3.MD.2 - About the Math, Learning Targets, and Rigor

Grade 3 Measurement

3.MD.A.2

About the Math

Full Standard

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

3rd Grade Students Learning 3rd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 

Report Card Measurement Topic: Solves one and two-step word problems with any operation.

 

 

Learning Targets

  • Measure and estimate liquid volume using liters.
  • Measure and estimate masses of objects using grams and kilograms.
  • Represent and solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, and division.

 

About the Math

Liquid measure or capacity are used to refer to the amount that a container will hold. Liquid measure is measured in liters, ounces, gallons, or quarts. Mass is a measure of the amount of how heavy an object is and is measured using grams or kilograms. Benchmarks for mass include a shoelace with a mass of about 1 gram, a nickel has a mass of about 5 grams, and a textbook has a mass of about 1 kilogram. Note: The standard is specific and technically limited to grams, kilograms, and liters.  However, it is completely appropriate for students to work with standard measurement units including cups and gallons, as these are also measures of capacity.  Students are not expected to have mastery of these additional units.  Essential vocabulary for this standard includes: capacity, gram, kilogram, liter, mass, scale, standard units, and volume. Visit the online dictionary Links to an external site. for vocabulary support.

Units of Measurement

Customary

Metric
Length: inch, feet, yard, mile Length: centimeter, meter, kilometer
Capacity: cup, pint, quart, gallon Capacity: milliliter, liter, kiloliter
Weight/Mass: ounce, pound, ton Weight/Mass: milligram, gram, kilogram
Temperature: Fahrenheit Temperature: Celsius

 

 

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
     
  • Measure and estimate liquid volume using liters.
  • Measure and estimate masses of objects using grams and kilograms.
  • Represent and solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, and division.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grade Levels
Grade 2 Grade 4
This concept is not taught prior to grade 3. Relative size of units and equivalents ( 4.MD.1 )

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • A gallon of milk holds 16 cups of milk. The preschool class is having milk and cookies for snack. Each child drinks 1 ½ cups of milk for snack. There are 12 students in the class. How much milk should the teacher buy? Explain your answer.
  • Emmett made 12 cakes. It takes about 2 ½ cups of milk to make one cake. About how many total cups of milk did he use?
  • The teacher wrote gallon, quart, pint, and pound on a chart. Which word doesn’t belong? Explain your thinking.
  • A container holds about 4 gallons. Describe its size in other ways.
  • Describe something you would measure in kilograms.
  • If a paper clip has a mass of about 1 gram, what object might have a mass of 5 grams?  How about 30 grams?

 

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 15 • Time, Measurement, Graphing, and Shapes

Solve Problems Involving Volume and Mass:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard.  [NOTE: NCTM membership required for access to Illuminations lessons.]

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages

 Teaching Student-Centered Mathematics  

 K-3 

238 (Capacity Sort, Activity 8.13)
239 (Capacity Lineup, Activity 8.14)
240 (Compare Boxes-Cubic Units, Activity 8.15)
   

Groundworks - Algebraic Thinking

2

 

3

48-55 (Weighing In)
72-79 (Weighing Blocks)

 

56 - 63 (Block of Cubes)
   Hands-On Standards 3-4

140 (Finding Volume)

142 (Measure Weight)
  Brain-Compatible Activities
for Mathematics		 2-3

99-101

107-109

 
  NumberSense 1-2 44-48
  Ten-Minute Math   89-93

Math In Practice

Teaching Third-Grade Math

 3 Module 12

 

More Ideas

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

 

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Assessment

Learning Targets


  • Measure and estimate liquid volume using liters.
  • Measure and estimate masses of objects using grams and kilograms.
  • Represent and solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, and division.

 

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.