Unit 2

Addition and Subtraction of Length, Weight, and Capacity

Unit Summary
In this unit students will know relative sizes of measurements within one system and express measurements of a larger unit in terms of a smaller unit.
Students will use four operations to solve word problems involving distances, intervals, liquid volumes, mass and money, including fractions and decimals.
Students apply their understanding of perimeter and area to real world problems and create simple line plots to represent data in fractional units.

Learning target I can use problem-solving strategies of making a table and looking for patterns to solve real-life measurement and data
of unit problems.

Essential understandings Overarching essential questions

Determining the appropriate solution for measurement depends on the How do we determine the best unit of measurement?
type of measurement involved.
Why is it important to be aware of factors that may influence
Stem-leaf plots and frequency tables are visual representations of data conclusions, predictions, and/or decisions derived from data?
that has been collected and displayed

Summative 1. Brandon and Kelly are training to run in a 5-kilometer race next month. Each morning, Brandon runs a route
Assessment through the neighborhood park while Kelly runs on the racetrack at the high school.

Describe what On Monday, Brandon ran 3 1⁄2 kilometers before he needed to take a break. Kelly ran 7 laps on the track, and then
students will do she needed to rest.
and produce to a. If each lap Kelly ran was 400 meters, who ran a longer distance on Monday: Brandon or Kelly?
develop evidence
that will be Explain how you know which person ran a longer distance.
evaluated using the
scoring criteria b. On Wednesday, Kelly was able to run 9 laps, while Brandon ran 3 kilometers. How much further did Kelly run
than Brandon on Wednesday?
c. On Friday, Kelly ran a certain number of laps, and Brandon ran a certain number of kilometers. They ended
up running the same distance as each other. How far could each of them have run? Fill in the blanks to show
the distances they could have run.

2. Brandon and Jorge left Jorge’s home at 10:45 A.M. to ride their bikes to the public pool 10 blocks away. It took
them 15 minutes to get to the pool. The boys promised their mothers that they would be back at Jorge’s home by
1:00 P.M. for lunch.

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What is the latest time that they could leave the pool and be home in time for lunch?

3. This is a 750 ml bottle of concentrated orange squash.

It is enough to make fifteen 250 ml glasses of diluted orange drink.

How much water is needed to make 10 liters of the drink.

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4. Jasmine volunteers at an animal shelter. One of her jobs is weighing the kittens and keeping track of their weights.
When Jasmine visited the shelter today, she weighed the kittens and made the line plot below to show the weights of the
sixteen kittens.

When Jasmine got home, she realized she forgot to write the numbers on the scale below the line plot. She remembered,
though, that the smallest kitten weighed 3 pounds and that four of the kittens weighed 3 3⁄4 pounds.

Evidence of student learning

Criteria for assessment

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Concept convert measurement from greater to lesser units to maintain whole numbers.
use the formula for the area of a rectangle is applied to finding the area of a square.
Measurement and
Data Create tables to make connections in given data;
notice relationships when converting between units.
Consider which unit can be used to measure various amounts.
Problem solving / Recognize when units are different and make necessary adjustments.
modeling
represent mathematical situations in multiple ways such as writing equations to describe problems.
Use given information to create a visual representation.
Use diagrams to show data and analyze how the quantities are related.
use various tools, (including coins, grid paper, and place-value blocks) to make sense of decimal representations.
Tables are used to organize conversions and line plots are used to organize data.
Communicate construct arguments using objects, pictures, or drawing.
reasoning
think aloud and engage in conversation about intended solution paths.
use reasoning skills when determining equations from mathematical situations.
When working with place value concepts, student will reason when representing or rounding numbers.

Prior Knowledge At end of Grade, students should be able to

• Determine and justify solutions for two-step word problems using the four operations and write an equation with a
letter standing for the unknown quantity.

• Determine reasonableness of answers using number sense, context, mental computation, and estimation strategies
including rounding. (3.OA.8)

• Recognize and explain arithmetic patterns using properties of operations. . (3.OA.9)

• Identify the nearest 10 or 100 when rounding whole numbers, using place value understanding. (3.NBT.1)

• Use various strategies to add and subtract fluently within 1000. (3.NBT.2)

• Use concrete materials and pictorial models based on place value and properties of operations to find the product of a
one-digit whole number by a multiple of ten (from 10 to 90). (3.NBT.3)

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 Progression of learning
See Prior Knowledge
I can use problem-
solving strategies
find the perimeter
of making a table
use given data to and looking for
solve word problems and area of
create line plots
involving distances, rectangles using patterns to solve
estimate and measure estimate and and use line plots to
length, capacity, and intervals of time, liquid formulas to solve
answer questions real-life
measure length,
weight using capacity, and weight volumes, masses of real-world problems. about the data set. measurement and
customary units. using metric units. objects, and money. data problems.

I can explain the I can create a line

I can explain the I can represent area formula.
I can explain the plot with
relationship measurement quantities
relationship between fractions.
between kilometers, using number lines with I can explain the
yards, feet, and meters, and measurement scales. perimeter formula. I can use line plots
inches. centimeters. with fractions to
I can represent I can use area
I can explain the answer addition
I can explain the measurement word formula to solve
and subtraction
relationship between relationship problems. problems including
problems.
pounds and ounces. between liters and unknown length or
milliliters. I can solve width problems.
I can use the measurement word
relationship between I can use the problems with any I can use perimeter
units to make relationship operation that include formula to solve How do we show and
conversions from between units to whole numbers, problems including understand data
larger units to make conversions fractions, and decimals. unknown lengths or involving fractions in
smaller units. from larger units to width problems. a line plot?
smaller units. I can convert larger
I can use two- units into equivalent I can subdivide
column tables to I can use two- smaller units to solve a shapes into in a line plot?
show relationships column tables to problem. rectangles to solve
between units show relationships problems with area 4.MD.4
and/or make between units and perimeter
conversions from and/or make How do we solve
larger units to conversions from problems involving
smaller units. larger units to measurement and unit How are perimeter
smaller units. conversions? and area related
and how are they
different?
How can I change How can I change
large measurement large measurement
units into smaller 4.MD.2
units into smaller
measurement units? measurement units?
4.MD.3

4.MD.1
4.MD.1

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Learning Intention 1 Estimate and measure length, capacity, and weight using customary units.
Standard 4.MD.1 Know relative sizes of measurement units within one system of units including 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. Record measurement
equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the 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), ...
Note: Grade 4 expectations in this domain are limited to converting from a larger unit to a smaller unit (# of inches in 3 feet, #
of minutes in 6 hours, etc.)

Common Formative 1. Kay has 2 ½ feet of ribbon. How many inches is that?
Assessment
2. What is an equivalent measurement to 3 yards? Is there another possibility?
3. How do you know that 3 feet 6 inches is less than 48 inches?
4. Which one doesn’t belong? Write an explanation to explain your answer. (1 foot 6 inches, ½ yard, 18 inches, 2 feet 1
inch)
Learning Intention Estimate and measure length, capacity, and mass using metric units.
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Standard 4.MD.1 Know relative sizes of measurement units within one system of units including 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. Record measurement
equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the 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), ...
Note: Grade 4 expectations in this domain are limited to converting from a larger unit to a smaller unit (# of inches in 3 feet, #
of minutes in 6 hours, etc.)
Common Formative 1. Yesterday, I ran less than 5 kilometers but more than 1,200 meters. How far could I have run?
Assessment
2. What unit of measurement makes sense to measure the height of a giraffe? Why is it important to use different units
of measurement in different situations?

3. How are a meter and a yard alike? How are they different?
4. When Josie went to the airport with her family, she saw a worker measuring the weights of people’s bags. Below are
three bags the worker weighed, with the bags’ weights shown in kilograms. Fill in the boxes to show each bag’s weight
in grams.

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 a. Josie asked if she and her three brothers could take turns standing on the scale, so the workerlet the kids
weigh themselves. Their weights in kilograms are listed in the chart.
b. Fill in the rest of the chart to show each child’s weight in grams.

c. Describe the relationship between kilograms and grams. You may use numbers, words, and/or symbols to show
your thinking.
d. Identify two other units of measure that have a similar relationship to kilograms and grams.

5. Diego was making punch for his birthday party. He mixed 3.25 liters of ginger ale, 750 mL of pineapple juice, and 675
mL of cranberry juice in a punch bowl.

• Part One: How much total punch did Diego make in milliliters?
• Part Two: If the punch bowl that Diego is using holds 6 liters, could he add 1.5 liters of orange juice to his punch
recipe? Explain your reasoning.

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Learning Intention solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
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Standard 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects,
and money, including problems involving simple fractions or decimals, 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.
Common Formative 1. Mike’s basketball game starts at 5:10 p.m. Mike’s coach wants the team to arrive at the gym 45 minutes before the
Assessment game starts. It takes Mike 20 minutes to ride his bike from his house to the gym.
0. What is the latest time Mike can leave home and still arrive at the gym when his coach wants him to?
1. Mike rides his bike to the gym 4 times a week. How long, in hours, does he spending riding his bike? Show your
work.
2. Brandon and Jorge left Jorge’s home at 10:45 A.M. to ride their bikes to the public pool 10 blocks away. It took them 15
minutes to get to the pool. The boys promised their mothers that they would be back at Jorge’s home by 1:00 P.M. for
lunch. What is the latest time that they could leave the pool and be home in time for lunch?
3. If I saw a movie that was 2 hours and 37 minutes long, what time could I have entered the theatre and what time could
I have left the theatre?
4. Julianna bought a bag of candy at the movie theatre. She spent less than 75/100 of a dollar but more than 5/10 of a
dollar. How much money could Julianna have spent on candy? Give your answer in decimal form. What is another possible
answer?
5. Malachi rode his bike 268 meters to his friends house. He then rode his bike half a kilometer to the park. How many
total meters has Malachi ridden on his bike? Represent your answer using a model, drawing, or other representation.
6. 1,000 pounds is the answer, what could be a story problem for this answer?
7. At the fair, the puppet show started at 8:38am and ended at 10:45am. Storytime was ¾ hour longer than the puppet
show. How long was storytime?
8. Four jugs have water in them: Jug A has 36.5 quarts, Jug B has 144 cups and Jug C has 8 ¾ gallons. Order the jugs
from least to greatest
9. Yesterday, Brittany ran less than 5 kilometers but more than 1,200 meters. How far could Brittany have run? Andrea
says Brittany ran 1.5 kilometers. Steven says Brittany ran 3,200 meters. Who do you agree with and why?

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Learning Intention find the perimeter and area of rectangles using formulas to solve real-world problems.
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Standard 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Common Formative 1. How could you go about finding the area of your rectangular classroom? What information do you need and what steps would
Assessment you take to solve?
2. A rectangular figure has a perimeter of 35cm. What could the lengths of the sides be? Give two possibilities.
3. The floorplan of a building has an area 1200 square feet. How many rooms could the building have, and what would the area of
each room be?
4. A construction worker laid 54 square feet of hardwood in the rectangular family room of a new house. What could possible
perimeters of the room be?
5. The areas of two shapes are each 40 square inches, but the perimeters are very different. Sketch the two shapes and
calculate the perimeters.
6. Imagine a rectangle with an area of 28 square centimeters. If the length of the rectangle is 3 centimeters shorter than the
width, find the dimensions of the rectangle.
7. A rectangle has a length of 3 cm and a width of 2 cm, with an area of 6 sq.cm. Double the length and width. What is the
area of this rectangle? How does that affect the area? Try doubling the side lengths again and describe the pattern you see.

Learning Intention Use given data to create line plots and use line plots to answer questions about the data set.
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Standard 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using the information presented in line plots. For example, from a line plot find and
interpret the difference in length between the longest and shortest specimens in an insect collection.

Common Formative Kelly and Mike have an insect collection. They have measured the lengths of all their insects.
Assessment 1. Their data shows that 4 insects are 1/8 inch long, 6 are 1/4 inch long, 8 are 1/2 inch long, 2 are 1/6 inch long, 1 is 1/12
inch long, and 5 are 1/3 inch long.
Create a line plot that shows the data.
Discuss
• How does a line plot represent data?
• What should the endpoints be for our axis?
• What about the interval?
• How will you represent our data?

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 • How can you make sure we’ve plotted all of the data without double-plotting any of it?
• What should you title your line plot? What should the label on your axis be?
• How should you show what each X represents? Why is it helpful to include these in a line plot?
• What are some questions you could ask about the data?
How much longer is the longest insect from the shortest insect? What is the length of the largest insect?
What is the length of the shortest insect?
• What would be the lengths of the insects if we laid them end to end?
2. Jasmine volunteers at an animal shelter. One of her jobs is weighing the kittens and keeping track of their weights.
When Jasmine visited the shelter today, she weighed the kittens and made the line plot below to show the weights of
the sixteen kittens.

When Jasmine got home, she realized she forgot to write the numbers on the scale below the line plot. She remembered, though,
that the smallest kitten weighed 3 pounds and that four of the kittens weighed 3 3⁄4 pounds.
Explain how you figured out what numbers to place on the scale of the line plot.
Two of the kitchens that Jasmine weighed, Butterscotch and Cocoa are brothers, but they don’t weight the same amount.
Together the two kittens weigh 9 pounds. What could the kittens’ weight be?
!
Milkshake and Oreo are the heaviest kittens that Jasmine weighed. Last week Milkshake weighed 1 pounds than he did today.
"

What was Milkshake’s weight last week?

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Resources NC Tools for Teachers

HCPSS Grade 4

SCUSD Grade 4

Match Fish Tank Grade 4

Utah UEN Resources Grade 4

Reflection

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