Unit Outline: Grade 5 Measurement

Setting the Stage for the Unit

In order to learn important information about what students already know about the measurement unit (assessment for learning) begin with an activity such as a four corners where students can agree or disagree about
statements about measurement.

Lesson Number and Title

Lesson #1: Determine the
Appropriate Unit of Measure

Big Idea(s)
The unit chosen for a
measurement affects the
numerical value of the
measurement; if you use a
bigger unit, fewer units are
required (BIM6)

Overall Expectations
determine the relationships among
units and measurable attributes,
including the area of a rectangle and
the volume of a rectangular prism.
(M)

Specific Expectations
select and justify the most appropriate
standard unit to measure length, height,
width, and distance, and to measure the
perimeter of various polygons (M)

Open Problem Solving Question for the

Action Portion of the Three-Part
Lesson
Open Question: Give an example of when
you would use the following units of
measurement: mm, cm, dm, m, km. Why
would you use this unit of measurement?
Could you use a bigger/smaller unit?
How?

Anticipated solutions
Student Response #1:
I would use mm to measure the length
of an eyelash.
I would use cm to measure a pencil.
I would use dm to measure a table.
I would use m to measure the length of
the playground.
I would use km to measure a road.
I would use mm when something is
small and I would use m and km when
I am measuring something really big.
Student Response #2:
I would use mm to compare the length
of two pencils because the two pencils
are close to the same size and I would
need a more precise measure. I could
use a bigger unit but my measurement
would not be as precise.
I would use cm to compare the height
of two classmates because it would be
more precise than measuring in meters.
I would use dm to measure the height

of a textbook because I know that it

will be over 20cm.
I would use m to measure the width of
my house because it would be harder to
measure it using cm and I know it will
be less than one km.
I would use km to measure the distance
between my house and the school
because my house is far away from the
school.
For all of the examples I could use a
smaller unit of measurement if I wanted
a more precise measurement. I could
also use a combination of
measurements. For example when
measuring my bedroom I might use
both meters and centimeters.
Possible misconceptions:
-may think that you use small units
only to measure small objects
Lesson #2: Converting Units

The unit chosen for a

measurement affects the
numerical value of the
measurement; if you use a
bigger unit, fewer units are
required (BIM6)

determine the relationships among

units and measurable attributes,
including the area of a rectangle and
the volume of a rectangular prism.
(M)
solve problems involving the
multiplication and division of multidigit whole numbers, and involving
the addition and subtraction of
decimal numbers to hundredths,
using a variety of strategies; (NS)

solve problems requiring conversion

from metres to centimetres and from
kilometers to meters (M)

Parallel Questions: Nicole drew a line

longer than 0.08m but shorter than 99mm.
How long might the line be? How do you
know?

Student Response #1:

The line could be 50mm because 50
mm is shorter than 99mm and 50mm is
longer than 8mm. (0.08m=8mm).

multiply decimal numbers by 10,100,

1000,and 10 000,and divide decimal
numbers by 10 and 100,using mental
strategies (NS)

Nicole drew a line longer than 8cm but

shorter than 99mm. How long might the
line be? How do you know?

Student Response #2:

0.08m=8cm (0.08 multiplied by 10)
99mm=9.9cm (99 divided by 10)

(Question adapted from Pearson Math

Makes Sense 5 textbook p.125)

The line could be 9 because 9<9.9 and

9>8.
Student Response #3:
Students could use rulers to draw out
the lines.
Possible errors and misconceptions:
-not distinguishing between units

-not recognizing the need for common

unit of measurement
-difficulties converting the from one
unit to another
-belief that all smaller units relate to
larger ones in the same way
-difficulties multiplying decimal
numbers
-not justifying their answer
Lesson #3: Perimeter and Area
of Polygons

The same object can be

described using different
measurements (BIM1)

estimate, measure, and record

perimeter, area, temperature change,
and elapsed time, using a variety of
strategies; (M)

estimate and measure the perimeter

and area of regular and irregular
polygons, using a variety of tools and
strategies.

determine the relationships among

units and measurable
attributes,including the area of a
rectangle and the volume of a
rectangular prism. (M)

solve problems requiring the

estimation and calculation of
perimeters and areas of rectangles

Open Question:
The school board is designing a new
school and would like your input in
planning the enclosed area for the
kindergarten students. They have 64m of
fencing to work with. Design several
options and create a blueprint for each
one. In your opinion, which option should
they choose and why?

Student Response #1:

This student used 64 centimeter cubes
to form a variety of different polygons
to create a model of the enclosures and
then traced them onto paper.
Student Response #2:
This student used graph paper and to
draw out their shapes.
Student Response #3:
This student used a ruler to help them
measure out their shapes and included a
legend stating 1cm=1m.
Student Response #4:
This student inferred that the
Kindergarten area would be attached to
the school therefore, they would not
have to include one side of fencing
along the wall of the school.
*When choosing their own option and
justifying their choice in blueprint
students could refer to the area to
discuss that the students would have
more room to play or the shape could
be more appealing, etc.

Lesson #4: Fixed Perimeter

The unit chosen for a

measurement affects the
numerical value of the

estimate, measure, and record

perimeter, area, temperature change,
and elapsed time, using a variety of

create, through investigation using a

variety of tools and strategies, twodimensional shapes with the same

Parallel Question:
Option #1: Micheal wants to build a
garden in his backyard that has a

Student Response #1:

This student changes the perimeter
from km to m so that it is easier to

measurement; if you use a

bigger unit, fewer units are
required (BIM6)
The same object can be
described using different
measurements (BIM1)

strategies; (M)

perimeter or the same area

determine the relationships among

units and measurable attributes,
including the area of a rectangle and
the volume of a rectangular prism.
(M)

multiply decimal numbers by 10,100,

1000,and 10 000,and divide decimal
numbers by 10 and 100,using mental
strategies (NS)

perimeter of 0.016km. What are the

possible dimensions of the garden? The
lumber to build the garden is measured in
meters. How might your blueprint
change?
Option #2: Micheal wants to build a
garden in his backyard that has a
perimeter of 750cm. What are the possible
dimensions of the garden? The lumber to
build the garden is measured in meters.
How might your blueprint change?

solve problems involving the

multiplication and division of multidigit whole numbers, and involving
the addition and subtraction of
decimal numbers to hundredths,using
a variety of strategies; (NS)

work with.
0.016km = 16m
This student then divided 16 by 4 using
a calculator to figure out the
dimensions of 4 sides.
Student Response #2:
This student drew out the possible
dimensions using graph paper and
found multiples of 16.
Student Response #3:
This student drew out different
irregular polygons and put numbers on
each side that added up to 16.
Possible errors and misconceptions:
-students may not convert the
measurements accurately
-students may miscalculate
-students may forget to include the unit
of measurement

Lesson #5: Fixed Area

The unit chosen for a

measurement affects the
numerical value of the
measurement; if you use a
bigger unit, fewer units are
required (BIM6)
The same object can be
described using different
measurements (BIM1)

estimate, measure, and record

perimeter, area, temperature change,
and elapsed time, using a variety of
strategies; (M)
determine the relationships among
units and measurable attributes,
including the area of a rectangle and
the volume of a rectangular prism.
(M)

create, through investigation using a

variety of tools and strategies, twodimensional shapes with the same
perimeter or the same area

Parallel Question:
Micheals neighbour, Laura, liked his
backyard garden and decided to build her
own. Laura decided that she wanted her
garden to have an area of 3200cm2. What
could be the possible dimensions? Could
you use a bigger/smaller unit? How?
Micheals neighbour, Laura, liked his
backyard garden and decided to build her
own. Laura decided that she wanted her
garden to have an area of 0.0016km2.
What could be the possible dimensions?
Could you use a bigger/smaller unit?
How?

Student Response #1:

This took 32 square tiles to form
different gardens and said that each
square tile represents 100cm2 or 1m2
because 3200cm2=32m2.
Student Response #2:
This student divided 3200 by 2 to help
get the side dimensions.
Student Response #3:
This student used a geoboard to help
him form different shapes with the
same area.
Possible errors and misconceptions:

Lesson #6: The Relationship

Between Area and Perimeter

The same object can be

described using different
measurements (BIM1)

determine the relationships among

units and measurable attributes,
including the area of a rectangle and
the volume of a rectangular prism.
(M)

determine, through investigation

using a variety of tools and strategies,
the relationships between the length
and width of a rectangle and its area
and perimeter, and generalize to
develop the formulas [i.e.,Area =
length x width; Perimeter = (2 x
length) + (2 x width)];

Micheals neighbour, Laura, liked his

backyard garden and decided to build her
own. Laura decided that she wanted her
garden to have an area of 12m2. What
could be the possible dimensions? Could
you use a bigger/smaller unit? How?

-may confuse perimeter of area

-may ignore partial grid squares when
drawing on grid paper
-may forget the correct unit of
measurement
-disregarding space when using
manipulatives
-converting square meters to square
centimeters

Open Question:
Using the chart of data from the story,
show the relationship between the
perimeter and its side length/area and its
side length.

Student Response #1:

This student made up his own
examples and used a graph to show
how the perimeter and area increase as
the side increases.

How might this change for 16 guests? Is

the relationship the same?

Student Response #2:

This student (possibly an ELL student)
had difficulties understanding the word
relationship between two things. This
student drew out the different solutions
from the story.
Possible errors and misconceptions:
-the word relationship

Resources
Appel, Ray et al. Math Makes Sense 5. United States: Pearson Education Canada, 2008.
Ontario. Ministry of Education. The Ontario Curriculum Grades 1-8 Mathematics, revised. Ontario, 2005.
Small, Marian. Making Math Meaningful to Canadian Students, K-8. United States: Nelson Education, 2009.
Small, Marian. Teaching To The Big Ideas K-3 Powerpoint. February, 2009. Medium.