Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Convert metric units with decimals
Measurement
CCSS 5.MD.A.1England: Y5 MeasurementEngland: Y6 Measurement
Objective and success criteria
Students will: Convert metric units with decimals.
- 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 units of length, mass, capacity and time; Multiply and divide by 10, 100, 1000
Leads to: Convert between metric and customary units; Convert area and volume units; Multi-step problems converting metric units
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Convert units of length, mass, capacity and time; Multiply and divide by 10, 100, 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 3 l = how many ml? → 3000Prompt: 1 l = 1000 ml.
- 14.9 ÷ 100 = ? → 0.149Prompt: Dividing by 100 moves every digit 2 places to the right.
- Write 186 s in min and s. How many whole min? → 3Prompt: How many 60s fit into 186?
Hook · 6 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Convert metric units with decimals. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 5760 ml = how many l?
- Step 1: 5760 ÷ 1000 = 5.76
- Answer: 5.76
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 4419 cm = how many m? → 44.19Prompt: 1 m = 100 cm.
- Liam runs 3.5 km and then walks 772 m. How far is that altogether, in metres? → 4272Prompt: Change both distances to the same unit first.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 5222 m = how many km? → 5.222Prompt: 1 km = 1000 m.
- Ravi runs 1.9 km and then walks 673 m. How far is that altogether, in metres? → 2573Prompt: Change both distances to the same unit first.
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 units of length, mass, capacity and time.
- 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
- Move on to: Convert between metric and customary units; Convert area and volume units; Multi-step problems converting metric units.
- 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