Description:
Unit 7
focuses on multiplication and measurement as students solve multistep word
problems involving metric and customary measures. Students will focus their learning on
understanding the relationship between units within one system of
measurement. Emphasis will be placed
on solving word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money.
Students will apply the area and perimeter formulas for rectangles in
real world and mathematical problems.


Measurement
and Data: Supporting Cluster



Solve problems involving
measurement and conversion of measurements from a larger unit to a smaller
unit.



4.MD.A.1

Know relative sizes of measurement units within one
system of units including ft, in, km, m, cm; kg,
g; lb., oz.; l, ml; hr., min, sec.
Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. (Conversions are limited to
onestep conversions.) Record
measurement equivalents in a twocolumn table. For example, know that 1 ft. is 12 times
as long as 1 in. Express length of a
4 ft. snake as 48 in. Generate a conversion table for feet and inches
listing the number pairs (1, 12), (2, 24), (3, 36), ….



4.MD.A.2

Use the four operations to solve word problems
involving distances, intervals of time, liquid volumes, masses of objects,
and money, including problems involving whole numbers and/or simple
fractions (addition and subtraction of fractions with like denominators and
multiplying a fraction times a fraction or a whole number), and problems
that require expressing measurements given in a larger unit in terms of a
smaller unit. Represent measurement
quantities using diagrams such as number line diagrams that feature a
measurement scale.



4.MD.A.3

Apply the area and perimeter formulas for rectangles in real
world and mathematical problems. For
example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication
equation with an unknown factor.


Operations and
Algebraic Thinking

Use the four operations with whole numbers to solve problems.

4.OA.1

Interpret a
multiplication equation
as a comparison and represent verbal
statements of multiplicative comparisons as multiplication
equations, e.g., interpret 35 = 5 x 7
as a statement that 35 is 5
times as many
as 7, and 7
times as many
as

4.OA.2

Multiply or divide to solve
word problems involving multiplicative comparison, e.g., by using drawings and/or equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison
(Example: 6 times as many
vs. 6 more
than)

4.OA.3

Solve multistep word
problems posed with whole numbers and
having wholenumber answers using
the four
operations, including problems in
which remainders must be interpreted.
Represent these problems
using equations with
a letter standing for the unknown
quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding. Example: Twentyfive people
are going to the movies. Four people
fit in each
car. How many
cars are needed to get all 25 people to the theater
at the same time?







Enduring Understandings:
 To
measure something means you determine how many units are needed to have
the same amount as the object.
·
Measurement
can be used to solve problems.
 There
can be different strategies to solve a problem, but some are more
effective and efficient than others are.
·
Two
shapes can have the same area but different perimeters. Two shapes can have
the same perimeter but different areas.

Essential Questions:
 Why
do we measure?
 Why
do we need standardized units of measurement?
 How
do I decide what strategy will work best in a given problem situation?
 How
does explaining my process help me to understand a problem’s solution
better?
 How
can measurement be used to solve problems?
 What
is the difference between perimeter and area?
