enVision Mathematics Topic 13
4th Grade; April (2 weeks); 3rd Trimester
Embedded Files
Topic Title(s):
Measurement: Find Equivalence in Units of Measure
Prepared Graduates:
MP2. Reason abstractly and quantitatively.
MP4. Model with mathematics.
MP5. Use appropriate tools strategically.
Standard(s):
3. Data, Statistics, and Probability
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
4.MD.A. Measurement & Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml. 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), … (CCSS: 4.MD.A.1)
Use the four operations to solve word problems involving distances, liquid volumes, masses of objects, 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. (CCSS: 4.MD.A.2)
Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. (CCSS: 4.MD.A.3)
Define quantities in measurement problems with both their magnitude and unit. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Make sense of quantities, their units, and their relationships in problem solving situations. (MP2)
Model real-world problems involving area and perimeter with equations, diagrams, and formulas, and use them to solve problems. (MP4)
Generate and use conversion tables to aid in measurement conversions, and represent measurement quantities on scaled line diagrams. (MP5)
Inquiry Questions
How can you use what you know about place value to convert between km, m and cm? Does this also work for measurement of time (s, m, h)? Why or why not?
How can visual models help to make sense of measurement problems and intervals of time?
How many liters of juice are needed to fill 35 cups of 225 ml each?
Coherence Connections
This expectation supports the major work of the grade.
In Grade 3, students solve problems involving multiplication and division and solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
In Grade 4, this expectation connects to building fractions from unit fractions, using decimal notation for fractions, comparing decimal fractions, and using the four operations with whole numbers to solve problems.
In Grade 5, students apply and extend previous understandings of multiplication and division, convert like measurement units within a given measurement system, and relate volume to multiplication and to addition.
Academic Vocabulary & Language Expectations:
Capacity, quart, gallon, cup, pint, fluid ounce, weight, ounce, pound, ton, millimeter, centimeter, meter, kilometer, mass, liter, gram, milligram, kilogram, perimeter, area, formula
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 13
Additional enVision Mathematics Resources
Let's Investigate! Camping Measurements (TE) (supports Lessons 13-4, 13-5)
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: None since this Unit Plan supports the major work of the grade
Coherence Map/Concept Progressions: 4.MD.A.1
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