# Lesson 8

Meters and Kilometers

### Lesson Purpose

### Lesson Narrative

Previously, students learned that 1 meter is 100 times as long as 1 centimeter. They converted measurements in meters to centimeters. In this lesson, they extend their understanding of metric units of length to include kilometers.

Students develop a sense for 1,000 meters by reasoning multiplicatively about shorter measurements in meters. For example, they see that 1,000 meters is 20 times the length of a 50-meter pool, 10 times the length of a 100-meter track, and so on. In doing so, students develop an awareness of 1 kilometer as 1,000 times as long as 1 meter.

Students use tables and what they know about multiples of 1,000 to support their reasoning as they multiply whole numbers by 1,000 to convert kilometers to meters (MP7).

- Action and Expression

- MLR7

Activity 1: How Long is One Kilometer?

### Learning Goals

Teacher Facing

- Describe the multiplicative relationship between kilometers and meters.
- Express kilometers in terms of meters.

### Student Facing

- Let’s explore measurements in meters and kilometers.

### Required Materials

### Required Preparation

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 20 min |

Activity 2 | 15 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

### Suggested Centers

- How Close? (1–5), Stage 6: Multiply to 3,000 (Addressing)
- Compare (1–5), Stage 3: Multiply within 100 (Supporting)

### Print Formatted Materials

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Student Task Statements | docx | |

Lesson Cover Page | docx | |

Cool Down | Log In | |

Teacher Guide | Log In | |

Teacher Presentation Materials | docx | |

Blackline Masters | zip |