Measurement and Conversion Concepts

Mrs. Lamor guides fifth graders through multi-step conversion problems using metric units. The lesson includes a warm-up, true or false exercises, and activities involving unit conversion with the King Henry mnemonic. Students learn to measure and convert distances in centimeters, meters, and kilometers, and compare distances walked or run. The session concludes with a synthesis of learning outcomes.

What is the main focus of the lesson introduced by Mrs. Lamor?

• Learning about the history of the metric system

• Solving multi-step conversion problems using metric length

• Exploring the concept of fractions

• Understanding basic arithmetic operations

When multiplying 5,423 by 10, what should the correct result be?

• 5,423

• 54,230

• 542,300

• 50,423

If you divide 5,432 by 10, what is the correct result?

• 54.32

• 542.3

• 5.432

• 543.2

Which unit is most appropriate for measuring the length of a footstep?

• Centimeters

• Kilometers

• Meters

• Millimeters

How many steps are approximately in one meter?

• 1

• 2 or 3

• 5

• 10

What is the best unit to record 8,500 steps on a watch?

• Millimeters

• Centimeters

• Meters

• Kilometers

How many kilometers did Lynn walk if her watch displayed 8,500 steps and each step is 50 cm?

• 425 km

• 42.5 km

• 4.25 km

• 0.425 km

Which unit best communicates how far Lynn walked?

• Kilometers

• Meters

• Millimeters

• Centimeters

Who ran farther, Tyler or Claire, and by how much?

• Tyler by 4.9 km

• Claire by 4.9 km

• Claire by 3.5 km

• Tyler by 3.5 km

How much farther did Jada run compared to Han?

• 0.675 km

• 0.0675 km

• 67.5 km

• 6.75 km