Lee Hawkins

Time Frame: 7 Sessions

Overview: This blended learning math unit was designed for 4th grade and takes place over 7 sessions. Students must know how to convert units from larger to
smaller units within one measurement system. The two systems that are included in this unit are customary and metric. Customary units of measurements
involve length, capacity, and weight while metric units involve length, capacity, and mass. Students must recognize the size of a customary and metric unit in
order to determine which is the larger unit. When converting from a larger unit to a smaller unit, multiplication must be used. Measurement data may be
recorded in two-column tables.

There are a number of overarching objectives that are applicable to each week. They are:
● Students will communicate and collaborate effectively with others.
● Students will determine the relative size of an object in order to choose the appropropriate customary tool.
● Students will use logical reasoning strategies to solve problems.

Session Number Objectives Content or Resources Needed Activities / Assessments

and (List 3-6 per session.) (Describe or link at least one specific resource (For each activity, include the name,
Topics / Themes for each session.) description, and whether it is whole group,
individual, or team. Also, identify assessments,
synchronous activities, and any Web 2.0 tools
used)

1 ● Students will learn about the metric https://www.mathsisfun.com/measure/metri Reading​​- Read information from 2 different
Overview of and customary systems. c-system-introduction.html web pages about customary and metric
Customary and ● Students will identify units of length, units.(independent)
Metric weight, and capacity.
Units/Systems ● Students will choose the appropriate Watch this video about U.S. customary and
customary and metric units. metric units:
https://www.youtube.com/watch?v=y2RHWA7
t0WM​ (independent)

http://www.sheppardsoftware.com/mathgam Reflecting​​- Read the study guide about

es/measurement/BestMeasure2.htm customary and metric units. Review the
 questions before, during, and after the unit.

Graphic Organizer for T-Chart so students can Displaying​​- Complete a T-chart identifying
record information. customary and metric units. Be sure to include
which units the United States uses. Include an
example for each. (whole group)

Doing​​- Practice matching the objects with the

appropriate customary and metric units.
(independent)

Spend at least 10 minutes playing these games

about choosing the correct measurement.
(independent)
http://www.bbc.co.uk/skillswise/game/ma23ca
pa-game-taking-measures-capacity

Post the answer to this question on the class

blog: Why is it necessary to convert units of
measurements? (independent)[formative
assessment]

Begin your Visual Glossary Google Slides project

that is due on the 7th session. As you complete
these sessions, you will take pictures of objects
that represent a given unit of measurement.
For example, take a picture of a crayon that is
about 3 inches. Upload the picture, give the
measurement using at least 2 different units.
Provide at least one example for each of the
units of measurements in sessions 2-6. There
should be a minimum of 6 slides total (1
introduction slide and 5 units of measurements
slides). Be sure to read the rubric so you know
how it will be graded. (independent)
 2
Converting ● Students will learn about converting
Customary Units units of length.
of Length ● Students will recognize the size of
customary units of length and
convert from a larger unit to a
smaller unit.
● Students will practice converting
customary units of length.
3 ● Students will learn about converting
Converting customary units of weight.
Customary Units ● Students will recognize the size of
of Weight customary units of weight and
convert from a larger unit to a
smaller unit.
● Students will practice converting
customary units of weight.
Reading​​- Watch the Visual Learning Bridge
video about converting one unit of length to
another through PearsonRealize. (whole group)
Follow along in the textbook on page 680.
Reflecting​​- Post responses to these questions
https://www.metric-conversions.org/length/i on Edmodo: Which is a greater distance, 1 yard
nches-to-feet.htm?val=35 or 1 mile? Explain. Which is a greater 1 foot or
1 inch? Explain. (whole group- individual)
asynchronous
Displaying​​- Explore this metric converter for
length for at least 5 minutes. (independent)
Doing​​- Play Kahoot! Game on converting
Students will need technology devices to play customary units of length. (whole group)
such as iPads, Chromebooks, laptops, [formative assessment]
computers, etc.
Create an introduction slide for your
presentation. Include your name, subject, and
title. Complete the slide for customary units of
length. (independent)
Complete Homework and Practice 13-1.
Reading​​- Watch the Visual Learning Bridge
video about converting one unit of length to
another through PearsonRealize. (whole group)
Follow along in the textbook on page 692.
Reflecting​​- This Voicethread has slides with
https://www.mathgames.com/skill/5.6-compa different customary units of weight. Upload an
re-and-convert-customary-units image for each slide.
https://tccl.arcc.albany.edu/knilt/index.php/C Displaying​​- Review the customary units of

4 Reading​​- Watch the Visual Learning Bridge
Converting ● Students will learn about converting
Customary Units customary units of capacity.
of Capacity ● Students will recognize the size of
customary units of capacity and
convert from a larger unit to a
smaller unit.
● Students will practice converting
customary units of capacity.
ustomary_Units_of_Weight weight.
Doing​​- Complete a worksheet on Converting
Units of Weight. (independent)[formative
assessment]
Complete slide for customary units of weight.
Complete Homework and Practice 13-3.
video about converting one unit of length to
another through PearsonRealize. (whole group)
Follow along in the textbook on page 686.
Reflecting​​- Post responses to these questions
to Edmodo: [asynchronous]
1. Which one is larger 2 pints or or 2
https://www.youtube.com/watch?v=luUxM98 cups? Explain.
OsNA 2. Which one is larger 1 gallon or 4
quarts? Explain.
Displaying​​- Review this presentation about
converting customary units of capacity. Write
the answers in your journal. (independent)
Doing​​- Take the online quiz on converting
customary units of length, weight, and capacity.
You will have 2 attempts. The highest score will
be counted. (independent) [summative
assessment]
Complete slide for customary units of capacity.
Complete Homework and Practice 13-2.
 5 Reading​​- Watch the Visual Learning Bridge
Converting ● Students will learn about converting
Metric Units of metric units of length.
Length ● Students will recognize the size of
metric units of length and convert
from a larger unit to a smaller unit.
● Students will practice converting
metric units of length.
6 Reading​​- Watch the Visual Learning Bridge
Converting ● Students will learn about converting
Metric Units of metric units of capacity and mass.
Capacity and ● Students will recognize the size of
Mass metric units of capacity and mass
and convert from a larger unit to a
smaller unit.
● Students will practice converting
metric units of capacity and mass.d
https://www.youtube.com/watch?v=JgzsDAE
XFr8
https://www.ck12.org/measurement/convert-
between-metric-units-of-length-weight-and-c
apacity/lesson/Conversions-of-Length-Mass-C
apacity-in-Metric-Units-MSM6/
video about converting one unit of length to
another through PearsonRealize. (whole group)
Follow along in the textbook on page 698.
Optional viewing about converting units of
measurements.
Reflecting​​- Complete this Nearpod about
converting metric units of length.
(asynchronous- independent)
Displaying​​- Complete two-column table on
converting units of length on Google Docs with
group members. (independent)
Doing​​- Play Kahoot! Game on converting units
of length. (whole group- individual)[formative
assessment]
Complete slide for metric units of length.
Complete Homework and Practice 13-4.
video about converting one unit of length to
another through PearsonRealize. (whole group)
Follow along in the textbook on page 704.
Reflecting​​- Post your responses to these
questions on Edmodo:
1. Have you ever had to convert units of
measurements for a recipe? Explain.
2. What is the difference between weight
and mass?
 Displaying​​- Complete conversion chart.
(independent)

Doing​​- Take the online quiz on converting

metric units of length, weight, and mass. You
will have 2 attempts. The highest score will be
counted. (independent) [summative
assessment]

Complete slide for metric units of capacity and

mass. Finish Visual Glossary Project.

Complete Homework and Practice 13-5.

7 ● Students will be precise when solving Reading​​- Watch the Visual Learning Bridge
Math Practices measurement problems. video about precisely solving measurement
and Problem ● Students will be able to explain how problems through PearsonRealize. (whole
Solving to convert different units of group) Follow along in the textbook on page
customary and metric units. 716.
● Students will demonstrate the ability
to solve for equivalent Reflecting​​- Review these thinking habits for
measurements. converting measurements:
1. Am I using the numbers and units
appropriately?
2. Am I using the correct definitions?
3. Am I calculating accurately?
4. Is my answer clear?

Google Slides is recommended for this
presentation because multiple people can
share, edit, and comment on the same
presentation. If there is no access to Google
Slides, use another presentation online tool
such as Powerpoint or Prezi. ​https://prezi.com
Displaying​​- Upload your Visual Glossary
Presentation to Edmodo. Make sure others can
view your slides.
Doing​​- Visual Glossary Presentations today in
small groups. Each student will have 5 minutes
to present their Visual Glossary.
 (Synchronous-small groups)

Complete this Mastery Exam on converting

different customary and metric units.
[summative assessment]

Add or remove rows to the table above as needed. Add columns above if desired, as well.

​Use this space to keep track of additional possible resources and/or content delivery methods you might consider using in your e-learning initiative.

Session 1
This site has videos, games, and more.​http://interactivesites.weebly.com/measurement.html
Optional information: ​https://study.com/academy/lesson/measurement-conversions-lesson-for-kids.html

Session 2
Students can complete a scavenger hunt in the classroom. Working with a team, find items in the classroom to measure with a ruler and yardstick. Students should
measure each item using two different units of customary units of length.

Session 3
Learn how to convert customary units of weight. ​https://www.youtube.com/watch?v=E1jvL-mT3U0
Get more practice. ​https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-measurement-topic/cc-5th-unit-conversion/e/converting-units--us-customary-

Session 4
Students can use various containers to compare different units of capacity by pouring water from one container to another.

Session 5
Teachers can use this 1 hour lesson plan to engage students. ​http://www.cpalms.org/Public/PreviewResourceLesson/Preview/73298

Session 6

Students can practice converting metric units of mass. ​https://www.studyladder.com/play/activity/id/21926

Session 7
Students will synchronously play a game, Scoot. Each student is given an answer sheet. Problems are placed around the room so students can access them. Each
student starts with a problem and scoots around the room to answer them one at a time. Students will have 30 seconds to solve each problem. The teacher will
say “scoot” to signal the students to move to the next card. At the end of the rotations, the teacher will go over the answers and determine a winner. This can also
be used a formative assessment.