Students identify and use metric mass units (milligram, gram, kilogram) and their abbreviations (g, kg) by creating a weight chart and adding pictured examples under flaps. Students sort objects into grams versus kilograms, use a 1-liter bottle of water as a concrete 1-kilogram reference, and complete an "Estimating Grams and Kilograms" page where they choose plausible metric mass estimates for various objects. Students also practice comparing metric and customary units and learn that 1000 grams = 1 kilogram.

Students record and use their own weight in pounds on the "Weighty Things" activity page and compute comparisons by dividing or multiplying (e.g., 51 ÷ 2 to find how many 2-lb items equal a 51-lb student, or 3 × 51 when 3 items make 1 lb). Students sort and estimate objects by ounces, pounds, and tons on the "Ounces, Pounds, Tons" and "Estimating Ounces, Pounds, and Tons" sheets, and they build a balance scale and use a known-weight object (examples include ounces, pounds, grams, or kilograms) to find other objects that weigh less than, the same as, or more than the reference. The wrap-up asks students to estimate how much water results when ice melts in a milk container, prompting an estimate of liquid volume (though in customary terms).

Students measure liquid volume by filling a 1-pint, 1-quart, and 1-gallon container with a 1-cup measure to determine how many cups each holds (Activity 1). Students create a "Customary Volume Foldable" and answer conversion questions (e.g., 2 cups = 1 pint, 4 cups = 1 quart, 16 cups = 1 gallon), demonstrating unit relationships. Students estimate and then measure capacities of several containers, record estimates versus actual capacities, and answer comparison questions such as how much more the largest container holds than another (Activity 4).

Students use an eyedropper to place 20 drops and learn that 20 drops = 1 milliliter. Students fill a 10 ml syringe, count milliliters 1–10, add 10 ml ten times to make 100 ml, and then add 100-ml pours ten times to fill a 1-liter bottle, showing 1000 ml = 1 L. Students sort common containers into milliliters versus liters and estimate and measure the capacity of a plastic bottle using measuring cups.

Students read scale dials and compute new weights in the Reading Scales activity, giving answers in ounces and pounds. Students perform one-step addition, subtraction, and multiplication with masses in the Packing My Lunch and What Do They Weigh? activities (e.g., adding item weights in ounces, totaling weights for 2 or 5 identical blocks). Students are given an opportunity to practice reading a metric scale in grams via the Mostly Postie web activity (answers in steps of 10 g).

The Skills list explicitly states students will "Measure and estimate liquid volumes and weights of objects using standard units" and "Add, subtract, multiply, or divide to solve one-step word problems involving weights or volumes that are given in the same units." The Unit Test and student pages ask students to identify when to use grams or kilograms, to state that 1000 milliliters = 1 liter, to order units of volume (cup, pint, quart, gallon), and to answer weight arithmetic (e.g., a block plus 10 ounces and the total weight of 3 identical objects).

The Volume Video Requirements and Volume Video Evaluation checklists require addressing both customary and metric units and describing how to measure the capacity of at least five different containers. Students collect and use measuring tools (measuring cups and spoons, a 10 milliliter syringe, and a liter bottle) and are prompted to explain steps to determine a container's capacity and how to use cup measures for larger containers. Script prompts ask students to explain what a milliliter is and to use correct measurement vocabulary while demonstrating measurement actions.

The Basic Skills Review includes a volume question: "Robert needs to fill a two-gallon tank with water. How many cups of water will he need? Circle one: 16 cups or 32 cups (32 cups)." This problem asks students to work with a liquid volume and perform a one-step numerical conversion/multiplication to find the number of cups. The lesson provides practice problems and worksheets but otherwise focuses on multiplication strategies rather than measurement units.

Students solve and write multiplication sentences for real-world totals (e.g., "Amy filled 20 buckets with 9 pounds of rocks each" and find 20×9=180; "Tanner bought 6 boxes of pencils. There are 30 pencils in each box."), and they solve a division sharing problem (splitting 400 pieces among 10 friends). Students also practice multiplying multiples of ten through activities and a die/card game to find products of tens and one-digit numbers.

Students solve one-step word problems involving liquid volume in the problem "There are 9 buckets. Each bucket contains 3 cups of water. How many cups of water are there in all?" and compute 9×3=27. Students are instructed to create arrays, draw pictures, or use recall of facts when solving problems, and one question asks students to "Draw a picture to show your work," which supports using drawings to represent problems. Multiple division and multiplication word problems require students to write number sentences (e.g., 36÷4=n), showing practice with operations on quantities given in the same unit.

Students cut out and group unit labels on the "Units of Measure" sheet into length, weight, and volume/capacity categories. The weight group explicitly includes milligram, gram, and kilogram, and the volume/capacity group includes milliliter and liter. Students are asked to name which units are customary versus metric and to identify the smallest and largest units within each group.