Third Grade Lesson Plans - Anderson School District Five
| |Third Grade Lesson Plans |
| |February 18-22, 2013 |
| |Math |MATERIALS |
|MONDAY |Objective: TSW use appropriate tools to measure liquid volume. |Containers |
| |Standards: 3.MD-4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. |SmartBoard |
| |Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves,|Math Notebooks |
| |or quarters. |Math Textbooks |
| |3-5.2 Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches; measuring |Customary Units Chart |
| |liquid volume in fluid ounces, pints and liters; and measuring mass in grams. | |
| |Procedures: | |
| |1. TW introduce the terms capacity and liquid volume. | |
| |2. TW show examples of containers that measure gallons, quarts, pints, cups, and fluid ounces. | |
| |3. SW and TW discuss what units they would use to measure various amounts of liquid. (bathtub-gallons, cough | |
| |medicine-fluid ounces, etc.). | |
| |4. TW add capacity/liquid volume to the customary units chart. | |
| |5. TW show students the “gallon man” on from the internet, and SW create their own gallon man. | |
| |6. SW practice using textbook pages 425-427. | |
| |Assessment: Class Discussion, Independent Practice | |
|TUESDAY|Objective: TSW use appropriate tools to measure objects to the nearest unit. |Math Textbooks |
| |Standards: 3.MD-4/3-5.2 |Math Notebooks |
| |Procedures: |Customary Units Chart |
| |1. SW and TW review customary units for length and capacity. | |
| |2. TW introduce customary units for weight: ounce and pound | |
| |3. TW demonstrate the difference in weight between the two units by allowing students to hold objects that weight about | |
| |one ounce and about one pound (SW can think of a paper clip for an ounce and math book for a pound.). | |
| |4. SW work in groups to make a list of items that can be measured in ounces and items that can be measured in pounds. | |
| |5. TW add ounces and pounds to the customary units chart. | |
| |6. SW watch a Brainpop video on customary units as a review. | |
| | | |
| |7. SW practice using textbook pages 438-440. | |
| |Assessment: Discussion, Class List | |
|WEDNESD|Objective: TSW use appropriate tools to measure objects to the nearest unit. |Math Notebooks |
|AY |Standards: 3.MD-4/3-5.2 |Previously Made Chart |
| |Procedures: |Rulers |
| |1. CW review concepts covered so far through the measurement unit. |Math Textbooks |
| |2. SW rotate to different stations to review for the customary units quiz. (Stations: Measure 3 objects to the nearest | |
| |inch; Measure 3 objects to the nearest half inch; Measure 3 objects to the nearest ¼ inch. Compare the amount of water in | |
| |2 containers by pouring each into a graduated cylinder and recording the amount). | |
| |3. SW take a quiz on Customary units. | |
| |Assessment: Stations, Quiz | |
|THURSDA|Objective: TSW use appropriate tools to measure objects to the nearest unit. |Millions to Measure |
|Y |Standards: 3.MD-4/3-5.2 |Chart Paper |
| |Procedures: |Notebooks |
| |1. TW read Millions to Measure to the class to introduce the metric system to the class. |Objects in Desks |
| |2. TW discuss all of the other countries that use the metric system and how we’re “different” by using customary units. | |
| |3. CW start a new chart or use their existing chart by adding metric units of length (millimeters and centimeters, | |
| |kilometers). | |
| |4. SW compare the metric side of the ruler to the customary. What do you notice about the line marks on the metric side? | |
| |What can we conclude about metric units because of this? | |
| |5. SW go back in their math notebooks and find what they measured from their desk in inches and measure these same objects| |
| |in centimeters. What do you notice about these measurements? | |
| |6. CW compare and contrast the customary and metric units. | |
| |Assessment: Measuring Objects, Class Discussion | |
|FRIDAY |Objective: TSW use appropriate tools to measure objects to the nearest unit. |Meter stick |
| |Standards: : 3.MD-4/3-5.2 |SmartBoard |
| |Procedures: | |
| |1. TW review the class chart with the students since adding the metric section. | |
| |2. CW reiterate the difference between customary and metric units. | |
| |3. TW introduce the terms kilometer and meter with the class with a Smartboard Lesson. | |
| |4. SW practice measuring around the room with a meter stick. What unit does the meter compare with in customary units? | |
| |5. TW discuss the term kilometer with the students. | |
| |6. TW introduce metric capacity with the class to add to the chart in order to be prepared for Thursday’s lesson | |
| |(milliliter, liter, kiloliter). | |
| |7. SW independently or with a partner illustrate an amount of water that could be measured by each unit (i.e. swimming | |
| |pool=kL, water/coke bottle=L, medicine=mL). | |
| |Assessment: Class Discussion, Illustrations | |
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