In this unit students will build a conceptual understanding of the relative sizes of units of measure within a single system of measurement. Students will be introduced to customary and metric units of measure (km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec). Students will use place value charts, double number lines, and function tables to model the multiplicative comparison and convert units of measure from larger units to smaller units within the same system.
Unitataglance
Key concept: In a multidigit whole number, a digit in one place represents ten times what it represents in the place to the right. 
Key concept: Multiplication can be thought of as a comparison in contexts other than place value. 
Key concept: Multiplicative comparison can be used to convert units of length, mass, volume, and time. 
Key concept: Within one system of measurement, different units of measure can be used to represent the same quantity. 


Suggested pacing 
Days 15 
Days 69 
Day 10 
Days 1113 
Suggested class plan 




Additional unit information
Prior Knowledge Needed:
 100 can be thought of as a bundle of ten tens — called a "hundred”; (Grade 2, Unit 6; 2.NBT.A.1a)
 There is an inverse relationship between the size of a unit of measurement and the number of those units it takes to equal a given length; (Grade 2 Unit 2; 2.MD.A.2)
 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l); (Grade 3 Unit 14; 3.MD.A.2)
 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations; (Grade 4, Unit 3; 4.NBT.B.5)
Units on the Horizon:
 Solving Problems Using Multiplicative Comparison (Grade 4, Unit 8)
 Solving Measurement Problems Using the Four Operations (Grade 4, Unit 9)
 Performing Operations with Decimals (Grade 5, Unit 10)
Lessons, practice, & assessment