Look for and make use of structure. Use the patterns in measurement systems to make sense of problems. Use the relationships demonstrated in the measurement system to solve problems. Look for and express regularity in reasoning Use the patterns illustrated in measurement systems to verify a solution. Use the relationships demonstrated in a measurement system to compare results. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.MD.A.1 Know relative sizes of Essential Skills and Knowledge children to make their own measuring cups, measurement units within one analog clocks, and other measuring instruments to Knowledge of capacity units should • system of units including km, m, develop a better understanding of the units they also include cups, pints, quarts, and cm; kg, g; lb, oz.; l, ml; hr, min, are measuring. gallons. sec. Within a single system of Knowledge of length should also • measurement, express The units of measure that have not been include inches, feet, and yards. measurements in a larger unit in addressed in prior years are pounds, ounces, Ability to use visual aids with • terms of a smaller unit. Record kilometers, milliliters, and seconds. Students’ prior conversion of measurement measurement equivalents in a two experiences were limited to measuring length, column table. For example, know mass, liquid volume, and elapsed time. Students that 1 ft is 12 times as long as 1 in. did not convert measurements. Students need Express the length of a 4 ft snake ample opportunities to become familiar with these as 48 in. Generate a conversion new units of measure. table for feet and inches listing the number pairs (1, 12), (2, 24), (3, Students may use a two-column chart to convert 36), ... from larger to smaller units and record equivalent measurements. They make statements such as, if one foot is 12 inches, then 3 feet has to be 36 inches because there are 3 groups of 12.
Look for and make use of structure. Use the patterns in measurement systems to make sense of problems. Use the relationships demonstrated in the measurement system to solve problems. Look for and express regularity in reasoning Use the patterns illustrated in measurement systems to verify a solution. Use the relationships demonstrated in a measurement system to compare results. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.MD.A.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. 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), ... Essential Skills and Knowledge • Knowledge of capacity units should also include cups, pints, quarts, and gallons. • Knowledge of length should also include inches, feet, and yards. • Ability to use visual aids with conversion of measurement children to make their own measuring cups, analog clocks, and other measuring instruments to develop a better understanding of the units they are measuring. The units of measure that have not been addressed in prior years are pounds, ounces, kilometers, milliliters, and seconds. Students’ prior experiences were limited to measuring length, mass, liquid volume, and elapsed time. Students did not convert measurements. Students need ample opportunities to become familiar with these new units of measure. Students may use a two-column chart to convert from larger to smaller units and record equivalent measurements. They make statements such as, if one foot is 12 inches, then 3 feet has to be 36 inches because there are 3 groups of 12.
Unir_4_MD_A_1_3_Measurement_and_Conversion.docx