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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Meter sticks

Activity Narrative

The goal of this activity is to convert meters to centimeters and millimeters, and to convert kilometers to meters. This metric measurement context gives students an opportunity to observe several patterns (MP7).

When students convert from meters to centimeters or multiply by 100, the digits shift 2 places to the left.
When students convert from kilometers to meters or multiply by 1,000, the digits shift 3 places to the left.

Representation: Internalize Comprehension. Synthesis: Use multiple examples and non-examples to reinforce the relationship between meters, centimeters, and millimeters.
Supports accessibility for: Conceptual Processing, Memory

Launch

Groups of 2
Give students access to meter sticks.
Display the image from the student book.
“What do you notice? What do you wonder?”
Display additional information about track-and-field events:
- The height of a hurdle is 1 meter.
- The approximate distance between hurdles in 110-meter races is 10 meters.
- The shortest race in many track competitions is 100 meters.
“Work with your partner to complete the problems.”

Activity

1–2 minutes: quiet think time
8–10 minutes: partner work time
Monitor for students who observe that the digits shift:
- 2 places to the left when converting from meters to centimeters or when multiplying by 100.
- 3 places to the left when converting from kilometers to meters or when multiplying by 1,000.

Complete the table.

meters centimeters millimeters

1

10
What patterns do you notice in the table?
There are 3 long-distance races: 10 kilometers, 100 kilometers, and 1,000 kilometers. Complete the table to show these distances in meters.

distance in kilometers distance in meters

1 1,000

10

100
What patterns do you notice in the table?

distance in kilometers	distance in meters
1	1,000
10
100

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Display completed tables for all to see.
Invite students to share the patterns they observed in the tables.
“How are the tables the same? How are they different?” (Some of the numbers in the tables are the same. Some of the relationships are the same. Going from meters to millimeters is the same as going from kilometers to meters because both are 1,000 times greater. The second table has only two columns, but it has a bigger number, 1,000,000.)
“What do you notice about the location of the 1 and the number of zeros after converting from kilometers to meters?” (Each number in the meters column has 3 more zeros than the number in the kilometers column. The 1 in each number in the meters column is 3 places to the left of the corresponding number in the kilometers column.)

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Meter sticks

Activity Narrative

The purpose of this activity is for students to convert from meters to centimeters, using the context of a standing broad jump, a common test for physical fitness. Students may either multiply by 100 to convert from meters to centimeters or divide by 100 to convert from centimeters to meters. Students should be encouraged to use whatever strategy makes sense to them. Future lessons will focus specifically on conversion from centimeters to meters. Give students access to meter sticks.

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse with a partner what they will say before they share with the whole class.
Advances: Speaking

Launch

Groups of 2
Display the image from the student book.
Give students access to meter sticks.
“What do you notice? What do you wonder?” (The girl is jumping. There are numbers on the mat. Did she start where the footprints are? How far did she jump?)

Activity

1–2 minutes: quiet think time
6–8 minutes: partner work time
Monitor for students who use:
- Their result for Elena’s jump, in centimeters, to find her jump in millimeters.
- The result, in meters, to find how far Elena jumped in millimeters.

chart for long jump. scale, fifty to 3 hundred centimeters, by 10 centimeters. Also, scale 0 to 3 meters, by meters.

Here are the distances that each student jumped in the standing broad jump.

student	distance
Mai	1.61 meters
Elena	1.43 meters
Clare	1.57 meters

The average distance for 5th graders is 148 centimeters. Is each student in the table below, at, or above the average distance? Explain or show your reasoning.
Elena says her jump sounds more impressive if she reports it in millimeters.
1. How far is Elena’s jump in millimeters? What about Mai’s and Clare’s jumps?
2. Which unit do you think is best for reporting the jumps? Explain your reasoning.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Display the expression: .
“How does this expression represent Elena’s jump in centimeters?” (There are 100 centimeters in a meter.)
Invite students to share how they found Elena’s jump in millimeters.
Display the expression: .
“In what unit of measure does this expression represent Elena's jump? How do you know?” (It represents Elena’s jump in millimeters. There are 10 millimeters in a centimeter and represents the centimeters, so if we multiply the number of centimeters by 10, we will get the number of millimeters.)
Display the expression: .
“How does this expression represent Elena’s jump, in millimeters?” (There are 1,000 millimeters in a meter so I have to multiply by 1,000 to get millimeters from meters.)
Display the equation: .
Invite students to share which unit they prefer to express the distances that the students jumped.
“It’s important to choose a unit that makes sense to you.”

Lesson Synthesis

“Today we converted between metric units to express distances related to track events in different ways.”

Display the table:

kilometers	meters	centimeters	millimeters
2.5

As students respond to the questions, record their responses in the table.

“Jada ran 2.5 kilometers. How many meters is that?” (2,500)

“How many centimeters is that?” (250,000)

“How many millimeters is that?” (2,500,000)

“Would you use kilometers, meters, centimeters, or millimeters to report how far Jada ran?” (kilometers or meters because I can imagine how long those distances are and the numbers of centimeters and millimeters are too big to visualize.)

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Lesson 3

Metric Conversion and Multiplication by Powers of 10

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

5.MD.A.1

5.NBT.A.2

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

5.MD.A.1

5.NBT.A.2

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

5.NBT.A.2

Building Toward