Express metric mass and capacity measurements in terms of a smaller unit, recording measurement equivalents in a two-column table. Solve one-step word problems that require metric mass or capacity unit conversion.
As the Geometric Measurement Progression states, “the Standards do not differentiate between weight and mass. Technically, mass is the amount of matter in an object. Weight is the force exerted on the body by gravity. On the earth’s surface, the distinction is not important (on the moon, an object would have the same mass, would weigh less due to the lower gravity)” (Progressions for the Common Core State Standards in Mathematics, K-5 Geometric Measurement, p. 2). Thus, the term “mass” is used through Lesson 2 in reference to metric mass measurement but the term “weight” is used throughout Lesson 6 in reference to customary weight measurement. Enforcing the correct usage with students isn’t necessary but, it could be discussed if a student raises the issue.
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Tasks 3 and 4 (benefit from worked examples). Draw connections between prefixes for units to those they encountered in Lesson 1 to establish conversion rates before solving word problems, saving the need to go through Anchor Tasks 1 and 2. Find more guidance on adapting our math curriculum for remote learning here.
|Kilograms (kg)||Grams (g)|
|Liters (L)||Milliliters (mL)|
Jennifer is going on a trip with her two younger siblings, Leon and Veronica. They’re each bringing one suitcase. She wants to carry the heaviest suitcase, since she’s the oldest, and give Veronica, the youngest sibling, the lightest suitcase. Which child should carry which suitcase, based on their masses listed below?
|Black||20 kg 40 g|
Convert the measurements.
Grade 4 Mathematics > Module 2 > Topic A > Lesson 2 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..Modified by Fishtank Learning, Inc.
To make fruit punch, John’s mother combined 3,500 milliliters of tropical drink, 3 liters 95 milliliters of ginger ale, and 1 liter 600 milliliters of pineapple juice. Order the quantity of each drink from least to greatest.
Grade 4 Mathematics > Module 2 > Topic A > Lesson 3 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..Modified by Fishtank Learning, Inc.
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