Academic Context and Connections
Finer grained standards that are part of this one
Reason abstractly and quantitatively.
How can you use what you know about place value to convert between km, m and cm? Does this also work for measurement of time (s, m, h)? Why or why not?
How many liters of juice are needed to fill 35 cups of 225 ml each?
Use appropriate tools strategically.
In Grade 5, students apply and extend previous understandings of multiplication and division, convert like measurement units within a given measurement system, and relate volume to multiplication and to addition.
This expectation supports the major work of the grade.
Model with mathematics.
In Grade 3, students solve problems involving multiplication and division and solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
In Grade 4, this expectation connects to building fractions from unit fractions, using decimal notation for fractions, comparing decimal fractions, and using the four operations with whole numbers to solve problems.