Learner and Environmental Factors

Grade Level 5th

Content Area Math

Standards (KCCRS):
Convert like measurement units within a given measurement system.
1. Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step,
real world problems.

Lesson Performance Objective:

The student will know the difference sizes of measurement and how to increase or decreas the
measurement based on the prefix.

Materials:

Student notebook
Scissors
Glue
Copies of measurement steps (two different pages)
Pencils
Color pencils
Kings story
Measurement steps on board
Millipede worksheet

Background Knowledge required

Place value, multiply by 10, units of measurement

Student Grouping(s)

Whole class, individual

THE PLAN

Anticipatory Set: (The HOOK)

Ask students what measurements they know:

Weight (pounds or ounces)

Distance or length (inches, feet, miles)

Liquid (gallons, quarts, pints, cups)

Explain how in the USA we use these measurements (U.S. Customary Units) but in other counties they
use what is called the metric system.

Introduce the Lesson:

Today we are going to learn about the metric measurement steps and converting one step to another.

Instruction:

1. Tape the prefixes in steps on the board

a. Kilo, hecto, deka, unit, deci, centi, and milli
2. Start by reading King Henrys Story
3. Pass out the two sheet, Metric Measurement Steps and Metric Measurement, to students
4. Have students cut out the steps and fold them to glue onto the metric measurement sheet
a. You may have to show students how to cut and glue the steps
b. Also you may need to write King, Henry, does, usually, drink, chocolate, and milk above
the correct prefix on the board for students
5. Allow a few minutes for students to do the above step
6. Have students glue Metric Measurement into their notebooks
7. When students are ready work on the King step
a. Write on the board for students to copy
i. Kilo, kilometer=km, kilogram=kg, kiloliter=kL, 1000, 103
8. Repeat with other steps
a. With each step ask students if they can guess the abbreviations or exponents
b. Henry
i. Hecto, hectometer=hm, hectogram=hg, hectoliter=hL, 100, 102
c. Does
i. Deka, dekameter=dam, dekagram=dag, dekaliter=daL, 10, 101
d. Usually
i. Unit, meter=m, gram=g, liter=L, 1, 100
e. Drink
i. Deci, decimeter=dm, decigram=dg, deciliter=dL, 0.1, 101
f. Chocolate
i. Centi, centimeter=cm, centigram=cg, centiliter=cL, 0.01, 102
g. Milk
i. Milli, millimeter=mm, milligram=mg, milliliter=mL, 0.001, 103
9. After students have wrote in the steps show them how stepping up or down changes the
number
a. Put the number 7 meters on UNITS and move to Milli
b. Going down the steps moves the decimal to the right so 7 m= 7000 cm
 c. Explain that for each loop you need to add zeros in that spot
10. Do a few more steps with students calling out numbers and steps
a. Before solving ask students which way the decimal goes
i. Up =to the left
ii. Down = to the right
11. After a while have students come up to the board to write the number and move the decimal
12. When students have a good grasp, if time permits pass out the millipede worksheet for extra
practice.

Closure: *

Great work today students, keep this in the back of your mind. We will be working on the metric
system for a while. Write in your planners and get ready for your next class.

Assessment/Evaluation: *

See if students move the decimal the correct way when moving up or down.

Watch to see if they use multiplication or division to find the answer.

Check the worksheets if students completed it in class.