Renaming Length Math Lesson Plan│Worksheets, Game, Guided Practice│5th/6th Grade
Caits Classroom Ireland
24 Followers
Grade Levels
5th - 6th
Subjects
Resource Type
Standards
CCSS5.MD.A.1
CCSS6.RP.A.3d
CCSSMP1
CCSSMP4
Formats Included
- PDF
Pages
16 pages
Caits Classroom Ireland
24 Followers
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Description
Looking for an engaging lesson for fifth/sixth grade on renaming lengths in metric units? Want it to include worksheets, a game and guided practice? Then this resource is for YOU!
Take the stress out of creating complete lesson plans and resources! This lesson reinforces student understanding of metric system conversions through hands-on activities involving fractions and decimals.
This resource is also aligned with both CCSSM and the Irish Primary Mathematics Curriculum (2023) for seamless integration into planning documents.
Say goodbye to weekends planning on your laptop and hello to an engaged classroom – grab your copy TODAY!
Benefits
- Reduces planning demands on teachers, saving valuable time and effort while being well-designed and aligned with curriculum standards.
- Offers a complete, print-and-go resource with step-by-step instructions, ideal for newly qualified teachers who want support teaching maths to the senior classes.
- Enhances student understanding of renaming metric units of length using fractions and decimals for accurate communication and problem-solving.
In Depth Description
This 45-minute lesson plan includes:
- 6 fractions to decimals relay race cards.
- 2 conversion charts in both black and white and color.
- 1 guided practice worksheet with an answer key.
- 6 real-life scenarios with an accompanying worksheet and answer key.
- 3 learning objectives.
- Differentiation strategies for both struggling and advanced students.
- Formative and summative assessment ideas.
- Key vocabulary and definitions.
- Explicit links to the new Irish Primary Mathematics Curriculum (2023), focusing on the element of communication and the competencies of being an active citizen and an effective communicator.
- Explicit links with CCSSM
Mathematical Practice Standards:
- Make sense of problems and persevere in solving them (MP.1): Students should be able to make sense of the problems, understand the problem situation, and persevere in finding a solution.
- Model with mathematics (MP.4): Students should apply the mathematics they know to solve real-world problems.
5th Grade:
- CCSS.Math.Content.5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.
6th Grade:
- CCSS.Math.Content.6.RP.A.3.d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Don't let this opportunity slip away! Elevate your teaching experience and engage your students - secure your complete lesson plan and resources TODAY!
Click here to join the Cáit's Classroom mailing list for valuable tips, tricks, and special offers designed to support newly qualified teachers in effectively teaching maths to 3rd-6th class students.
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Total Pages
16 pages
Answer Key
Included
Teaching Duration
45 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
CCSS6.RP.A.3d
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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