Math lesson plan · 5th grade (Year 6 in England) · 30 minutes
Multi-step problems converting metric units
Measurement
CCSS 5.MD.A.1England: Y6 Measurement
Objective and success criteria
Students will: Multi-step problems converting metric units.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Convert metric units with decimals; Convert kilograms and grams, litres and millilitres
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Convert metric units with decimals; Convert kilograms and grams, litres and millilitres). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 1959 mm = how many cm? → 195.9Prompt: 1 cm = 10 mm.
- Write 2 l 729 ml in millilitres. → 2729Prompt: 1 l = 1000 ml.
- Noah runs 3.1 km and then walks 809 m. How far is that altogether, in metres? → 3909Prompt: Change both distances to the same unit first.
Hook · 3 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Multi-step problems converting metric units. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: A bag of rice holds 4 kg. Leo uses 850 g. How many grams are left?
- Step 1: 4 kg = 4000 g
- Step 2: 4000 − 850 = 3150
- Step 3: 3150 g
- Answer: 3150
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- A bag of rice holds 3.5 kg. Nia uses 700 g. How many grams are left? → 2800Prompt: Change kilograms to grams: × 1000.
- Yuki cycles 2.6 km to the park and then 376 m more to a friend's house. How far is that in kilometres? → 2.976Prompt: Change 376 m into kilometres: ÷ 1000.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Aisha cycles 4.2 km to the park and then 386 m more to a friend's house. How far is that in kilometres? → 4.586Prompt: Change 386 m into kilometres: ÷ 1000.
- A bag of rice holds 5.25 kg. Yuki uses 700 g. How many grams are left? → 4550Prompt: Change kilograms to grams: × 1000.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Convert metric units with decimals.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder