Students encounter explicit time-unit facts: the materials state there are 60 seconds in a minute, 60 minutes in an hour, and 24 hours in a day. Students also work with telling time (analog, digital, word) in the Time Facts and practice reading and reasoning about times in the Basic Skills Review. The Perimeter and Area review uses units (in., ft., m.) in calculations, so students apply units when computing perimeter and area.

Students practice rounding times to the nearest hour, quarter hour, and five minutes using a geared clock (examples: show 5:17 and determine nearest hour, 5:15; show 9:42 and determine nearest hour, quarter, and five minutes). The Student Activity Page "Rounding the Time" gives four clocks (digital and analog) and asks students to fill in nearest hour, nearest five minutes, or nearest quarter hour. The answer key shows rounded results (e.g., 6:36 → nearest hour 7:00; 9:58 → nearest hour 10:00), indicating students work with hours and minutes in context.

Students convert between ones, tens, hundreds, and thousands using base-10 blocks and written exercises (e.g., 1 ten = 10 ones; 1 hundred = 10 tens = 100 ones; 1 thousand = 10 hundreds = 100 tens = 1,000 ones). Students complete items that require writing equivalent pairs such as 2 hundreds = 20 tens, 3 thousands = 300 tens, and answer questions like "How many tens equal the number of hundreds in this number?". Students create and read multi-digit numbers and write them in expanded form, reinforcing the numeric relationships between places.

Students identify and record numeric relationships for customary units (e.g., one cup = 8 fl oz, there are 16 ounces in a pound, a foot is made up of 12 inches, and there are 3 feet in a yard) when completing the "Customary Units" activity. Students convert within the metric system using the provided staircase/chart and complete guided conversions (for example, converting 100 meters into .1 kilometer, 1 hectometer, 10 dekameters, 1000 decimeters, 10,000 centimeters, and 100,000 millimeters). Students categorize and choose appropriate units for measuring items in both customary and metric systems in the "Which Unit Is Best?" activities and create foldables where they write examples and facts for each unit type.

Students are asked to complete customary and metric conversion charts and fill two-column tables (e.g., the image shows 12 in. | 1 ft, 24 in. | 2 ft, 36 in. | 3 ft, etc.). Activities require students to convert specific measurements (for example, matching 4 ft = 48 in, 72 in = 2 yd, 10,560 ft = 2 mi) and to write conversions such as 3 m = 300 cm and 750 cm = 7.5 m. Skills and rules sections explicitly instruct students to use multiplication/division to convert within a single system and to record equivalents on charts and student activity pages.

Students complete an "Equivalent Customary Weights" page that asks them to fill in 1 pound = 16 ounces and 1 ton = 2000 pounds and to use tables showing pairs such as 16 oz = 1 lb, 32 oz = 2 lb, 48 oz = 3 lb, etc. Students complete matching and conversion problems that express pounds in ounces and ounces in pounds (e.g., 160 ounces = 10 pounds, 1/2 pound = 8 ounces) and order weights from lightest to heaviest. Students create a metric flip chart and fill in equivalents such as 1 gram = 1000 milligrams, 1 kilogram = 1000 grams, 1 meter = 1000 millimeters and 100 centimeters, and 1 kilometer = 1000 meters, recording these equivalents on charts/flaps.

Students work with explicit equivalent capacity facts (1 tbsp = 3 tsp, 1 fl oz = 2 tbsp, 1 cup = 8 fl oz, 1 L = 1000 mL) and use these to compute conversions (e.g., multiplying 8 × 2 to find 16 tbsp = 1 cup). Students complete "Customary Capacity Conversion Charts" and a "Working With Liters and Milliliters" table, filling in blank entries that record measurement equivalents in table form. Students draw pictures and use multiplication/division to express larger units in terms of smaller units and solve applied problems (e.g., combining liters and milliliters).

Students are explicitly asked to 'express measurements in a larger unit in terms of a smaller unit and vice versa' and to 'use multiplication and division to convert between units of measurement' (Skills section). Students solve multiple word problems that require conversions within a single system, e.g., pints/quarts to cups (Jackie's Juice Shop), feet to inches (Emily's Ribbon; Finn/Nathan high jump), ounces to pounds (cookies), liters to milliliters (juice drinking), kilograms to grams (librarian), and meters to kilometers or centimeters (Kelly and Sandy). Students are directed to online practice and worksheets focused on converting customary and metric units and applying those conversions to solve problems (Activity 1 and Activity 2).

Students cut, sort, and glue boxes on an "Equivalent Units of Time" activity to create two-column tables showing relations such as 60 seconds = 1 minute, 60 minutes = 1 hour, and 24 hours = 1 day. Students play a matching card game that requires identifying equivalent time measures (e.g., 48 hours = 2 days) and complete multiple worksheets that ask them to convert between seconds, minutes, hours, days, weeks, months, years, decades, and centuries. Students complete multi-step conversion problems (hours → minutes → seconds) and fill-in-the-blank exercises that record conversions and comparisons of time units.

Students are asked to express measurements within a single system (skill listed: "express measurements in a larger unit in terms of a smaller unit and vice versa") and answer conversion questions in the Introduction (e.g., 1000 ml = 1 L, 1000 g = 1 kg, 12 in = 1 ft). In Activity 1 students convert units to compare pairs (e.g., convert 2 miles to 10,560 ft, convert 3 ft to 36 in) and complete many comparison items on the student page involving km/m, m/cm, kg/g, lb/oz, L/ml, and hr/min. In Activity 2 (recipes) students compute and convert volumes and weights (e.g., 32 fl oz = 4 cups, teaspoons to tablespoons, ounces of meat and cheese), showing practice expressing larger units in terms of smaller ones to solve problems.

Students complete many fill-in-the-blank conversion items (e.g., 48 in = ___ ft; 5 m = ___ mm; 3000 g = ___ kg; 6000 ml = ___ L; 48 hours = ___ days; 1 hour = ___ minutes). The Unit 8 Test and its answer key show multiple two-column conversion tables (feet ↔ yards, ounces ↔ pounds, gallons ↔ pints, milliliters ↔ liters, minutes ↔ hours, days ↔ weeks) that students fill in. Word problems require students to convert and combine units within a system (e.g., 2500 ml + 2 L = 4500 ml; pounds and ounces totaled; ounces converted to pounds), and the answer key explicitly shows conversions such as 48 in = 4 ft and 5 m = 5000 mm.

The lesson explicitly lists as skills that students should "know relative sizes of measurement units within one system of units" and that they should "express measurements in a larger unit in terms of a smaller unit and vice versa." Students are asked to create Converting Units Matching Games (designing 10 pairs of cards for length, weight, capacity) and a Converting Units Teaching Poster specifically for converting units of length within the metric system. The Converting Units Worksheet directs students to create and solve 6–10 problems on converting units across metric and customary systems, and the Measurement Units Discussion prompts students to explain usage of specific units such as quart, meter, and milligram.

Students are asked to name common metric and customary units (mm, cm, m, km; mg, g, kg; ounces, pounds; ml, l) and decide which units to use for given situations, which builds knowledge of relative sizes. In Activity 1 students sort measurement cards by system and type (length, weight, capacity) and place values in order from least to greatest, practicing comparison of units. The Wrapping Up activity has students match equivalent times, requiring recognition of time-unit equivalences (e.g., minutes and seconds).