NAME: Amanda Batra

Template for Unpacking/Repacking a Standard

Grade Level & Content Area
Student Target
(use student friendly
language)

Program of Study
What students need to know
(nouns)

What students are to be

able to do (verbs)

List Standard Number and Write Out

Standard to be Addressed
Grade 4 (Wisconsin)
4.MD. Solve problems involving
measurement and conversion of
measurements from a larger unit to a smaller
unit.
4.MD.1 Know relative sizes of measurement
units within one system of units including
km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of measurement,
express measurements in a larger unit in terms
of a smaller unit.

Critical Vocabulary
Centimeter (cm.), Customary system,
Equivalent, Estimate, Gram (g.), Kilogram
(kg.), Kilometer (km.), Liter (l.), Meter (m.),
Metric system, Millimeter (ml.), Minute
(min.), Ounce (oz.), Pound (lb.), System of
measurement, and Two-column table

What does customary and

metric units of measure
include and what are their
abbreviations?
Explain the units in which
length, volume, mass, and
time can be measured?
How can you use a twocolumn table to convert
from larger to smaller units
and record equivalent
measurements?

Customary and metric units of

measure
Length
Volume
Mass
Time
Larger units
Smaller units
Equivalent measurements

Solve
Convert
Abbreviate
Record
Know

Performance Indicators/Tasks
Discuss common benchmarks for units of
measurement and compare them using
different units of measurement.
Units covered by customary measurements.
Use hands-on activities and objects (rulers
etc.) to find out about inches in one foot,
feet in one yard, and feet in one inch.
Units covered by metric measurements.
Use hands-on activities and online videos to
find out about meters in one kilometer,
centimeters in one meter, milliliters in one
centimeter, and ounces in one pound.
Calculate about how many minutes are there
in one hour and seconds in one minute?
Rules for converting larger unit to smaller
unit. Do we add, subtract, multiply or
divide? How?
Create two-column conversion tables for
length, weight, and capacity units using
measurement tools. How can you use these
tables to solve problems?
Post-assessment: online games, hands-on
activity, and providing printable assessment
tasks.

Sequence of Teaching Strategies

a) Encourage discussion among students as a pre-assessment activity about
units of measurement and difference between them.
b) Introduce activities that help students gain an understanding of how
systems of measurement have come about in order and how they can be
used in everyday life (this will be done by using objects around the
class, and providing hands-on activities).
c) Provide all the abbreviations for units covered under customary and
metric system of measurement and explain need to learn the
abbreviations for these terms as well as their equivalencies.
d) Begin explaining students about how items are measured and provide
real life examples regarding that (for ex: review from their measurement
book that 16 oz. equals one pound and have students give examples of
some items that would be measured in ounces (canned food) and pounds
(people), or how many inches are there in one foot or what might be
weighed in milligrams, kilograms, and centigrams)). Follow same
technique for all units.
e) Using hands-on-activities, providing examples, and by playing online
games explain students about how to calculate and estimate mass and
volume and explain them remaining equivalences among U.S.
customary units of measurement (for ex: weight is measured in terms of:
1 lb. = 16 oz., 1 ton = 2,000 lb. or volume in terms of: 1 cup = 8 fl. oz.
(fluid ounces), 1 gal. = 4 qtr., 1 ltr=1000ml, 1 kg=1000g etc.).
f) Understand how to convert time related units and how to practice
elapsed time problems using online resources. Have clocks with moving
hands available for students who want to use them in solving problems.
Print these worksheets
http://www.harcourtschool.com/activity/elab2002/resources/s_pdf/grade
_3/3018.pdf. And ask students to complete them at the end of lesson.
g) Explain students the concept of converting bigger into smaller units. Use
multiplication when changing from greater unit to smaller unit and
division when changing smaller unit to greater number. Then make a
two-column chart to convert from larger to smaller units and record
equivalent measurements in that chart.
h) At the end of lesson let students practice the entire unit a) online:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/units
-of-measurement.htm,
http://studyjams.scholastic.com/studyjams/jams/math/measurement/units

-of-length.htm, http://www.virtualnerd.com/common-core/grade4/4_MD-measurement-data/A/1, b) providing printable resources to all

students and C) having weigh scale in classroom to measure the objects
available in classroom.
How will you communicate to each student regarding his/her progress toward the learning target?
a) By providing students with various pre-assessment activities. This will allow having better picture for a teacher about what
students know about the topic measurement.
b) Provide the on-going activities according to the students needs. For e.g.: providing more challenging problems for gifted
students, pairing struggling students with those who have mastered the skills and then have students explain how they solved
the problem.
c) After completing the lesson arranging students to work into different stations (computer, group activity, playing games, teacher
assistance, textbook problems). Each student will get exposure of learning under many situations this way.
d) Using formative assessment by assigning students various hands-on activities and giving students non-graded quiz at each level
of understanding.
e) Engaging all students with technological interactivity.
How will you engage students in tracking and communicating their own progress?
a) By providing various hands-on activities.
b) Exposing students to various Internet websites where they will be able to find interactive problems and challenges.
c) Arranging students into small groups and let them speak for 1 minute about what they understood about the topic.
d) They will write the most 5 important points that they understood from the topic and then discuss them with other students.
e) Providing them worksheets (non-graded) to solve various problems.
*If you were to use this in your teaching assignment, you would want attach copies of at least one student work sample meeting
standard and one student work sample not meeting standard