Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Official wording from the Common Core State Standards for Mathematics (© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers). View on thecorestandards.org
Measurements in the same system can be written with different units: 5 centimeters is also 0.05 meters, and 3 feet is also 36 inches. Fifth graders convert between these units and use the conversions in multi-step, real-world problems, such as finding the total length of several pieces of wood measured in different units.
The metric system makes conversions a place value exercise, because its units are related by powers of 10. Converting centimeters to meters means dividing by 100, which shifts the digits two places, linking directly to 5.NBT.A.2. Customary units are less regular (12 inches in a foot, 16 ounces in a pound, 4 quarts in a gallon), so students must know or look up the relationship and then multiply or divide. A reliable check is the size of the unit: converting to a smaller unit gives a larger number, and converting to a larger unit gives a smaller number.
Converting 250 cm to meters by multiplying gives 25,000 m, which is absurd. Asking 'will there be more or fewer of the new unit?' guides the operation.
Students may assume 1 foot is 10 inches or 1 pound is 10 ounces. Customary conversions must use their own factors.
Adding 2 m and 35 cm as 37 is a frequent slip. Both lengths must be in the same unit first: 200 cm + 35 cm = 235 cm.
Writing 0.05 without m leaves the answer unclear. The unit is part of the answer.
A carpenter has a board 2.4 m long. She cuts off pieces of 35 cm and 80 cm. How long is the remaining board in centimeters?
Answer: 125 cm of board remains.
A two-column conversion table (1 ft = 12 in, 2 ft = 24 in, and so on) helps students see the multiplicative pattern. For metric units, connect to the place value chart so that converting is visibly a shift of digits.
Tests often present a multi-step context, such as a recipe in cups and pints or a race in kilometers and meters, and require at least one conversion before the main calculation.
Original questions written for this standard. Choose an option or type your answer, then press Check. Every question has a worked explanation.
Answer: 4500 (also accepted: 4,500, 4500 g)
1 kg = 1,000 g, so 4.5 kg = 4.5 × 1,000 = 4,500 g.
Answer: 0.07 (also accepted: 0.07 m)
There are 100 cm in a meter, so divide by 100: 7 ÷ 100 = 0.07 m.
Answer: C) 42
1 foot = 12 inches. 3 × 12 = 36 and 1/2 × 12 = 6, so 3 1/2 feet = 42 inches.
Answer: 12 (also accepted: 12 quarts)
Multiply by 4 because quarts are smaller: 3 × 4 = 12 quarts.
Answer: A) 1,850 m
1.2 km = 1,200 m. 1,200 m + 650 m = 1,850 m.
Answer: 4.5 (also accepted: 4 1/2, 4 8/16, 4.5 pounds)
Divide by 16 because pounds are larger: 72 ÷ 16 = 4.5 pounds.
A full lesson with slides, activities and an exit ticket on converting measurement units, pitched to grade 5 and editable in PowerPoint or Google Slides.
Make a lesson →A printable, differentiated worksheet on 5.MD.A.1 with an answer key, ready in about a minute.
Make a worksheet →Turn converting measurement units into a quiz students answer online that marks itself, with a class summary for you.
Build a test →No. 5.MD.A.1 converts units within a single system, metric to metric or customary to customary.
They should know the common ones, such as 12 inches in a foot, 3 feet in a yard and 16 ounces in a pound. Many assessments supply less common factors.