to teach converting customary units in 5th grade.

I’ve included everything from interactive notes to an end-of-unit project! Add these resources to your lesson plans and save yourself the frustration of trying to plan your measurement unit from scratch.

Activator Video

I love to introduce new math content with a video. It gets my students’ attention and helps to set the stage for the lesson! I use a different video as an activator each day of our converting measurements unit. To introduce the customary system and customary measurement conversions, here are some of my favorites:

• Inches, Feet, and Yards NUMBEROCK
• Ounces, Pounds, and Tons NUMBEROCK
• Capacity NUMBEROCK
• Customary Unit Conversions Playlist

Interactive Notes

I typically teach the customary system BEFORE I teach the metric system because I think it’s a little trickier for students to grasp! Click here for my teaching metric conversions blog post, if you’re teaching that first!

Personally, I find that my students are WAY more likely to go back into their notebook and reference notes if they’re easily found and usable – AKA interactive. So, to teach customary conversions in 5th grade, I use  simple flipbook notes , that are perfect for students to reference again and again to practice customary measurement conversions.

We take the interactive notes together, after discussing the activator video, and our prior knowledge. Your discussions around this will vary, depending on the background knowledge of your students! These flipbook notes are simple, but they contain ALL of the information your students will need to grasp the concept of customary conversions.

Act it Out!

This is my favorite part of teaching customary measurement conversions because it’s fun and ALWAYS helps my students remember! Here is how I teach my students to figure out if they are multiplying or dividing when converting customary units.

Hold your hands up. If you are going from a BIG unit to a SMALLER unit (think, feet to inches) do a “big to small” motion with your hands. BIG (hands up, wider than your shoulders) to SMALL (move them both in, crossing in an X over your chest.) This shows that when going from a bigger unit to a smaller unit, you multiply.

If you are going from a SMALL unit to a BIGGER unit (think, inches to feet) do a “small” motion first, by holding your hands together in front of your chest, to BIG (move your hands out in a straight line) making a straight line like a division sign with your hands. This shows that when going from a smaller unit to a bigger unit, you divide.

Seem silly? Maybe. But believe me when I tell you that this will help your students remember every time!

Practice Activities

Searching for math practice activities can be so time consuming. Lots of times, I end up doing some practice problems from the textbook or using a customary conversion worksheet as independent practice. Let me be clear – there is absolutely nothing wrong with that! I also, however, love to mix up our math practice when I can. Here are two options to use for customary conversion practice that will have your students engaged with customary conversions, with little to no extra prep on your end.

First up – these customary conversion color by number activities . I adore using coloring activities in math class because they provide excellent repetition and practice of new concepts AND they let students break up the monotony with a little coloring. My students always loved the challenge of getting their picture correct as well, and who doesn’t love to give their kids a little extra motivation?

If you want to boost the engagement even more – cut up the problems and tape them around the room. Then have kids walk around with their coloring sheet as their answer sheet! It’s the perfect independent or partner practice activity. Grab the set of converting customary units of measurement coloring activities by clicking here . I even have a set of Valentine’s Day converting measurement color by code activities, here !

Another review activity that’s sure to boost engagement while teaching customary measurement conversions in 5th grade, is a  board game ! This obviously takes a  little  more prep on the front end. But, once it’s prepped you can use it year after year!

I actually use  this  board game that covers both customary and metric conversions to review at the end of the unit. Basically, students draw a card and answer the converting measurements problem. If they get it right, they move to the next space on the board with the same color as the card they drew. (Think Candyland!)

Board games are perfect for a partner activity or a small group station activity around the room. You can even project the game board on a smartboard, and pass out the game cards to your students, just like task cards! Click  here  for this board game to review converting customary and metric units of measure.

In a perfect world, we’d formatively assess, maybe do a project, and move on – but in my fifth grade classroom, I had to give my students some sort of summative assessment to see where they were at with customary measurement conversions. I found that the tests from the textbook only asked the questions one way, and weren’t actually assessing my students’ understanding.

So, I created my own assessment for converting customary units of measure. It covers the standard and has students show their knowledge in multiple formats. Click here to check out the customary conversions assessment that I used!

End-of-Unit Project

Converting customary measurements in 5th grade is the PERFECT unit for a culminating project. I use  this  project to assess my entire 5th-grade measurement unit since it covers both customary and metric conversions.

The project I use, described in more detail  here , has students design a new store for the local mall. They’ll have to convert measurements (both customary, metric, and time) to choose the best space, build a sign, purchase materials, hire employees, etc. I love it because it shows converting measurements in a real-life application!

You could JUST have your students do the customary conversion practice pages in this project if you haven’t yet covered metric conversions. I’ve also split the project up and had my students work on one page at a time, to keep it manageable.

Typically, I’ll give my students the whole packet, and go over the directions. Then, I have them work independently on each page. I tell them that they cannot move to the next page until I’ve checked the page they completed. This helps me assess their understanding as their work their way through, rather than having them complete the entire project incorrectly. I check the page, stamp the bottom, and send them on their way to work on the next page of the project! Click  here  to check out the entire converting measurements project pictured below that I use with my students.

There you go! Everything I used in my 5th grade classroom to teach customary measurement conversions. This is one of my favorite units to teach because there are so many opportunities for real-life examples and practice. Teaching metric conversions next? Click here for my metric conversions blog post. Happy teaching!

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Length Conversions (Metric)

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Metric Length Conversions - Fifth Grade Digital Math Practice

Help your fifth grade students take their measurement skills to the next level with this interactive math game from iKnowIt.com! Students will convert metric units of measurement as they work through a series of measurement problems in this online math activity. Here are the learning objectives of this math lesson:

• Convert like units of measurement within the metric measurement system.
• Convert from centimeters to meters.
• Convert from meters to millimeters.
• Convert from meters to kilometers.
• Convert from millimeters to centimeters.
• Identify which length is greater by converting the given metric measurements.
• Solve word problems involving length conversions with metric measurements.

Questions in this fifth grade measurement activity are presented in fill-in-the-blank format and drag-and-drop format. As students work through the math practice activity, they can take advantage of several helpful tools that will assist them in the learning process:

• A hint button is available when students need a little extra help converting metric units of measurement in any given math problem. Students can click on the hint button to view a written or pictorial clue that will point them in the right direction without giving away the answer.
• A detailed explanation page appears when students answer a question incorrectly. Along with the correct answer, students are shown an easy-to-follow explanation that will help them understand how to convert the metric units of measurement so they can improve accuracy as they progress through the math lesson.
• A speaker icon can be clicked when students want to hear the question read out loud to them in a clear voice. This read aloud feature is an excellent resource for ESL/ELL students and children who excel with auditory learning.
• A score-tracker shows students how many points they have earned for correct responses.
• A progress-tracker lets students see how many questions they have answered so far out of the total number of questions in the math activity.

All of these features were designed to help your students get the most out of their online metric measurement practice.

Build Confidence and Math Skills with Online Measurement Practice

The goal of the “I Know It” online math practice program is to give elementary students a fun, yet challenging, platform for building important math skills. Students gain confidence and proficiency in fifth grade metric conversions and many other math skills with the help of kid-friendly math lesson features that are a hit with children of all ages:

• Whimsical animated characters dance around or do a clever trick each time students solve a math problem correctly in one of their practice sessions. Plenty of positive feedback messages encourage little ones to "Keep at it!" even when they make mistakes.
• Bright colors and a bold, kid-friendly math lesson interface invite children to have fun as they work through interactive math practice activities.
• Math awards are given for each new math skill students master on "I Know It." Students can add math awards to their virtual trophy case, and you can print out award certificates to celebrate your students' achievements together as a class.
• Cute, age-appropriate emojis add a spark of wonder to each math activity and encourage kids to keep practicing in order to discover what will appear on their math practice screen next!

Students aren't the only ones who love the I Know It math practice program! Teachers, homeschool educators, and school administrators love what our program offers. Teachers who use I Know It in their classrooms alongside a comprehensive elementary math curriculum discover the difference that our high quality math program can make:

• Hundreds of interactive math lessons to choose from
• Common Core-aligned math activities written by accredited elementary math teachers
• Math lessons covering essential elementary math topics from kindergarten through fifth grade, arranged on the website by grade level and topic
• Awesome administrator tools that help teachers like you maximize students' math practice experience

We hope you and your fifth-grade class will enjoy converting metric units of measurement in this interactive math lesson. Be sure to check out the hundreds of other fifth grade math lessons we have available on our website as well.

Join Our Digital Math Practice Community

Looking for a way you can try out the I Know It math practice program to see if it's the right fit for you and your class? Sign up for our free thirty-day trial offer and try out this fifth grade metric measurement game, as well as any math activity on our website, at no cost for a full thirty days. We're confident you and your students will love experiencing the difference interactive math practice can make. When your free trial runs out, we hope you won't hesitate to become a member of the I Know It community! This way, you and your class will continue to enjoy the benefits of digital math practice for a full calendar year. We offer membership options for families, teachers, schools, and school districts. Want to explore the perfect I Know It membership for you? Visit our membership information page here: https://www.iknowit.com/order.html .

One of the highlights of your I Know It membership is your administrator account, which gives you access to some fantastic tools that will help your class maximize their online math practice experience. Your administrator account will help you create a class roster and add your students to it, change basic lesson settings, assign a class code and unique login credentials to all of your students, give specific math lesson assignments to different students, print, download, and email student progress reports, and much more.

When your students log into the I Know It homepage with their unique username and password, they will be shown a kid-friendly version of the website. They can quickly and easily access the math practice activities you have assigned to them and explore other math activities at their grade level and beyond (if you choose to give them this option through your administrator settings). Grade levels are designated by letter instead of number (i.e., "Level E" for fifth grade), making it easy for you to assign math lessons based on each child's needs and skill level.

This interactive math lesson is classified as Level E. It may be ideal for a fifth-grade class.

Common Core Standard

5.MD.1, MA.4.M.1.2, 5.7A Measurement And Data Convert Like Measurement Units Within A Given Measurement System. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

You might also be interested in...

Length Conversions (Standard Units) (Level E) In this fifth grade-level math lesson, students will practice length conversions with standard units. Questions are presented in fill-in-the-blank format and drag-and-drop format.

Weight Conversions (Standard Units) (Level E) In this math lesson geared toward fifth grade, students will practice weight conversions with standard units. Questions are presented in fill-in-the-blank format and drag-and-drop format.

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Unit 14: Converting units of measure

About this unit.

Just as there's more than one way to measure something, there's more than one unit of measure! In this unit, you'll learn all about converting between different units of measure, time to metric and US customary measurements, so you can solve any word problem thrown your way.

Converting units of time

• Converting units: minutes to hours (Opens a modal)
• Converting units of time review (seconds, minutes, & hours) (Opens a modal)
• Convert units of time Get 3 of 4 questions to level up!

Converting metric units

• Converting units: metric distance (Opens a modal)
• Converting units: centimeters to meters (Opens a modal)
• Metric units of mass review (g and kg) (Opens a modal)
• Metric units of length review (mm, cm, m, & km) (Opens a modal)
• Metric units of volume review (L and mL) (Opens a modal)
• U.S. customary and metric units (Opens a modal)
• Convert units (metrics) Get 5 of 7 questions to level up!

Converting metric units word problems

• Measurement word problem: tea party (Opens a modal)
• Time word problem: Susan's break (Opens a modal)
• Convert units word problems (metrics) Get 3 of 4 questions to level up!
• Convert units multi-step word problems (metric) Get 3 of 4 questions to level up!

Converting US Customary units

• Converting units: US volume (Opens a modal)
• Same length in different units (Opens a modal)
• US Customary units of length review (in, ft, yd, & mi) (Opens a modal)
• US Customary units of weight review (oz & lb) (Opens a modal)
• US Customary units of volume review (c, pt, qt, & gal) (Opens a modal)
• Convert units (US customary) Get 5 of 7 questions to level up!

Converting US Customary units word problems

• Measurement word problem: running laps (Opens a modal)
• Measurement word problem: elevator (Opens a modal)
• Measurement word problem: blood drive (Opens a modal)
• Measurement word problem: distance home (Opens a modal)
• Converting units of measurement: FAQ (Opens a modal)
• Convert units word problems (US customary) Get 3 of 4 questions to level up!
• Convert units multi-step word problems (US customary) Get 3 of 4 questions to level up!

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