Math g4 m2 Full Module PDF

New York State Common Core
4 Mathematics Curriculum
GRADE
GRADE 4 • MODULE 2
Table of Contents
Unit Conversions and Problem Solving with Metric
Measurement
Module Overview ......................................................................................................... i
Topic A: Metric Unit Conversions ........................................................................... 2.A.1
Topic B: Application of Metric Unit Conversions .................................................... 2.B.1
Module Assessments ............................................................................................ 2.S.1
Module 2: Unit Conversions and Problem Solving with Metric Measurement

Date: 8/5/13 i
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 4•2
Grade 4• Module 2
Unit Conversions and Problem Solving
with Metric Measurement
OVERVIEW
Students have become accustomed to thinking of 250 as 2 hundreds 5 tens, but the idea of a mixed unit
shows up in many varied contexts, such as 2 hr 5 min, $2.50, 2 km 5 m, 2’ 5”, 2 5/8 (hours and minutes, dollars
and cents, kilometers and meters, feet and inches, ones and eighths). While the context and the units may
vary greatly, there are many common threads present in any mixed unit calculation. Consider the
connections and similarities between the following equalities:
2,437  2 thousands 437 ones = 2,437 ones
2 km 437 m 2,437 m  2 kilometers 437 meters = 2,437 meters
2 kg 437 g 2,437 g  2 kilograms 437 grams = 2,437 grams
2 L 437 mL 2,437 mL  2 liters 437 milliliters = 2,437 milliliters
In order to explore the process of working with mixed units, Module 2 focuses on length, mass, and capacity
in the metric system, 1 where place value serves as a natural guide for moving between larger and smaller
units.
In Topic A, students review place value concepts while building fluency to decompose or convert from larger
to smaller units (4.MD.1). They learn the relative sizes of measurement units, building off prior knowledge of
grams and kilograms from Grade 3 (3.MD.2) and meters and centimeters from Grade 2 (2.MD.3). As students
progress through the topics, they reason about correct unit sizes and use diagrams such as number lines with
measurement scales to represent problems. Conversions between the units are recorded in a two-column
table. Addition and subtraction single-step problems of metric units provides an opportunity to practice
mental math calculations as well as solve using the addition and subtraction algorithms established in Module
1. Students reason by choosing to convert between mixed and single units before or after the computation
(4.MD.2). Connecting their familiarity of metric units and place value, the module moves swiftly through
each unit of conversion, spending only one day on each type. This initial understanding of unit conversions
will allow for further application and practice throughout subsequent modules, such as when multiplying and
dividing metric units.
In Topic B, students again build off of their measurement work from previous grade levels, solidify their
understanding of the relationship between metric units and the place value chart, and apply unit conversions
to solve and reason about multi-step word problems (4.MD.2). Applying the skills learned in Module 1,
students discover and explore the relationship between place value and conversions. The beauty both of our
place value and measurement systems is the efficiency and precision permitted by the use of different size
1
Pounds, ounces, time, and money will be covered in Module 7.

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units to express a given quantity. As students solve word problems by adding and subtracting metric units,
their ability to reason in parts and wholes is taken to the next level, which is important preparation for multi-
digit operations and for manipulating fractional units in future modules. Tape diagrams and number lines will
serve as models throughout to support applying the standard algorithm to word problems.
Focus Grade Level Standards

Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit. 2
4.MD.1 3 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.2 4 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
2
4.MD.3 is addressed in Module 3.
3
Pounds, ounces, and time are addressed in Module 7. This is a non-tested standard, but expressing metric measurements of length,
weight, and volume from larger to smaller units strengthens the upcoming modules.
4
Time and money will be addressed in Module 7. This is a non-tested standard, but the context of operating on distance, volume, and
mass strengthens the upcoming modules.

Date: 8/5/13 iii
of a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
Foundational Standards
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as
special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (L). (Excludes compound units such as cm3 and finding the geometric
volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by using drawings (such as
a beaker with a measurement scale) to represent the problem. (Excludes multiplicative
comparison problems, i.e., problems involving notions of “times as much.”)
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students use place value knowledge
to convert larger units to smaller units before adding and subtracting. They are able to
fluently add and subtract metric units of length, weight, and capacity using the standard
algorithm. Tape diagrams and number lines conceptualize a problem before it is solved and
are used to find the reasonableness of an answer.
MP.7 Look for and make use of structure. Students use place value and mixed units knowledge to
find similarities and patterns when converting from a larger unit to a smaller unit. Making use
of parts and wholes allows for seamless conversion. They recognize that 1 thousand equals
1,000 ones relates to 1 kilometer equals 1,000 meters. Using this pattern, they might extend
thinking to convert smaller to larger units when making a conversion chart.
MP.8 Look for and express regularity in repeated reasoning. Students find metric unit conversions
share a relationship on the place value chart. 1,000 ones equals 1 thousand, 1,000 g equals 1
kg, 1,000 mL equals 1 L, and 1,000 m equals 1 km. Knowing and using these conversions and
similarities allows for quick and easy conversion and calculation.

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Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
4.MD.1 A Metric Unit Conversions 3
4.MD.2 Lesson 1: Express metric length measurements in terms of a smaller unit;
model and solve addition and subtraction word problems
involving metric length.
Lesson 2: Express metric mass measurements in terms of a smaller unit;
model and solve addition and subtraction word problems
involving metric mass.
Lesson 3: Express metric capacity measurements in terms of a smaller
unit; model and solve addition and subtraction word problems
involving metric capacity.
4.MD.1 B Application of Metric Unit Conversions 2

4.MD.2 Lesson 4: Know and relate metric units to place value units in order to
express measurements in different units.
Lesson 5: Use addition and subtraction to solve multi-step word problems
involving length, mass, and capacity.
End-of-Module Assessment: Topics A–B (assessment ½ day, return ½ day, 2

remediation or further applications 1 day)
Total Number of Instructional Days 7
Terminology
New or Recently Introduced Terms
 Kilometer (km, a unit of measure for length)
 Mass (the measure of the amount of matter in an object)
 Milliliter (mL, a unit of measure for liquid volume)
 Mixed units (e.g., 3 m 43 cm)
Familiar Terms and Symbols 5

 =, <, > (equal, less than, greater than)
5
These are terms and symbols students have used or seen previously.

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 Capacity (the maximum amount that something can contain)

 Convert (to express a measurement in a different unit)
 Distance (the length of the line segment joining two points)
 Equivalent (equal)
 Estimate (an approximation of the value of a number or quantity)
 Kilogram (kg), gram (g) (units of measure for mass)
 Larger or smaller unit (used in a comparison of units)
 Length (the measurement of something from end to end)
 Liter (L) (unit of measure for liquid volume)
 Measurement (dimensions, quantity, or capacity as determined by comparison with a standard)
 Meter (m), centimeter (cm) (units of measure for length)
 Table (used to represent data)
 Weight (the measurement of how heavy something is)
Suggested Tools and Representations

 Beakers or liter container
 Number line
 Ruler, meter stick, measuring tape
 Scale, weights (masses)
 Tape diagrams
Scaffolds6
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are applicable to more than one population. The
charts included in Module 1 provide a general overview of the lesson-aligned scaffolds, organized by
Universal Design for Learning (UDL) principles. To read more about the approach to differentiated instruction
in A Story of Units, please refer to “How to Implement A Story of Units.”
6
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

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Assessment Summary
Type Administered Format Standards Addressed
End-of-Module After Topic B Constructed response with rubric 4.MD.1
Assessment Task 4.MD.2

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4
GRADE
Mathematics Curriculum
Topic A
Metric Unit Conversions
4.MD.1, 4.MD.2
Focus Standard: 4.MD.11 Know relative sizes of measurement units within one system of 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.22 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.
Instructional Days: 3
Coherence -Links from: G2–M2 Addition and Subtraction of Length Units
-Links to: G5–M1 Place Value and Decimal Fractions
G5–M2 Multi-Digit Whole Number and Decimal Fraction Operations
In order to explore the process of working with mixed units, Module 2 focuses on length, mass, and capacity
in the metric system,3 where place value serves as a natural guide for moving between larger and smaller
units. In Topic A, students review place value concepts while building fluency to decompose or convert from
larger to smaller units (4.MD.1). They learn the relative sizes of measurement units, building off prior
knowledge of grams and kilograms from Grade 3 (3.MD.2) and meters and centimeters from Grade 2
(2.MD.3). Conversions between the units are recorded in a two-column table beginning in Lesson 1.
Recording the unit conversions in a table allows students to see the ease of converting from a smaller unit to
a larger unit (e.g., 200 centimeters is the same as 2 meters because 1 meter is equal to 100 centimeters). As
students progress through the lessons, they reason about correct unit sizes and use diagrams such as number
lines with measurement scales to represent problems. Addition and subtraction single-step problems of
1
weight, and volume from larger to smaller units strengthens the upcoming modules.
2
Time and money are addressed in Module 7. This is a non-tested standard, but the context of operating on distance, volume, and
mass strengthens the upcoming modules. This module only focuses on addition and subtraction. Multiplication and division are
addressed in future modules.
3
Pounds, ounces, time, and money will be covered in Module 7.
Topic A: Metric Unit Conversions

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NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 4•2
metric units provide an opportunity to practice simplifying strategies as well as solve using the addition and
subtraction algorithm established in Module 1 (4.NBT.4). Students practice reasoning by choosing to convert
mixed units to a single unit before or after the computation (4.MD.2).
Algorithms: Simplifying Strategies:
or or
Word problems provide a context in which to apply the conversions, including adding and subtracting mixed
units in all lessons. Connecting their familiarity of metric units and place value, the module moves swiftly
through each unit of conversion, spending only one day on each type. This initial understanding of unit
conversions will allow for further application and practice throughout subsequent modules, such as when
multiplying and dividing metric units.
A Teaching Sequence Towards Mastery of Metric Unit Conversions

Objective 1: Express metric length measurements in terms of a smaller unit; model and solve addition
and subtraction word problems involving metric length.
(Lesson 1)
Objective 2: Express metric mass measurements in terms of a smaller unit; model and solve addition
and subtraction word problems involving metric mass.
(Lesson 2)
Objective 3: Express metric capacity measurements in terms of a smaller unit; model and solve addition
and subtraction word problems involving metric capacity.
(Lesson 3)
Topic A: Metric Unit Conversions

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MATHEMATICS CURRICULUM
CURRICULUM Lesson 1 4
YS COMMON CORE MATHEMATICS CURRICULUM
4
Lesson 1
Objective: Express metric length measurements in terms of a smaller unit;
model and solve addition and subtraction word problems involving metric
length.
Suggested Lesson Structure

Fluency Practice (10 minutes)

Application Problem (8 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)
 Convert Units 4.MD.1 (2 minutes) A NOTE ON

 Meter and Centimeter Number Bonds 4.MD.1 (8 minutes) STANDARDS
ALIGNMENT:
Convert Units (2 minutes) In this lesson and the entire module,
students convert metric length units in
Note: Reviewing these conversions in isolation will help the context of addition and subtraction
students apply their operations in word problems. problems involving mixed units. This
T: (Write 100 cm = ____ m.) 100 centimeters is the same lesson builds on the content of 2.MD.1
and 2.MD.5.
as how many meters?
On some occasions, students will work
S: 1 meter.
beyond the 4.MD.1 and 4.MD.2
Repeat process using the following possible sequence: 200 cm, standards by converting from a smaller
300 cm, 800 cm, and 500 cm. to a larger unit. This conversion up will
be established by creating a connection
T: (Write 1 m = ____ cm.) How many centimeters are in 1 between units of measures related to
meter? place value.
S: 100 centimeters. If your students are not ready for the
conversions up, you might work in
Repeat process using the following possible sequence: 2 m, 3 m,
small groups to further develop the
7 m, 4 m, 9 m. number sense necessary for
understanding these conversions and
always accept answers in the smaller
unit.
Lesson 1: Express metric length measurements in terms of a smaller unit;

model and solve addition and subtraction word problems involving
metric length. 2.A.3
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Meter and Centimeter Number Bonds (8 minutes)

Materials: (S) Personal white boards
Note: This fluency prepares students to add and subtract meters and centimeters later in the lesson.
T: (Project a number bond with 150 centimeters written
as the whole and 1 meter as one of the parts.) How
many centimeters are in 1 meter?
S: 100 centimeters.
T: (Beneath 1 m, write 100 cm.) On your white boards,
write a number bond filling in the missing part.
S: (Write a number bond with a whole of 150 cm and parts 1 m and 50 cm.)
Repeat the process with wholes of 180 cm, 120 cm, 125 cm, 105 cm, and 107 cm.
T: (Project a number bond with 2 m written as the whole,
1 m as one of the parts, and ____ cm as the other
part.) Fill in the missing part.
S: (Write a number bond with 2 m as the whole, 1 m as
one of the parts, and 100 cm as the other part.)
T: Write the whole as an addition sentence with mixed
units.
S: (Write 1 m + 100 cm = 1 m + 1m = 2 m.)
Repeat the process for 2 m + 100 cm = 3 m and 100 cm + 5 m = 6 m.
Martha, George, and Elizabeth sprinted a combined distance of 10,000 meters. Martha sprinted 3,206
meters. George sprinted 2,094 meters. How far did Elizabeth sprint? Solve using a simplifying strategy or an
algorithm.

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Note: This Application Problem builds on G4–M1–Lesson 19. Note that Solution A models the standard
algorithm whereas Solution B records a simplifying strategy using number bonds, an application of strategies
taught since Grade 1 in which students complete a unit or take from a whole unit. This Application Problem
leads to the Concept Development of this lesson because the problem involves the metric unit of a meter.
Materials: (T) Stapler and staples, ruler, meter stick, teacher-made poster with metric units (S) Personal
white boards
Introduction: Understanding 1 centimeter, 1 meter, and 1 kilometer in terms of concrete objects.

Begin with a brief five-minute discussion of the length of a centimeter, meter, and kilometer.
 Use familiar, concrete examples such as a staple, the height
of a countertop, and the distance to a local landmark that
you know to be about 1 kilometer. NOTES ON
MULTIPLE MEANS OF
 Have students demonstrate the size of a centimeter and
meter by indicating the size of the concrete examples that REPRESENTATION:
are given. Students who are English language
learners may benefit from further
 Display a chart such as the one shown below. discussion of concrete items that are
 Add other examples to the chart, such as the width of a about the same length as a centimeter,
fingernail, the width of a door, the distance of two and a half meter, and kilometer. Write examples
laps around a running track, the length of a base ten cube, on index cards of items that are a
the height of a stack of five pennies, the outstretched arms centimeter, a meter, or a kilometer in
of a child, and the distance around a soccer field four times. length. Have students place them in the
Show a meter stick to reference the exact size of a appropriate columns of a chart. Provide
centimeter and a meter. students with blank index cards so they
can create their own cards to add to the
chart.
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Ask students where they have heard
the prefix kilo- before. As they learned
in Grade 3, 1 kilogram equals 1,000
grams, so 1 kilometer equals 1,000
meters. Ask how many bytes are in 1
kilobyte.

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Problem 1
Compare the sizes and note relationships between meters and
kilometers as conversion equivalencies.
Use a two-column table as pictured on the right to support the
following sequence.
T: 1 km = 1,000 m. How many meters are in 2 km? 3 km?
7 km? 70 km?
S: 2,000 m, 3,000 m, 7,000 m, 70,000 m.
T: Write 2,000 m = ____ km on your board. If 1,000 m = 1
km, 2,000 m = how many kilometers?
S: 2 kilometers.
Repeat for 8,000 m, 10,000 m, and 9,000 m.
T: Compare kilometers and meters.
MP.7 S: 1 kilometer is 1,000 times as much as 1 meter.  A
kilometer is a longer distance because we need 1,000
meters to equal 1 kilometer.
T: (Display 1 km 500 m = ______ m.) Convert 1 km 500 m to meters. 1 kilometer is equal to how many
meters?
S: 1,000 meters.
T: 1,000 meters plus 500 meters is 1,500 meters. (Fill in the blank.)
T: (Display 1 km 300 m = ___ m.) 1 kilometer 300 meters is equal to how many meters?
S: 1,300 meters.
Repeat with 5 km 30 m. (Anticipate the incorrect answer of 530 m.)
T: 2,500 meters is equal to how many kilometers?
S: 2 km 500 m. We made two groups of 1,000 meters, so we have 2 kilometers and 500 meters.
Repeat with 5,005 m.
Problem 2
Add mixed units of length using the algorithm or simplifying strategies.
Display horizontally 5 km + 2,500 m.
T: Talk for one minute with your partner about how to solve this problem.
S: We have 5 km and 2,500 m.  We can’t add different units together.  We can rename the
kilometers to meters before adding. 5 kilometers equals 5,000 meters, so 5,000 m + 2,500 m =
7,500 m.  I’m going to rename 7,500 m to 7 km 500 m.

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T: Renaming 7,500 m to 7 km 500 m created a mixed unit. Mixed units can be helpful when using a
simplifying strategy.
T: Are you going to use the algorithm or a simplifying strategy to solve?
S: Simplifying strategy.
T: Why?
S: There is no regrouping.  The units are easy to
combine.  It’s just like adding place value units.
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Students below grade level may
struggle with the concept of regrouping
in order to add or subtract mixed units.
T: When we added meters, the answer was Be sure to relate regrouping back to
7,500 m. When we added mixed units, the answer was the work done in the fluency and in
7 km 500 m. Why are they the same amount? Problem 1. Explicitly show them the
connection between the conversions
S: It is the same amount because 7 km = 7,000 m and that they learned to make and how
7,000 m + 500 m = 7,500 m. that applies to adding and subtracting
T: (Display horizontally: 1 km 734 m + 4 km 396 m.) with mixed units. Consider the
Simplifying strategy or the algorithm? Discuss with a following:
partner. We can’t add different units together. If
S: Simplifying strategy, because the 7 hundred and 3 I need to convert 5 kilometers to
hundred is a kilometer and 96 + 34 is easy since the 4 meters, and I know 1 kilometer is equal
to 1,000 meters, then 5 kilometers
gets 96 to 100. 6 kilometers, 130 meters.  But there
equals 5,000 meters. Now I can add
are three renamings and the sum of the meters is more
5,000 meters and 2,500 meters.
than a thousand. My head is spinning.  I’m going to
try it mentally and then check with the algorithm.
T: Choose the way you want to do it. If you finish before two minutes is up, try solving it a different
way. Let’s have two pairs of students work at the board, one pair using the algorithm and one pair
recording a simplifying strategy.
After two minutes, review the student work on the board, which hopefully includes strategies such as those
below. If not, gently supplement. Solutions A and B are algorithms. Solutions C and D are simplifying
strategies.

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Problem 3
Subtract mixed units of length using the algorithm or simplifying strategies.
T: (Display horizontally: 10 km – 3 km 140 m.) Simplifying strategy or the algorithm? Discuss with a
partner.
S: Oh, for sure, I’m using the algorithm. There are no meters in the number I’m subtracting from. 
That’s like 10 thousand minus 3 thousand 140. Algorithm for me.  I can do mental math. I’ll show
you when we solve.
T: Choose the way you want to do it. If you finish either before two minutes is up, try solving it a
different way. Let’s have two pairs of students work at the board, one pair using the algorithm and
one pair recording a mental math strategy.
below. If not, gently supplement. Solutions A and B are algorithms. Solutions C, D, and E are simplifying
strategies.
T: Look at Solution A. How did they set up for the

algorithm? A NOTE ON
S: They rewrote everything as meters. STANDARDS
T: What did they do in Solution B? ALIGNMENT:
S: They changed 1 kilometer for 1,000 meters right away. The concept of converting the answer
T: What happened in Solution C? into mixed units reaches beyond the
fourth grade standard. For those
S: They subtracted the 3 kilometers first. students working above grade level,
T: And then? acknowledge the conversion. Students
S: Subtracted the meters from 1 kilometer after rewriting working at or below grade level are not
1 kilometer as 1,000 meters expected to convert their answers.
T: Does anyone have a question for the mental math

team?

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S: How did you know 1 thousand minus 140 was 860?

S: We just subtracted a hundred and then thought of 40 less than 900. We know 6 tens and 4 tens is a
hundred, so it wasn’t too hard.
T: What about Solution D?
S: They used a number line to show a counting up strategy. It’s like Solution E. They just represented
it in a different way.
T: And Solution E?
S: They counted up from 3 km 140 m to 4 km first and then added 6 more km to get to 10 km.
T: With your partner, take a moment to review the solution strategies on the board. Tell your partner
why 6 km 860 m is equal to 6,860 m.
S: The number line team showed it is because they matched kilometers to meters.  You can regroup
6 kilometers as 6,000 meters.  You can regroup 6,000 meters to 6 kilometers.  Both are the
same amounts, but represented using different units, either mixed or a single unit.
Problem 4
Solve an application problem using mixed units of length using the algorithm or simplifying strategies.
Sam practiced his long jump in P.E. On his first attempt, he jumped 1 meter 47 centimeters. On his second
attempt, he jumped 98 centimeters. How much farther did Sam jump on his first attempt than his second?
T: Take two minutes with your partner to draw a tape diagram to model this problem. (Circulate as
students work.)
T: Your diagrams show a comparison between two values. How can you solve for the unknown?
S: Subtract 98 cm from 1 m 47 cm.
T: Will you use the algorithm or a simplifying strategy?
As before, invite two pairs to the board to solve as others work at their desks. Solution A shows the
algorithm. Solutions B, C, and D show simplifying strategies.

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Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5,
Use Appropriate Tools Strategically. Students should
solve these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students
should work on first. With this option, let the careful
sequencing of the Problem Set guide your selections so
that problems continue to be scaffolded. Balance word
problems with other problem types to ensure a range of
practice. Assign incomplete problems for homework or
at another time during the day.
Lesson Objective: Express metric length measurements

in terms of a smaller unit; model and solve addition and
subtraction word problems involving metric length.
The Student Debrief is intended to invite reflection and

active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson. You may choose to use any combination of
the questions below to lead the discussion.
 What pattern did you notice in the equivalences
for Problems 1 and 2 of the Problem Set? How
did converting 1 kilometer to 1,000 meters in
Problem 1(a) help you to solve Problem 2(a)?
 How did solving Problem 2 prepare you to solve
Problem 3?

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CORE MATHEMATICS
4
 For Problem 3, Parts (c) and (d), explain how you found your answer in terms of the smaller of the
two units. What challenges did you face?
 When adding and subtracting mixed units of length, what are two ways that you can solve the
problem? Explain to your partner.
 How did solving Problems 1, 2, and 3 help you to solve the rest of the problems in the Problem Set?
 Look at Problem 4 in the Concept Development. How did you draw your tape diagram? Explain to
your partner how you solved this problem.
 What new math vocabulary did we use today to communicate precisely?
 How did the Application Problem connect to today’s lesson?
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 4
Name Date
1. Find the equivalent measures.

a. 1 km = __________ m e. 1 m = __________ cm
b. 4 km = __________ m f. 3 m = __________ cm
c. 7 km = __________ m g. 80 m = __________ cm
d. __________ km = 18,000 m h. __________ m = 12,000 cm
a. 3 km 312 m = __________ m d. 3 m 56 cm = __________ cm
b. 13 km 27 m = __________ m e. 14 m 8 cm = __________ cm
c. 915 km 8 m = __________ m f. 120 m 46 cm = __________ cm
3. Solve.
a. 4 km − 280 m = b. 1 m 15 cm – 34 cm =
c. Express your answer in the smaller of the d. Express your answer in the smaller of the two
two units: units:
1 km 431 m + 13 km 169 m = 231 m 31 cm − 14 m 48 cm =
e. 67 km 230 m + 11 km 879 m = f. 67 km 230 m − 11 km 879 m =

Date: 7/3/13
Use a tape diagram to model each problem. Solve using simplifying strategies or an algorithm, and write your
answer as a statement.
4. The length of Carter’s driveway is 12 m 38 cm. His neighbor’s driveway is 4 m 99 cm longer. How long is
the neighbor’s driveway?
5. Enya walked 2 km 309 m from school to the store. Then she walked from the store to her home. If she
walked a total of 5 km, how far was it from the store to her home?
6. Rachael has a rope 5 m 32 cm long that she cut into two pieces. One piece is 249 cm long. How many
centimeters long is the other piece of rope?
7. Jason rode his bike 529 fewer meters than Allison. Jason rode 1 km 850 m. How many meters did Allison
ride?

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 4
Name Date
1.
Distance
71 km _______ m
_______ km 30,000 m
81 m ______ cm
_______ m 400 cm
2. 13 km 20 m = __________ m
3. 401 km 101 m – 34 km 153 m = ____________
4. Gabe built a toy tower that measured 1 m 78 cm. After building some more, he measured it, and it was 82
cm taller. How tall is his tower now? Draw a tape diagram to model this problem. Use a simplifying
strategy or an algorithm to solve and write your answer as a statement.

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4
Name Date
a. 5 km = ___________ m e. 7 m = __________ cm
b. 13 km = __________ m f. 19 m = __________ cm
c. __________ m = 17,000 m g. __________ m = 2,400 cm
d. 60 km = __________ m h. 90 m = __________ cm
a. 7 km 123 m = __________ m d. 7 m 45 cm = __________ cm
b. 22 km 22 m = __________ m e. 67 m 7 cm = __________ cm
c. 875 km 4 m = ___________ m f. 204 m 89 cm = __________ cm
3. Solve.
a. 2 km 303 m – 556 m = b. 2 m – 54 cm =
c. Express your answer in the smaller of the d. Express your answer in the smaller of the two
two units: units:
338 km 853 m + 62 km 71 m = 800 m 35 cm – 154 m 49 cm =
e. 701 km – 523 km 445 m = f. 231 km 811 m + 485 km 829 m =

Date: 7/3/13
Use a tape diagram to model each problem. Solve using a simplifying strategy or an algorithm and write your
4. The length of Celia’s garden is 15 m 24 cm. The length of her friend’s garden is 2 m 98 cm more than
Celia’s. What is the length of her friend’s garden?
5. Sylvia ran 3 km 290 m in the morning. Then she ran some more in the evening. If she ran a total of
10 km, how far did she run in the evening?
6. Jenny’s sprinting distance was 356 meters shorter than Tyler’s. Tyler sprinted a distance of 1 km 3 m.
How many meters did Jenny sprint?
7. The electrician had 7 m 23 cm of electrical wire. He used 551 cm for one wiring project. How many
centimeters of wire did he have left?

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•2
Lesson 2
Objective: Express metric mass measurements in terms of a smaller unit;
model and solve addition and subtraction word problems involving metric
mass.

Fluency Practice (12 minutes) A NOTE ON
STANDARDS

ALIGNMENT:

In Module 2, students convert metric

Student Debrief (10 minutes) mass units to add and subtract mixed
Total Time (60 minutes) units. This lesson builds on the content
of 2.MD.1 and 2.MD.5.
Occasionally, students will work
Fluency Practice (12 minutes) beyond the 4.MD.1 and 4.MD.2
standards by converting from a smaller
to a larger unit. These advanced
 Convert Units 4.MD.1 (4 minutes) conversions will be established by
 Unit Counting 4.MD.1 (4 minutes) connecting metric units to place value
units.
 Add and Subtract Meters and Centimeters 4.MD.2 (4 minutes)
Develop your students’ basic number
sense to make these conversions and
Convert Units (4 minutes) always accept answers in the smaller
unit.
Note: Reviewing these conversions in isolation will help

students apply their operations in word problems.
T: (Write 1 m = ___ cm.) 1 meter is how many NOTES ON
centimeters? MULTIPLE MEANS OF
S: 100 centimeters. REPRESENTATION:
Repeat the process and sequence for 2 m, 3 m, 9 m, and 6 m. Use color to customize the
presentation of the Convert Units
T: (Write 1,000 g = ____ kg.) 1,000 grams is the same as fluency. Enhance learners’ perception
how many kilograms? of the information by consistently
S: 1 kilogram. displaying meters in one color (e.g.,
red), while displaying centimeters in a
Repeat the process and sequence for 2,000 g, 3,000 g, 7,000 g, different color (e.g., green). In
and 5,000 g. addition, use color to distinguish the
two parts of the number bond.
T: (Project a number bond with 2 kg written as the whole,
1 kg as one of the parts, and ____ g as the other part.)
Fill in the missing part.

metric mass. 2.A.17
Date: 7/3/13
S: (Write a number bond with 2 kg as the whole, 1 kg as one of the parts, and 1,000 g as the other
part.)
T: Write the whole as an addition sentence with compound units.
S: (Write 1 kg + 1,000 g = 1 kg + 1 kg = 2 kg.)
Repeat the process for 2 kg + 1,000 g = 3 kg and 1,000 kg + 4 kg = 5 kg.
Unit Counting (4 minutes)

Note: This fluency will deepen student understanding of the composition and decomposition of unit
conversions, laying a foundation for adding and subtracting meters and centimeters.
Direct students to count by 50 cm in the following sequence, letting them know with gestures when to
change direction in counting:
 50 cm, 100 cm, 150 cm, 200 cm, 250 cm, 300 cm, 250 cm, 200 cm, 150 cm, 100 cm, 50 cm.
 50 cm, 1 m, 150 cm, 2 m, 250 cm, 3 m, 250 cm, 2 m, 150 cm, 1 m, 50 cm.
 50 cm, 1 m, 1 m 50 cm, 2 m, 2 m 50 cm, 3 m, 2 m 50 cm, 2 m, 1 m 50 cm, 1 m, 50 cm.
Add and Subtract Meters and Centimeters (4 minutes)

Note: Reviewing this fluency learned in Lesson 1 will help students work towards mastery of adding and
subtracting meters and centimeters.
T: (Write 540 cm + 320 cm = ____.) Say 540 centimeters in meters and centimeters.
S: 5 meters 40 centimeters.
T: (Write 5 m 40 cm below 540 cm.) Say 320 centimeters in meters and centimeters.
S: 3 meters 20 centimeters.
T: (Write 3 m 20 cm below 320 cm.) Add the meters.
S: 5 meters + 3 meters = 8 meters.
T: (Write 5 m 40 cm + 3 m 20 cm = ___.) Add the centimeters.
S: 40 centimeters + 20 centimeters = 60 centimeters.
T: (Write 8 m 60 cm as the sum on the line.) Say the addition sentence in centimeters.
S: 540 centimeters + 320 centimeters = 860 centimeters.
T: (Write 420 cm + 350 cm = ____.) On your boards, write 420 cm + 350 cm by combining meters and
centimeters.
S: (Write 4 m 20 cm + 3 m 50 cm = 7 m 70 cm.)
Repeat the process for possible sequence 650 cm – 140 cm and 780 cm – 210 cm.

metric mass. 2.A.18
Date: 7/3/13
The distance from school to Zoie’s

house is 3 kilometers 469 meters.
Camie’s house is 4 kilometers 301
meters farther away. How far is it from
Camie’s house to school? Solve using
simplifying strategies or an algorithm.
Note: This Application Problem reviews
G4–M2–Lesson 1. Students will express a
metric measurement in a larger unit in
terms of a smaller unit and model and
solve an addition word problem involving
kilometers and meters. Be sure to discuss why
7,770 m and 7 km 770 m are the same.
Materials: (T) 1-liter water bottle, small paper clips, dollar bill, dictionary, balance scale or weights
(S) Personal white boards
Problem 1
Convert kilograms to grams.
NOTES ON
Display the words weight and mass. TERMINOLOGY:
T: (Hold up a 1-liter bottle of water.) This bottle of water Mass is a fundamental measure of the
weighs 1 kilogram. We can also say that it has a mass amount of matter in an object. While
of 1 kilogram. This is what a scientist would say. weight is a measurement that depends
upon the force of gravity (one would
T: This dictionary weighs about 1 kilogram. weigh less on the moon than one does
T: The mass of this small paperclip is about 1 gram. A on earth), mass does not depend upon
dollar bill weighs about 1 gram, too. the force of gravity. We do use both
words here, but it is not important for
T: (Write on the board: 1 kilogram = 1,000 grams.) If the students to recognize the distinction at
mass of this dictionary is about 1 kilogram, about how this time.
many small paperclips will be just as heavy as this
dictionary?
S: 1,000.
Take one minute to balance 1 dictionary and 1,000 small paperclips on a scale. Alternatively, use a 1-kilogram
mass weight. Also balance 1 small paperclip and a 1-gram weight.
T: Let’s use a chart to show the relationship between kilograms and grams.

metric mass. 2.A.19
Date: 7/3/13
T: (Display a two-column chart and fill in together.) We know

that 1 kilogram equals 1,000 grams.
T: How many grams is 2 kilograms? (2,000 g)
T: How many kilograms is 3,000 grams? (3 kg.)
MP.8 Continue up to 10 kilograms.
T: Compare kilograms and grams.
S: 1 kilogram is 1,000 times as much as 1 gram.  A
kilogram is heavier because we need 1,000 grams to
equal 1 kilogram.
T: (Display 1 kg 500 g = ______ g.) Convert 1 kg 500 g to
grams. 1 kilogram is equal to how many grams?
S: 1,000 grams.
T: 1,000 grams plus 500 grams is 1,500 grams. (Fill in the
blank.)
T: (Display 1 kg 300 g = ___ g.) 1 kg 300 g is equal to how
many grams?
S: 1,300 grams.
Repeat with 5 kg 30 g. (Anticipate the incorrect answer of 530g.)
T: 2,500 grams is equal to how many kilograms?
S: 2 kg 500 g. We made two groups of 1,000 grams, so we have 2 kilograms and 500 grams.
Repeat with 5,005 g.
Problem 2
Add mixed units of mass using the algorithm or a simplifying strategy.
Display horizontally: 8 kg + 8,200 g.
T: Talk for one minute with your partner about how to solve this problem.
S: We can’t add different units together.  We can rename the kilograms to grams before adding.
 We can rename 8 kg to 8,000 g. 8,000 g + 8,200 g = 16,200 g.  We can rename 8,200 g to
8 kg 200 g.
T: Are you going to use the algorithm or a
simplifying strategy?
S: A simplifying strategy!
T: Why?
S: There is no regrouping.  I can add the numbers easily in my head. 8,200 g = 8 kg 200 g.  8 kg
200 g + 8 kg = 16 kg 200 g.
T: (Display horizontally: 25 kg 537 g + 5 kg 723 g.) A simplifying strategy or the algorithm? Discuss
with your partner.

metric mass. 2.A.20
Date: 7/3/13
S: I think the algorithm because the numbers are too big.

 There is regrouping and the numbers are not easy
NOTES ON
to combine.  I think I can use a simplifying strategy.
MULTIPLE MEANS OF
T: Choose the way you want to do it. If you finish either ENGAGEMENT:
before two minutes is up, try solving it a different way.
Vary your demands and provide
Let’s have two pairs of students work at the board, one supportive tools (e.g., calculators) to
pair using the algorithm, one pair recording a students as they meet the challenge of
simplifying strategy. regrouping, conversions, and two
methods of solving. Students working
After two minutes, review the student work on the board, below grade level may benefit from
which hopefully includes strategies such as those below. If not, mastering one method of solving first.
gently supplement. Solutions A and B are algorithms. Solutions Or, you may choose to alter the degree
C and D are simplying strategies. of difficulty of the computations.
Note: Students have been learning numerous mental math strategies since Grade 1. These are only two of
the strategies they may have learned. Encourage students to compare their strategies as they work through
each problem they solve mentally.
Problem 3
Subtract mixed units of mass using the algorithm or a simplifying strategy.
T: (Display horizontally: 10 kg – 2 kg 250 g.) A simplifying strategy or the algorithm? Discuss with a
partner.
S: There are no grams in the number I’m subtracting from so I’m going to use the algorithm.  This is
like 10 thousand minus 2 thousand 250. I’m going to use the algorithm because there is a lot of
regrouping.  I think I can do this with a simplifying strategy because we are subtracting from
10 kg.
T: Choose the way you want to do it. If you finish either before two minutes is up, try solving the other
way. Let’s have two pairs of students work at the board, one pair using the algorithm, one pair
recording a simplifying strategy.

metric mass. 2.A.21
Date: 7/3/13
above. If not, gently supplement. Solutions A and B are algorithms. Solutions C, D, and E are simplifying
strategies.
T: Look at the first algorithm used by your peers. How did they prepare the algorithm for subtraction?
S: They renamed 10 kilograms as 9 kilograms and 1,000 grams first.
T: What did they do in their second solution?
S: Converted kilograms to grams.
T: How did our first simplifying strategy pair solve the problem?
S: They subtracted the 2 kilograms first.
T: And then?
S: Subtracted the 250 grams from 1 kilogram.
T: Does anyone have a question for the mental math team?
S: How did you know 1 thousand minus 250 was 750?
S: We just subtracted 2 hundred from 1 thousand and then thought of 50 less than 800. Subtracting 50
from a unit in the hundreds is easy.
T: How did our mental math team solve the problem?

metric mass. 2.A.22
Date: 7/3/13
S: They added up from 2 kilograms 250 grams to 3 kilograms first, and then added 7 more kilograms to
get to 10 kilograms.
T: What does the number line show?
S: It shows how we can count up from 2 kilograms 250 grams to 10 kilograms to find our answer. It
also shows that 7 kilograms 750 grams is equivalent to 7,750 grams.
T: With your partner, take a moment to review the solution strategies on the board.
T: (Display horizontally: 32 kg 205 g – 5 kg 316 g.) A simplifying strategy or the algorithm? Discuss
with a partner.
S: Those numbers are not easy to subtract. I’m going to use the algorithm.  Definitely the algorithm.
There are not enough grams in the first number so I know we will have to regroup.
T: Choose the way you want to do it and solve.
Note: Not all problems present themselves as easily solved using a simplifying strategy. Encourage students
to evaluate the problem carefully to decide the most efficient course in solving problems.
Problem 4
Solve a word problem involving mixed units of mass, modeled with a tape diagram.
A suitcase cannot exceed 23 kilograms for a flight. Robert packed his suitcase for his flight, and it weighs 18
kilograms 705 grams. How many more grams can he add to his suitcase without going over the weight limit?
T: Read with me. Take one minute to draw and label a tape diagram.
T: (After one minute.) Tell your partner the known and unknown information.
S: We know how much Robert’s suitcase is allowed to hold and how much it is holding. We don’t know
how many more grams it can hold to reach the maximum allowed weight of 23 kilograms.
T: Will you use the algorithm or a simplifying strategy? Label the missing part on your diagram and
make a statement of the solution.

metric mass. 2.A.23
Date: 7/3/13
Circulate, reviewing the students’ work, which hopefully includes strategies such as those below. If not,
gently supplement. Solutions A and B are algorithms. Solution C is a simplifying strategy.
A B

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.
Lesson Objective: Express metric mass measurements in

terms of a smaller unit; model and solve addition and
subtraction word problems involving metric mass.
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson. You may choose to use any combination of the
questions below to lead the discussion.
 In our lesson, we solved addition and
subtraction problems two different ways but
got equivalent answers. Is one answer
“better” than the other? Why or why not?

metric mass. 2.A.24
Date: 7/3/13
 What did you do differently in Problem 3 when it

asked you to express the answer in the smaller
unit versus in mixed units?
 In Problem 6, did it make sense to answer in
the smallest unit or mixed units? Why? When
might it be better to answer in the smallest
unit?
 Explain to your partner how you solved
Problem 7. Was there more than one way to
solve it?
 How did the Application Problem connect to
today’s lesson?
 How did today’s lesson of weight conversions
build on yesterday’s lesson of length
conversions?
 What is mass?
 When might we use grams rather than
kilograms?


metric mass. 2.A.25
Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 4•2
Name Date
1. Complete the table. 2. Find the equivalent measures.
Mass
a. 1 kg 500 g = _____________g
kg g
1 1,000 b. 3 kg 715 g = _____________g
3 c. 17 kg 84 g = _____________g
4,000
d. 25 kg 9 g = _____________g
17
e. _____ kg ______g = 7,481 g
20,000
f. 210 kg 90 g = _____________g
300
3. Solve.
a. 3,715 g – 1,500 g = b. 1 kg – 237 g =
c. Express the answer in the smaller unit: d. Express the answer in the smaller unit:
25 kg 9 g + 24 kg 991 g = 27 g 650 g – 20 kg 990 g =
e. Express the answer in mixed units: f. Express the answer in mixed units:
14 kg 505 g – 4,288 g = 5 kg 658 g + 57,481 g =

metric mass. 2.A.26
Date: 7/3/13
Directions: Use a tape diagram to model each problem. Solve using a simplifying strategy or an algorithm
and write your answer as a statement.
4. One package weighs 2 kg 485 g. Another package weighs 5 kg 959 g. What is the
total weight of the two packages?
5. Together, a pineapple and a watermelon weigh 6 kg 230 g. If the pineapple weighs 1 kg 255 g, how
much does the watermelon weigh?
6. Javier’s dog weighs 3,902 grams more than Bradley’s dog. Bradley’s dog weighs 24 kg 175 g. How
much does Javier’s dog weigh?
7. The table below shows the weight of three Grade 4 students.
Student Weight
Isabel 35 kg
Irene 29 kg 38 g
Sue 29,238 g
How much heavier is Isabel than the lightest student?

metric mass. 2.A.27
Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 4•2
Name Date
a. 21 kg 415 g = __________ g c. 87 kg 17 g = __________ g
b. 2 kg 91 g = __________ g d. ____ kg _____ g = 96,020 g
Directions: Use a tape diagram to model and solve the problems below.
The table below shows the weight of three dogs.
Dog Weight
Great Dane 59 kg
Golden Retriever 32 kg 48 g
Chihuahua 1,329 g
2. Put the three dogs in order from lightest to heaviest.
3. How much more does the Great Dane weigh than the Chihuahua?

metric mass. 2.A.28
Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 4•2
Name Date
1. Complete the table. 2. Find the equivalent measures.

Mass
kg g a. 2 kg 700 g = _____________g
1 1,000
b. 5 kg 945 g = _____________g
6
c. 29 kg 58 g = _____________g
8,000
d. 31 kg 3g = _____________g
15
e. 66,597 g = _____ kg _______g
24,000
f. 270 kg 41 g = _____________g
550
3. Solve.
a. 370 g + 80 g = b. 5 kg – 730 g =
27 kg 547g + 694 g = 16 kg + 2,800 g =
f. Express the answer in mixed units:

e. Express the answer in mixed units: 70 kg 101 g – 17 kg 862 g =
4 kg 229 g – 355 g =

metric mass. 2.A.29
Date: 7/3/13
4. One suitcase weighs 23 kg 696 g. Another suitcase weighs 25 kg 528 g. What is the total weight of the
two suitcases?
5. A bag of potatoes and a bag of onions weigh 11 kg 15 g. If the bag of potatoes weighs 7 kg 300 g, how
much does the bag of onions weigh?
6. The table below shows the weight of three dogs.
Student Weight
Lassie 21 kg 249 g
Riley 23 kg 128 g
Fido 21,268 g
What is the weight difference between the heaviest and lightest dog?

metric mass. 2.A.30
Date: 7/3/13
Lesson 3
Objective: Express metric capacity measurements in terms of a smaller
unit; model and solve addition and subtraction word problems involving
metric capacity.

NOTES ON

STANDARDS

Application Problem (8 minutes) ALIGNMENT:

Concept Development (30 minutes) In Module 2, students convert metric

Student Debrief (10 minutes) capacity units to add and subtract
mixed units. This lesson builds on the
Total Time (60 minutes) content of 2.MD.1 and 2.MD.5.
Fluency Practice (12 minutes) standards by converting from a smaller
 Convert Units 4.MD.1 (3 minutes) conversions will be established by
connecting metric units to place value
 Unit Counting 4.MD.1 (5 minutes)
units.
 Add and Subtract Meters and Centimeters 4.MD.2 (4 minutes) Develop your students’ basic number
always accept answers in the smaller
Convert Units (3 minutes) unit.
Note: Reviewing these conversions in isolation will help students apply their operations in word problems.
T: (Write 1 m = ____ cm.) One meter is how many centimeters?
S: 100 centimeters.
Repeat the process for 2 m, 4 m, 4 m 50 cm, 8 m 50 cm, 8 m 5 cm, and 6 m 35 cm.
T: (Write 1,000 m = ____ km.) 1,000 meters is the same as how many kilometers?
S: 1 kilometer.
Repeat the process and sequence for 2,000 meters, 3,000 meters, 6,000 meters, and 9,000 meters.
T: (Project a number bond with 2 kilometers written as the whole, 1 kilometer as one of the parts, and
____ m as the other part.) Fill in the missing part.
S: (Write a number bond with 2 kilometers as the whole, 1 kilometer as one of the parts, and 1,000 m
as the other part.)
T: Write the whole as an addition sentence with compound units.
S: (Write 1 km + 1,000 m = 2 km.)
Lesson 3: Express metric capacity measurements in terms of a smaller unit;

metric capacity. 2.A.31
Date: 8/5/13
Repeat the process for 2 km + 1,000 m = 3 km and 1,000 m + 7 km = 8 km.

Note: This fluency will deepen student understanding of the composition and decomposition of units, laying
a foundation for adding and subtracting grams and kilograms. Numbers are bolded to show change in
direction of counting.
Direct students to count by grams in the following sequence, letting them know with gestures when to
change direction in counting, as shown in bold below:
 500 g, 1,000 g, 1,500 g, 2,000 g, 2,500 g, 3,000 g, 2,500 g, 2,000 g, 1,500 g, 1,000 g, 500 g
 500 g, 1 kg, 1,500 g, 2 kg, 2,500 g, 3 kg, 2,500 g, 2 kg, 1,500 g, 1 kg, 500 g
 500 g, 1 kg, 1 kg 500 g, 2 kg, 2 kg 500 g, 3 kg, 2 kg 500 g, 2 kg, 1 kg 500 g, 1 kg, 500 g
 200 g, 400 g, 600 g, 800 g, 1 kg, 1 kg 200 g, 1 kg 400 g, 1 kg 600 g, 1 kg 800 g, 2 kg
 600 g, 1,200 g, 1,800 g, 2,400 g, 3 kg, 2,400 g, 1,800 g, 1,200 g, 600 g
 600 g, 1 kg 200 g, 1 kg 800 g, 2 kg 400 g, 3 kg, 2 kg 400 g, 1 kg 800 g, 1 kg 200 g, 600 g

Note: Reviewing this fluency learned in G4–M2–Lesson 1 will help students work towards mastery of adding
and subtracting meters and centimeters.
T: Write 560 cm + 230 cm = ____. Below it, write ____ m ____ cm + ____ m ____ cm = _____ m ____
cm on your white boards, and now complete the two addition sentences.
S: (Write 560 cm + 230 cm = 790 cm.) (Below it, write 5 m 60 cm + 2 m 30 cm = 7 m 90 cm.)
Repeat process for 650 cm – 230 cm and 470 cm + 520 cm.
The Lee family had 3 liters of water. Each

liter of water weighs 1 kilogram. At the
end of the day they have 290 grams of
water left. How much water did they
drink? Draw a tape diagram and solve
using mental math or an algorithm.
Note: This Application Problem reviews
G4–M2–Lesson 2’s subject of grams and
kilograms, while connecting to this lesson
of liters. Students can express kilograms in
terms of grams and subtract to solve a measurement word problem involving a tape diagram. Also, students
may recall that 1 milliliter of water weighs 1 gram, and use this fact to report their answer in liters and
milliliters.

Date: 8/5/13
Materials: (T) Several 3-liter beakers, water (S) 3-liter beaker NOTES ON
with measurements of liters and milliliters, water, MULTIPLE MEANS OF
personal white boards ACTION AND
EXPRESSION:
Problem 1
Scaffold constructed responses with
Compare the sizes and note the relationship between 1 liter and sentence frames, such as, “The Lee
1 milliliter family drank ____ of water.” Or, have
students dictate their responses to a
T: Point to the mark on your beaker that says 1 liter. partner. Provide sheets with pre-
T: Pour water into your beaker until you reach that formatted tape diagrams that can be
amount. (Students pour.) How many milliliters are in slipped inside personal white boards or
your beaker? use virtual manipulatives as an
alternative.
S: 1,000 mL.
T: How do you know?
S: 1 liter is the same as 1,000 milliliters. The beaker shows both measurements on the scale.
T: (Write 1 L = 1,000 mL on the board.)
T: With your partner, locate 1,500 mL and pour in more water to measure 1,500 mL. (Students pour.)
How many liters do you have?
S: Less than 2 but more than 1 liter.  1 liter 500 milliliters.
T: Yes, just like we named mixed units of kilograms and grams in the last lesson, we can use mixed units
of liters and milliliters by using both sides of the scale on the beaker.
T: (Write 1 L 500 ml = 1,500 mL on the board.)
T: Pour water to measure 2 liters. How many milliliters equals 2 liters?
S: 2,000 milliliters.
T: Pour more water to measure 2,200 mL of water. How many liters equals 2,200 mL?
S: 2 L 200 mL.
Activity: Prepare several beakers with different amounts of water, for example, 1 liter, 1,400 milliliters, 1,750
milliliters, 2 liters, 2,300 milliliters. Have students circulate to each beaker, recording the amount of water as
mixed units of liters and milliliters and as milliliters. Compare answers as a class and record findings on the
board to show equivalency between mixed units of liters and milliliters and milliliters.

Date: 8/5/13
Problem 2
Add mixed units of capacity using the algorithm or a simplifying strategy.
T: (Display horizontally: 32 L 420 mL + 13 L 585 mL.) Will you use a simplifying strategy or an
algorithm?
S: A simplifying strategy because 420 mL decomposes to 15 mL, 5 mL, and 400 mL. 585 plus 15 make
600 milliliters. 600 and 400 milliliters make 1 liter, with 5 left over. 46 liters 5 milliliters.  There
are some renamings so I’ll use an algorithm.  I solve it mentally and then check my work with the
algorithm.
T: Choose the way you want to do it. If you finish before two minutes is up, try solving a different way.
Let’s have two pairs of students work at the board, one pair using the algorithm, one pair recording a
below. If not, gently supplement. Solutions A and B are algorithms. Solution C is a simplifying strategy.
T: What strategies can we use to solve?

S: We can convert to milliliters before adding. 32 L 420 mL = 32,420 mL. 13 L 585 mL = 13,585 mL. The
sum is 46,005 mL.
S: I know that 1,000 mL = 1 L. So 46,005 mL is equivalent to 46 L 5 mL.
S: We can also add the mixed units. 32 L + 13 L = 45 L. 420 mL + 585 mL = 1,005 mL. 1,005 mL is the
same as 1 L 5 mL. When I add 45 L and 1 L 5 mL, I get a sum of 46 L 5 mL.
S: We can also count up. 32 L 420 mL + 580 mL = 33 L.  33 L + 13 L = 46 L.  46 L + 5 mL = 46 L 5 mL.
Problem 3
Subtract mixed units of capacity using the algorithm or a simplifying strategy.
T: (Display horizontally: 12 L 215 mL – 8 L 600 mL.) A simplifying strategy or the algorithm? Discuss
with a partner.
S: Oh for sure I’m using the algorithm. We have to rename a liter.  A simplifying strategy. I can
count on from 8 liters 600 milliliters.  I can do mental math. I’ll show you when we solve.

Date: 8/5/13
T: Choose the way you want to do it. If you finish before two minutes is up, try solving a different way.
Let’s have two pairs of students work at the board, one pair using the algorithm, one pair recording a
above. If not, gently supplement. Solution A and B are algorithms. Solutions C, D, and E are simplifying
strategies.
T: Look at the first algorithm. How did they set it up?
S: They regrouped 12 liters 215 milliliters to 11 liters 1,215 milliliters.
T: How is the second algorithm set up?
S: They converted to milliliters before solving and then wrote their answer as a mixed unit.
T: Does anyone have a question on either of the simplifying strategies problems?
S: Why did you convert 4 liters to 4,000 milliliters and combine that with 215 milliliters?
S: I couldn’t subtract 600 from 215, so I converted to milliliters to regroup.
T: How did counting on work?
S: You could easily add to regroup to a liter, and then add enough liters and milliliters to reach the
total.
T: Compare the counting up strategies, the number line, and the arrow notation and take a moment to
review the solution strategies on the board.

Date: 8/5/13
Problem 4
Solve a word problem involving mixed units of capacity.
Jennifer was making 2,170 milliliters of her favorite drink that NOTES ON
combines iced tea and lemonade. If she put in 1 liter 300 MULTIPLE MEANS OF
milliliters of iced tea, how much lemonade does she need? ACTION AND
EXPRESSION:
T: Read with me. Take two minutes to draw and label
Help learners develop plans and
a tape diagram.
strategies to solve word problems.
T: (After two minutes.) Tell your partner the known Provide a problem solving checklist
and unknown information. that students can use to monitor their
S: We know how much iced tea she put in and how steps as they solve.
MP.1 much of her favorite drink she is making. We don’t

know how much lemonade she needs.
T: Work with your partner to solve for the difference. Will you use a simplifying strategy or an
algorithm?
S: A simplifying strategy. I know that 300 + 700 is 1,000. That brings us to 2 liters. Then all I need to
do is add 170 milliliters more. 700 + 170 = 870 mL.
T: Label the missing part on your diagram and make a statement of the solution.
S: Jennifer needs 870 milliliters of lemonade.
T: Check your answer by using the subtraction algorithm with your partner.

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Date: 8/5/13
Lesson Objective: Express metric capacity measurements

in terms of a smaller unit; model and solve addition and
subtraction word problems involving metric capacity.
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson. You may choose to use any combination of the
questions below to lead the discussion.
 In Problem 4(a), what was your strategy for
ordering the drinks?
 Discuss why you chose to solve Problem 5
using mixed units or converting all units to
milliliters.
 Which strategy do you prefer for adding and
subtracting mixed units?
 Why is one way preferable to the other for
you?
 What new terms to describe capacity did
you learn today?
 What patterns have you noticed about the
vocabulary used to measure distance, mass,
and capacity?
 How did the Application Problem connect to
today’s lesson?
 Describe the relationship between liters and
milliliters.
 How did today’s lesson relate to the lessons on
weight and length?

Date: 8/5/13


Date: 8/5/13
Name Date
1. Complete the table. 2. Find the missing numbers.
Liquid Capacity a. 2 L 500 mL = _____________mL
L mL
b. 70 L 850 mL = _____________mL
1 1,000
5 c. 33 L 15 mL = _____________mL
38 d. 2 L 8 mL = _____________mL
49,000 e. 3,812 mL = _____ L _______mL
54
f. 86,003 mL = _____ L _______mL
92,000
3. Solve.
a. 1,760 mL + 40 L = b. 7 L – 3,400 mL =
25 L 478 mL + 3 L 812 mL = 21 L – 2 L 8 mL =
7 L 425 mL – 547 mL = 31 L 433 mL – 12 L 876 mL =

Date: 8/5/13
4. John’s mother combined 3,500 milliliters of tropical drink, 3 liters 95 milliliters of ginger ale, and 1 liter
600 milliliters of pineapple juice to make punch.
a. Order the quantity of each drink from least to greatest.
b. How much punch did John’s mother make?
5. A family drank 1 liter 210 milliliters of milk at breakfast. If there were 3 liters of milk before breakfast,
how much milk is left?
6. Petra’s fish tank contains 9 liters 578 milliliters of water. If the tank can hold
12 liters 455 milliliters of water, how many more milliliters of water does she
need to fill the tank?

Date: 8/5/13
Name Date
1. Find the missing numbers.
a. 6 L 127 mL = __________ mL
b. 706 L 220 mL = __________ mL
c. 12 L 9 mL = __________mL
d. ______ L _______ mL = 906,010 mL
2. 81 L 603 mL – 22 L 489 mL =
Use a tape diagram to model the following problem. Solve using a simplifying strategy or an algorithm and
write your answer as a statement.
3. The Smith’s hot tub has a capacity of 1,458 liters. Mrs. Smith put 487 liters 750 milliliters of water in the
tub. How much water needs to be added to fill the hot tub completely?

Date: 8/5/13
Name Date
1. Complete the table. 2. Find the missing numbers.
Liquid Capacity a. 5 L 850 mL = _____________mL
L mL
b. 29 L 303 mL = _____________mL
1 1,000
c. 37 L 37 mL = _____________mL
8
27 d. 17 L 2 mL = _____________mL
39,000 e. 13,674 mL = _____ L _______mL
68 f. 275,005 mL = _____ L _______mL
102,000
3. Solve.
a. 545 mL + 48 mL = b. 8 L – 5,740 mL =
27 L 576 mL + 784 mL = 27 L + 3,100 mL =
41 L 724 mL – 28 L 945 mL =
9 L 213 mL – 638 mL =

Date: 8/5/13
Use a tape diagram to model each problem. Solve using a simplifying strategy or an algorithm and write your
4. Sammy’s bucket was filled with 2,530 milliliters of water, Marie’s bucket was filled with 2 liters 30
milliliters of water, and Katie’s bucket was filled with 2 liters 350 milliliters of water. Whose bucket had
the least amount of water?
5. At football practice, the water jug was filled with 18 liters 530 milliliters of water. At the end of practice,
there were 795 milliliters left. How much water did the team drink?
6. 27, 545 milliliters of the car’s gas were used. Then 19 liters 878 milliliters more were used. If the gas
tank can hold 56 liters 202 milliliters of gas, how much gas remains?

Date: 8/5/13
4
GRADE
Mathematics Curriculum
Topic B
Application of Metric Unit
Conversions
4.MD.1, 4.MD.2
Focus Standard: 4.MD.11 Know relative sizes of measurement units within one system of 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), …
Instructional Days: 2
Coherence -Links from: G2–M2 Addition and Subtraction of Length Units
-Links to: G5–M1 Place Value and Decimal Fractions
G5–M2 Multi-Digit Whole Number and Decimal Fraction Operations
In Topic B, students again build off of their measurement work from previous grade levels, solidify their
understanding of the relationship between metric units and the place value chart, and apply unit conversions
to solve and reason about multi-step word problems (4.MD.2). Applying the skills learned in Module 1, they
discover and explore the relationship between place value and conversions. The beauty of our place value
and measurement systems is the efficiency and precision permitted by the use of different size units to
express a given quantity.
Lesson 4 will extract the connection of metric measurement conversions to place value by making statements
such as, “1 kilometer is 1,000 times as much as 1 meter,” as well as comparing mixed units of measure. As
students solve two- and three-step word problems by adding and subtracting metric units, their ability to
1
weight, and volume from larger to smaller units strengthens the upcoming modules
2
Time and money are addressed in Module 7. This is a non-tested standard, but the context of operating on distance, volume, and
mass strengthens the upcoming modules.
Topic B: Application of Metric Unit Conversions

Date: 7/3/13 2.B.1
NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 4•2
reason in parts and wholes is taken to the next level, which is important preparation for multi-digit operations
and for manipulating fractional units in future modules. Tape diagrams and number lines will serve as models
throughout to support applying the standard algorithm to word problems. Students solve problems by
converting between units and by using simplifying strategies or algorithms (4.MD.1).
A Teaching Sequence Towards Mastery of Application of Metric Unit Conversions

Objective 1: Know and relate metric units to place value units in order to express measurements in
different units.
(Lesson 4)
Objective 2: Use addition and subtraction to solve multi-step word problems involving length, mass, and
capacity.
(Lesson 5)
Topic B: Application of Metric Unit Conversions

Date: 7/3/13 2.B.2
Lesson 4
Objective: Know and relate metric units to place value units in order to
express measurements in different units.




 Perimeter and Area 4.MD.3 (4 minutes)

NOTES ON
 Add and Subtract Meters and Centimeters 4.MD.2 (2 minutes)
STANDARDS
 Convert Units 4.MD.1 (2 minutes) ALIGNMENT:
 Unit Counting 4.MD.1 (4 minutes) In Module 2, students convert metric
length, mass, and capacity units to add
Perimeter and Area (4 minutes) and subtract mixed units. This lesson
builds on the content of 2.MD.1 and
Note: This fluency drill will prepare students for G4-M3-Lesson 2.MD.5.
1’s Content Development. Occasionally, students will work
T: (Project grid paper with a rectangle of 5 units by 3 beyond the 4.MD.1 and 4.MD.2
standards by converting from a smaller
units shaded.) What’s the length of the longest side?
S: 5 units. conversions will be established by
T: (Write 5 units. Point to the opposite side.) What’s the connecting metric units to place value
length of the opposite side? units.
S: 5 units. Develop your students’ basic number
T: (Write 5 units.) What’s the sum of the rectangle’s two always accept answers in the smaller
longest lengths? unit.
S: 10 units.
T: What’s the length of the shortest side?
S: 3 units.
Lesson 4: Know and relate metric units to place value units in order to express
measurements in different units. 2.B.3
Date: 7/3/13
T: (Write 3 units. Point to the missing side.) What’s the length of the missing side?
S: 3 units.
T: (Write 3 units.) What’s the sum of the rectangle’s two shortest lengths?
S: 6 units.
T: How many square units are in one row?
S: 5 square units.
T: How many rows of 5 square units are there?
S: 3 rows.
T: Let’s find how many square units there are in the rectangle, counting by fives.
S: 5, 10, 15.
T: How many square units in all?
S: 15 square units.
Repeat process for 4 × 3 and 6 × 4 rectangles.

Materials: (S) Add and Subtract Meters and Centimeters Pattern Sheet
Note: Work with mixed units of meters and centimeters supports students in understanding mixed units of
all kinds: liter and milliliters, kilometers and meters, kilograms and grams, whole numbers and fractional
units, for example.
T: (Distribute Add and Subtract Meters and Centimeters Pattern Sheet.) Do as many problems as you
can in two minutes. If you finish early, skip-count by 400 milliliters on the back. Stop when you get
to 4,000 milliliters. Then, go back through each multiple and convert multiples of 1,000 to whole
liters.
Convert Units (2 minutes)

Note: Reviewing these conversions in isolation will help students apply their operations in word problems.
T: (Write 1 m 20 cm = ____ cm.) 1 m 20 cm is how many centimeters?
S: 120 centimeters.
Repeat the process and sequence for 1 m 80 cm, 1 m 8 cm, and 2m 4 cm.
T: (Write 1,500 g = ___ kg ___ g.) On your boards, fill in the equation.
S: (Write 1,500 g = 1 kg 500 g.)
Repeat the process for 1,300 g, 1,030 g, and 1,005 g.
Date: 7/3/13
T: (Write 1 liter 700 mL = ___ mL.) On your boards, fill in the equation.
S: (Write 1 liter 700 mL = 1,700 mL.)
Repeat the process for 1 liter 70 mL, 1 liter 7 mL, and 1 liter 80 mL.

Note: This fluency will deepen student understanding of the composition and decomposition of unit
conversions, laying a foundation for adding and subtracting liters and milliliters.
Direct students to count by liters in the following sequence:
 500 mL, 1,000 mL, 1,500 mL, 2,000 mL, 2,500 mL, 3,000 mL 2,500 mL, 2,000 mL, 1,500 mL, 1,000 mL,
500 mL
 500 mL, 1 liter, 1,500 mL, 2 liters, 2,500 mL, 3 liters, 2,500 mL, 2 liters, 1,500 mL, 1 liter, 500 mL
 500 mL, 1 liter, 1 liter 500 mL, 2 liters, 2 liter 500 mL, 3 liters, 2 liter 500 mL, 2 liters, 1 liter 500 mL, 1
liter, 500 mL
 200 mL, 400 mL, 600 mL, 800 mL, 1 liter, 1 liter 200 mL, 1 liter 400 mL, 1 liter 600 mL, 1 liter 800 mL,
2 liters
 400 mL, 800 mL, 1,200 mL, 1,600 mL, 2,000 mL, 1,600 mL, 1,200 mL, 800 mL, 400 mL
 400 mL, 800 mL, 1 liter 200 mL, 1 liter 600 mL, 2 liters, 1 liter 600 mL, 1 liter 200 mL, 800 mL, 400 mL
Adam poured 1 liter 460 milliliters of water into a beaker. Over three days, some of the water evaporated.
On day four, 979 milliliters of water remained in the beaker. How much water evaporated?
Note: This Application Problem builds on Lesson 3. Students might express measurements in liters in terms
of milliliters and subtract to solve a measurement word problem involving a tape diagram using either the
more traditional algorithm or a different strategy based on place value decomposition as pictured above.
Date: 7/3/13
Materials: (T) Place value chart (S) Personal white boards
Problem 1
Note patterns of times as much among units of length, mass, capacity, and place value.
T: Turn and tell your neighbor the units for mass, length, and capacity that we have learned so far.
S: Gram, kilogram, centimeter, meter, kilometer, milliliter, liter.
T What relationship have you discovered between milliliters and liters?
S 1 liter is 1,000 milliliters.  1 liter is 1,000 times as much as 1 milliliter.
T: (Write 1 L = 1,000 × 1 mL.) What do you notice about the
relationship between grams and kilograms? Meters and
kilometers? Write your answer as an equation.
S: 1 kilogram is 1,000 times as much 1 gram. 1 kg = 1,000 × 1 g. 1
kilometer is 1,000 times as much as 1 meter. 1 km = 1,000 × 1 m.
T: I wonder if other units have similar relationships.
What other units have we discussed in fourth grade so
far?
S: Ones, tens, hundreds, thousands, ten thousands,
hundred thousands.
T: What do you notice about the units of place value?
Are the relationships similar to those of metric units?
S: Yes. One kilogram is 1,000 times as much as 1 gram
like 1 thousand is 1,000 times as much 1 one.  And 1
hundred thousand is 1,000 times as much as 1
hundred. That’s true, and 1 ten thousand is 1,000
times as much as 1 ten.
T: What unit is 100 times as much as 1 centimeter? Write
your answer as an equation.
S: 1 meter = 100 × 1 centimeter.
T: Can you think of a place value unit relationship that is
similar?
S: 1 hundred is 100 times as much as 1 one. And 1
hundred thousand is 100 times as much as 1 thousand.
And 1 ten thousand is 100 times as much as 1 hundred.
Date: 7/3/13
Problem 2
Relate units of length, mass, and capacity to units of place value.
T: (Write 1 m = 100 cm.) One meter is 100 centimeters. What unit is 100 ones?
S: 1 hundred = 100 ones.
T: I notice 1 kilogram is 1,000 grams and 1 liter is 1,000
milliliters. Did you discover two place value units with a
similar relationship?
S: 1 thousand = 1,000 ones.
T: You renamed 1,200 milliliters as 1 liter 200 milliliters. How
could you break 1,200 into place value units?
S: 1,200 is 1 thousand 200 ones.
Repeat renaming for 15,450 milliliters, 15,450 kilograms, and 15,450 ones, as well as 895 cm and 895 ones.
Problem 3
Compare metric units using place value knowledge and a number line.
T: (Write 724,706 mL __ 72 L 760 mL.) Which is more? Tell your partner how you can use place value
knowledge to compare.
S: I saw that 724,706 milliliters is 724 liters, and 724 is greater than 72.  I saw that 72 liters is 72,000
milliliters, and 724 thousand is greater than 72 thousand.
Date: 7/3/13
T: Draw a number line from 0 kilometer to 2 kilometers. One kilometer is how many meters?
S: 1,000 meters.
NOTES ON
T: 2 kilometers is equal to how many meters?
MULTIPLE MEANS OF
S: 2,000 meters. ACTION AND
T: Discuss with your partner how many EXPRESSION:
centimeters are equal to 1 kilometer. Reduce the small motor demands of
S: 1 meter is 100 centimeters. 1 kilometer is 1 plotting points on a number line by
thousand meters.  So, 1 thousand times 1 enlarging the number line and offering
hundred is easy, 100 thousand.  2 meters is alternatives to marking with a pencil,
200 centimeters so 10 meters is 1,000 such as placing stickers or blocks.
centimeters. 100 meters is ten of those,
10,000 centimeters. Ten of those is 100,000
centimeters.
7,230 m 7,240 m 7,250 m 7,260 m
7 km 230 m 7 km 240 m 7 km 250 m 7 km 260 m
T: (Write 7,256 m, 7 km 246 m, and 725,900 cm.) Work

with your partner to place these measures on the NOTES ON
number line. MULTIPLE MEANS OF
S: I know that 100 centimeters equals 1 meter. In the REPRESENTATION:
number 725,900, there are 7,259 hundreds. That
Clarify math vocabulary during the
means that 725,900 cm = 7,259 m. Now I am able to Debrief using pictures, gestures, and
place 725,900 cm on the number line. students' first languages. Give students
S: 7,256 m is between 7,250 m and 7,260 m. It is less multiple opportunities to articulate
than 7,259 m. 7 km 246 m is between 7 km 240 m their math thinking. Offer English
(7,240 m) and 7 km 250 m (7,250 m). language learners the option of
expressing themselves in the language
S: Since all measures have 7 kilometers, I can compare
most comfortable to them. Some
meters. 256 is more than 246. 259 is more than 256. students may feel more confident
S: 7 km 246 m is less than 7,256 m which is less than responding in writing. Turn-and-talk
725,900 cm. may also be an effective alternative.
T: Order the measures from smallest to greatest.
Date: 7/3/13

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
Lesson Objective: Know and relate metric units to place

value units in order to express measurements in different
units.
 What patterns did you notice as you solved
Problem 2?
 Explain to your partner how to find the
number of centimeters in 1 kilometer. Did you
relate each unit to meters? Place value?
 Do you find the number line helpful when
comparing measures? Why or why not?
 How are metric units and place value units
similar? Different? Do money units relate to
place value units similarly? Time units?
 How did finding the amount of water that
evaporated from Adam’s beaker (in the
Application Problem) connect to place value?
 How did the previous lessons on conversions
prepare you for today’s lesson?
Date: 7/3/13

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Pattern Sheet 4
Date: 7/3/13
Name Date
1. Complete the following table.

Smaller Unit Larger Unit How Many Times as Large
one hundred 100
centimeter 100
one thousand 1,000
gram 1,000
meter kilometer
milliliter 1,000
centimeter kilometer
2. Fill in the units in word form.
a. 429 is 4 hundreds 29 _________________. b. 429 cm is 4_____________ 29 cm.
c. 2,456 is 2 ________________ 456 ones. d. 2,456 m is 2 ____________ 456 m.
e. 13,709 is _________ thousands 709 ones. f. 13,709 g is 13 kg 709 __________.
3. Fill in the missing number.
a. ____________ is 456 thousands 829 ones. b. _____________mL is 456 L 829 mL.
4. Use words, equations, and pictures to show and explain how metric units are like and not like place value
units.
Date: 7/3/13
5. Compare using >, <, or =.
a. 893,503 mL 89 L 353 mL
b. 410 km 3 m 4,103 m
c. 5,339 m 533,900 cm
6. Place the following measurements on the number line:

2 km 415 m 2,379 m 2 km 305 m 245,500 cm
2,300 m 2,350 m 2,400 m 2,450 m 2,500 m

2 kg 900 g 3,500 g 1 kg 500 g 2,900 g 750 g
0 kg 4 kg
8. Solve.
a. 739 m 17 cm + 473 m 83 cm = ______________________m ≈ _____________________km
b. Use the numbers from Problem 8(a) to write a word problem.
Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 4
Name Date
1. Fill in the missing unit in word form.
a. 8,135 is 8_____________ 135 ones. b. 8,135 kg is 8 ______________ 135 g.
2. _________________________ mL is equal to 342 L 645 mL.
3. Compare using >, <, or =.
a. 23 km 40 m 2,340 m
b. 13,798 mL 137 L 980 mL
c. 5,607 m 560,701 cm
33 kg 100 g 31,900 g 32,350 g 30 kg 500 g
30 kg 31 kg 32 kg 33 kg 34 kg
30,000 g 31,000 g 32,000 g 33,000 g 34,000 g
Date: 7/3/13
Name Date
1. Complete the following table.

Smaller Unit Larger Unit How Many Times as Large
centimeter meter 100
hundred 100
meter kilometer
gram 1,000
one 1,000
milliliter 1,000
one hundred thousand
2. Fill in the missing unit in word form.

a. 135 is 1 _________________ 35 ones. b. 135 cm is 1 _____________ 35 cm.
c. 1,215 is 1 ______________ 215 ones. d. 1,215 m is 1 ____________ 215 m.
e. 12,350 is ______ thousands 350 ones. f. 12,350 g is 12 kg 350 _____________.
3. Write the missing number.
a. _________________ is 125 thousands 312 ones.
b. _______________mL is 125 L 312 mL.
Date: 7/3/13
4. Fill in each with >, <, or =.
a. 890,353 mL 89 L 353 mL
b. 2 km 13 m 2,103 m
5. Brandon’s backpack weighs 3,140 grams. Brandon weighs 22 kilograms 610 grams more than his
backpack. If Brandon were to stand on a scale wearing his backpack, what would the weight read?

3 km 275 m 3,500 m 3 km 5 m 394,000 cm
3,000 m 3,250 m 3,500 m 3,750m 4,000 m

1 kg 379 g 3,079 g 2 kg 79 g 3,579 g 579 g
0g 4,000 g
8. Solve.
a. 356 m 14 cm – 179 m 26 cm = _____________________________
b. Use the numbers from Problem 8(a) to write a word problem.
Date: 7/3/13
Lesson 5
Objective: Use addition and subtraction to solve multi-step word problems
involving length, mass, and capacity.

NOTES ON

Fluency Practice (12 minutes) STANDARDS

Concept Development (42 minutes) ALIGNMENT:

Student Debrief (6 minutes) In Module 2, students convert metric
length, mass, and capacity units to add
and subtract mixed units. This lesson
builds on the content of 2.MD.1 and
2.MD.5.
 Sprint: Convert to Kilograms and Grams 4.MD.1 (8 minutes) standards by converting from a smaller
 Convert Units 4.MD.1 (2 minutes) to a larger unit. These advanced
conversions will be established by
 Unit Counting 4.MD.1 (2 minutes) connecting metric units to place value
units.
Sprint: Convert to Kilograms and Grams (8 minutes) Develop your students’ basic number
Materials: (S) Convert to Kilograms and Grams Sprint always accept answers in the smaller
unit.
Note: This Sprint will help students automatize their gram and
kilogram conversions and apply them in word problems.
Convert Units (2 minutes) NOTES ON

Note: Reviewing these conversions in isolation will help students MULTIPLE MEANS OF
apply their operations in word problems. ENGAGEMENT:
Some of the objectives of the Sprint are
T: (Write 1 L 400 mL = ___ mL.) Fill in the equation. to generate excitement about math, to
S: (Write 1 L 400 mL = 1,400 mL.) cultivate self-determination and
perseverance, and to offer joyful
Repeat the process for 1 L 40 mL, 1 L 4 mL, and 1 L 90 mL.
experiences of success in math. The
first weeks of school are an appropriate
Unit Counting (2 minutes) time to involve students in the design
of their Sprint experience. Guide
Note: This fluency will deepen student understanding of the students through discussion to make
composition and decomposition of unit conversions, and work optimal decisions about tools and
towards their mastery of adding and subtracting meters and supports that can be used, the
centimeters. sequence or timing for completion, and
the type of reward and recognition for
success and improvement.

involving length, mass, and capacity. 2.B.17
Date: 7/3/13
Direct students to count by centimeters using the following sequence:

 800 cm, 1,600 cm, 2,400 cm, 3,200 cm, 4,000 cm, 3,200 cm, 2,400 cm, 1,600 cm, 800 cm
 800 cm, 1,600 cm, 2,400 cm, 3,200 cm, 4 m, 3,200 cm, 2,400 cm, 1,600 cm, 800 cm
 800 cm, 1 m 600 cm, 2 m 400 cm, 3 m 200 cm, 4 m, 3 m 200 cm, 2 m 400 cm, 1 m 600 cm, 800 cm
Materials: (S) Problem Set
Note: In Lesson 5, the Problem Set will be comprised of the word problems from the lesson and is, therefore,
to be used during the lesson itself for Problems 1–4. Problems 5 and 6 will be completed independently at
the conclusion of the Concept Development and the lesson will conclude with the Debrief.
1. Model the problem.

Have two pairs of students who you think can be successful with modeling the problem work at the board
while the others work independently or in pairs at their seats. Review the following questions before
beginning the first problem.
 Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above.
After two minutes, have the two pairs of students share only their labeled diagrams.
For about one minute, have the demonstrating students receive and respond to feedback and questions from
their peers.
2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer. All
should then write their equations and statements of the answer.
3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.

Date: 7/3/13
Problem 1
Solve a two-step problem involving grams.
The potatoes Beth bought weighed 3 kilograms 420 grams. Her onions weighed 1,050 grams less than the
potatoes. How much did the potatoes and onions weigh together?
Solution 1
Solution 2
The structure of this problem and what it demands of the students is similar to that found within Module 1.
Students will be familiar, therefore, with the process of a two-step problem. The main difference within this
problem is that the focus is on mass and that students are computing with mixed units. Lessons 1–4 have
prepared the students for mixed unit calculations and conversions. Answering in mixed units or as a single
unit of grams should be accepted. Watch for students using alternate strategies as well.

Date: 7/3/13
Problem 2
Solve a two-step problem involving meters.
Adele let out 18 m 46 cm of string to fly her kite. She then let out 13 m 78 cm more before reeling back in
590 cm. How long was her string after reeling it in?
Solution 1
Solution 2
This two-step problem requires regrouping from meters to centimeters. As in the previous problem, students
will use what they learned from Module 1 and Module 2 to help solve this problem. Students might regroup
across mixed units or change to similar units in order to solve this problem. In the second solution, the
student adds the meters first, then the centimeters, and finally subtracts the 590 cm from the total.

Date: 7/3/13
Problem 3
Solve a three-step problem involving liters.
Shyan’s barrel contained 6 liters 775 milliliters of paint. She poured in 1 liter 118 milliliters more. The first
day Shyan used 2 liters 125 milliliters of the paint. After the second day, there were 1,769 milliliters of paint
remaining in the barrel. How much paint did Shyan use on the second day?
Solution 1
Solution 2
This is a three-step problem involving regrouping across units. Students are familiar with multi-step problems
from Module 1 and extend their practice with them by solving with mixed units or by converting to milliliters
prior to solving. In the second solution, the student sees that it’s easy to subtract 2,125 from 6,775 so does
that first, then adds the amount Adele poured in, and then finishes the problem in the same way as shown in
Solution 1, by subtracting the part left in the barrel.

Date: 7/3/13
Problem 4
Solve a three-step problem involving grams.
On Thursday, the pizzeria used 2 kilograms 180 grams less flour than they used on Friday. On Friday, they
used 12 kilograms 240 grams. On Saturday, they used 1,888 grams more than on Friday. What was the total
amount of flour used over the three days?
Solution 1
Solution 2
This three-step problem increases the complexity in that students might calculate as in the first solution for
MP.7 the three addends to complete the third step for determining how much flour was used over the three days.
In the second solution strategy, the student, because of the tape diagram, notices 3 units of Friday minus the
difference between the two small chunks. The answer will be a little less than three Friday’s worth of flour.

Date: 7/3/13

Please note that the Problem Set in Topic B is comprised of the NOTES ON
lesson’s problems as stated at the introduction of the lesson. MULTIPLE MEANS OF
For some classes, it may be appropriate to modify the ENGAGEMENT:
assignment by specifying which problems they work on first. Sustain engagement during this
Some problems do not specify a method for solving. Students challenging lesson by guiding and
rewarding responsible collaboration
amongst students. Teach students to
independently ask themselves, “Can I
draw something? What can I draw?
What conclusions can I make from my
Student Debrief (6 minutes) drawing?” Empower students to self-
monitor their math work with a rubric
Lesson Objective: Use addition and subtraction to solve multi- for problem solving. Students below
step word problems involving length, mass, and capacity. and above grade level may want to
omit drawing. Emphasize the value of
The Student Debrief is intended to invite reflection and active modeling. Ask, “How did the picture
processing of the total lesson experience. help you solve? What happened when
Invite students to review their solutions for the Problem you did not draw the picture? Why?”
 How was the work completed to solve Problem
5 in the Problem Set different than the other
problems?
 Did you find yourself using similar strategies to
add and to subtract the mixed unit problems?
 How can drawing different models to
represent a problem lead you to a correct
answer?
 How was drawing a model helpful in organizing
your thoughts to solve Problem 6?
 Describe a mixed unit. What other mixed units
can you name?
 How can converting to a smaller unit be useful
when solving problems? When is it not useful?

Date: 7/3/13
 How is regrouping a mixed unit of

measurement similar to regrouping a whole
number when adding or subtracting?
 In what ways is converting mixed units of
measurement useful in everyday situations?

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Sprint 4•2

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Sprint 4•2

Date: 7/3/13
Name Date
Directions: Solve. Model the problems using a tape diagram. Answer with a statement.
1. The potatoes Beth bought weighed 3 kilograms 420 grams. Her onions
weighed 1,050 grams less than the potatoes. How much did the potatoes
and onions weigh altogether?
2. Adele let out 18 m 46 cm of string to fly her kite. She then let out 13 m 78 cm more
before reeling back in 5 m 90 cm. How long was her string after reeling it in?
3. Shyan’s barrel contained 6 liters 775 milliliters of paint. She poured in 1 liters 118 milliliters more. The
first day Shyan used 2 liters 125 milliliters of the paint. At the end of the second day, there was 1 liters
769 milliliters of paint remaining in the barrel. How much paint did Shyan use on the second day?

Date: 7/3/13
4. On Thursday, the pizzeria used 2 kilograms 180 grams less flour than they
used on Friday. On Friday, they used 12 kilograms 240 grams. On Saturday,
they used 1 kilogram 888 grams more than on Friday. What was the total
amount of flour used over the three days?
5. Zachary’s car holds 60 liters of gas. When he had 2,050 milliliters of gas left, he added 23 liters 825
milliliters gas. How much more gas can Zachary add to his car?
6. A giraffe was 5 m 20 cm tall. An elephant was 1 m 77 cm shorter than the giraffe. A rhinoceros was 1 m
58 cm shorter than the elephant. How tall was the rhinoceros?

Date: 7/3/13
Name Date
Use a tape diagram to model and solve the problems below.
1. Jeff places a pineapple with a mass of 890 grams on a balance scale. He balances the
scale by placing two oranges, an apple, and a lemon on the other side. Each orange
weighs 280 grams. The lemon weighs 195 grams less than each orange. What is the
mass of the apple?
2. Brian is 1 m 87 cm tall. Bonnie is 58 cm shorter than Brian. Betina is 26 cm taller than Bonnie. How tall is
Betina?

Date: 7/3/13
Name Date
Directions: Solve. Model the problems using a tape diagram. Answer with a statement.
1. Jose’s vase can hold up to 2,419 milliliters of water. He poured 1 liter 299 milliliters of water into the
empty vase. Then he added 398 milliliters. How much more water will the vase hold?
2. Eric biked 1 km 125 m on Monday. On Tuesday, he biked 375 m less than on Monday. How far did he
bike both days?
3. Zachary weighs 37 kilograms 95 grams. Gabe weighs 4,650 grams less than Zachary. Harry weighs 2,905
grams less than Gabe. How much does Harry weigh?

Date: 7/3/13
4. A Springer Spaniel weighs 20 kilograms 490 grams. A Cocker Spaniel weighs 7,590 grams less than a
Springer Spaniel. A Newfoundland weighs 52 kilograms 656 grams more than a Cocker Spaniel. What is
the weight difference, in grams, between the Newfoundland and the Springer Spaniel?
5. Marsha has three rugs. The first rug is 2 m 87 cm long. The second rug has a length 98 cm less than the
first. The third rug is 111 cm longer than the second rug. What is the difference in centimeters between
the length of the first rug and third rug?
6. One barrel held 60 liters 868 milliliters of sap. A second barrel held 20,089 milliliters more sap than the
first. A third barrel held 40 liters 82 milliliters less sap than the second. If the sap from the three barrels
was poured into a larger container, how much sap was there in all?

Date: 7/3/13
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task 4•2
Name Date
1. Complete the following conversion charts:
Length Mass Capacity

3 km m kg 3,000 g L 4,000 mL
km 9,000 m 20 kg 300 g g 48 L 808 mL mL
6 km 435 m m 1 kg 74 g g 2 L 20 mL mL
12 km 12 m m 403 kg 4 g g 639 L 6 mL mL
2. A student completed the problem below. Check his work. Explain how you know if each solution is
correct or incorrect.
3. Find the sum or difference. Use the boxes to show your work.
a. 493 km 543 m b. 25 kg 32 g c. 100 L 99 mL

+ 17 km 57 m − 23 kg 83 g + 2,999 mL
d. Write a word problem for which (a), (b), or (c) would be the solution equation.

Date: 7/3/13 2.S.1
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
4. Billy has been training for a half-marathon. He has a strict gym routine that he follows six times a week.
For the problems below, use tape diagrams, numbers, and words to explain each answer.
a. Each day Billy runs on the treadmill for 5 kilometers and runs on the outdoor track for 6,000 meters.
In all, how many kilometers does Billy run each day?
b. Since Billy has started training, he has also been drinking more water. On Saturday, he drank 2 L 755
mL of water. On Sunday, he drank some more. If Billy drank a total of 4 L 255 mL of water on
Saturday and Sunday, how many milliliters of water did Billy drink on Sunday?
c. Since exercising so much for his half-marathon, Billy has been losing weight. In his first week of
training, he lost 2 kg 530 g of weight. In the following two weeks of training, he lost 1 kg 855 g per
week. Billy now weighs 61 kg 760 g. What was Billy’s weight, in grams, before he started training?
Explain your thinking.

Date: 7/3/13 2.S.2
End-of-Module Assessment Task Topics A–B

Standards Addressed
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller
unit.
4.MD.11 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), …
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now, and
what they need to work on next.
1
Pounds, ounces, and time will be assessed in Module 7.
2
Time, money, and numbers as fractions or decimals will be assessed in Module 7.

Date: 7/3/13 2.S.3
A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student is unable The student correctly The student correctly The student correctly
to complete a majority identifies six to nine of identifies ten of the completes the
4.MD.1 of the conversions. the twelve conversions. twelve conversions. conversion chart:
 3,000 m, 9 km,
6,435 m, 12,012 m
 3 kg, 20,300 g,
1,074 g, 403,004 g
 4 L, 48,808 mL,
2,020 mL, 639,006
mL
2 The student identifies The student correctly The student correctly The student correctly
fewer than two identifies two of the identifies that Parts (a) reasons that Parts (a)
4.MD.1 conversions with no conversions with little and (b) are correct and and (b) are correct
reasoning. evidence of reasoning. Part (c) is incorrect, but because 1,000 m
does not provide clear equals 1 km and 1,000
reasoning. mL equals 1 L, and Part
(c) is incorrect because
1,000 g equals 1 kg, so
38 kg should equal
38,000 g.
3 The student incorrectly The student correctly The student correctly The student correctly
answers all parts. answers one of the answers two of the answers all three parts
4.MD.1 three parts and three parts and writes using conversions:
4.MD.2 attempts to write a a reasonable word  510 km 600m
reasonable word problem.
 1 kg 949 g
problem.
 103 L 98 mL
Writes a reasonable
word problem for Part
(a), (b), or (c).

Date: 7/3/13 2.S.4
4 The student incorrectly The student correctly The student answers The student correctly
answers two or all of answers two of the three parts correctly, answers all three parts
4.MD.1 the three parts. three parts, but shows but does not show solid using algorithms and
4.MD.2 little reasoning in Part reasoning in Part (c) of drawing tape diagrams
(c). understanding metric to show:
conversions.  11 km
 1,500 mL
 68,000 g
Explains or shows
addition of all
measurements and the
conversion to grams.

Date: 7/3/13 2.S.5

Date: 7/3/13 2.S.6
Length Mass This work is licensed under a
Capacity

Date: 7/3/13 2.S.7

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New York State Common Core

Topic A: Metric Unit Conversions ........................................................................... 2.A.1

Topic B: Application of Metric Unit Conversions .................................................... 2.B.1

Module Assessments ............................................................................................ 2.S.1

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Focus Grade Level Standards

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Focus Standards for Mathematical Practice

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Overview of Module Topics and Lesson Objectives

4.MD.1 B Application of Metric Unit Conversions 2

End-of-Module Assessment: Topics A–B (assessment ½ day, return ½ day, 2

Familiar Terms and Symbols 5

Module 2: Unit Conversions and Problem Solving with Metric Measurement

 Capacity (the maximum amount that something can contain)

Suggested Tools and Representations

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Module 2: Unit Conversions and Problem Solving with Metric Measurement

Topic A: Metric Unit Conversions

Algorithms: Simplifying Strategies:

A Teaching Sequence Towards Mastery of Metric Unit Conversions

Topic A: Metric Unit Conversions

Suggested Lesson Structure

Fluency Practice (10 minutes)

 Convert Units 4.MD.1 (2 minutes) A NOTE ON

Lesson 1: Express metric length measurements in terms of a smaller unit;

Meter and Centimeter Number Bonds (8 minutes)

Application Problem (8 minutes)

Lesson 1: Express metric length measurements in terms of a smaller unit;

Concept Development (32 minutes)

Introduction: Understanding 1 centimeter, 1 meter, and 1 kilometer in terms of concrete objects.

Lesson 1: Express metric length measurements in terms of a smaller unit;

Lesson 1: Express metric length measurements in terms of a smaller unit;

Lesson 1: Express metric length measurements in terms of a smaller unit;

T: Look at Solution A. How did they set up for the

T: Does anyone have a question for the mental math

Lesson 1: Express metric length measurements in terms of a smaller unit;

S: How did you know 1 thousand minus 140 was 860?

Lesson 1: Express metric length measurements in terms of a smaller unit;

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Express metric length measurements

The Student Debrief is intended to invite reflection and

Lesson 1: Express metric length measurements in terms of a smaller unit;

Exit Ticket (3 minutes)

Lesson 1: Express metric length measurements in terms of a smaller unit;

1. Find the equivalent measures.

d. __________ km = 18,000 m h. __________ m = 12,000 cm

2. Find the equivalent measures.

a. 3 km 312 m = __________ m d. 3 m 56 cm = __________ cm

c. 915 km 8 m = __________ m f. 120 m 46 cm = __________ cm

e. 67 km 230 m + 11 km 879 m = f. 67 km 230 m − 11 km 879 m =

Lesson 1: Express metric length measurements in terms of a smaller unit;

Lesson 1: Express metric length measurements in terms of a smaller unit;

3. 401 km 101 m – 34 km 153 m = ____________

Lesson 1: Express metric length measurements in terms of a smaller unit;

1. Find the equivalent measures.

c. __________ m = 17,000 m g. __________ m = 2,400 cm

d. km = 18,000 m h. m = 12,000 cm

a. 3 km 312 m = m d. 3 m 56 cm = cm

c. 915 km 8 m = m f. 120 m 46 cm = cm

c. m = 17,000 m g. m = 2,400 cm

a. 7 km 123 m = m d. 7 m 45 cm = cm

c. 875 km 4 m = _ m f. 204 m 89 cm = cm

a. 21 kg 415 g = g c. 87 kg 17 g = g

b. 2 kg 91 g = ______ g d. kg _ g = 96,020 g

49,000 e. 3,812 mL = _ L ___mL