Grade 5 Unit 6
Lesson 5: Multi-step Conversion Problems: Metric Length
CC BY 2021 Illustrative Mathematics®
Grade 5 Unit 6
Lesson 5: Multi-step Conversion Problems: Metric Length
CC BY 2021 Illustrative Mathematics®
Decide if each statement is true or false. Be prepared to explain your reasoning.
Explain your reasoning.
Lin has a watch that counts the number of steps she takes during the day and displays those steps in centimeters, meters, or kilometers.
Walked to her friend’s desk.
Would make sense to display the distance in
Walked to the front of the classroom.
Would make sense to display the distance in
Walked from her classroom to the bus.
Would make sense to display the distance in
Use the table to find the total distance Tyler ran during the week. Explain or show your reasoning.
Use the table to find the total distance Clare ran during the week. Show your reasoning.
Who ran farther, Clare or Tyler? How much farther? Explain or show your reasoning.
Jada ran 15.25 kilometers. Han ran 8,500 meters. Who ran farther? How much farther? Explain or show your reasoning.
Explain your reasoning.
Explain your reasoning.
Ran twice around the playground.
Would make sense to display the distance in
The table shows the amount of steps Lin’s watch displayed for each activity. If each of her steps is 50 centimeters, how many centimeters and meters did Lin walk for each activity?
At the end of the day, Lin’s watch displayed 8,500 steps. Would it make sense for her watch to record the
distance in centimeters, meters, or kilometers? Why?
How many kilometers did Lin walk that day?
