Richland Parish School Board



Grade 3

Mathematics

Unit 7: Measurement

Time Frame: Approximately four weeks

Unit Description

This unit focuses on developing the idea that measurement is an intrinsic part of our everyday life. The unit develops understanding of customary and metric units of weight, capacity, and length.

Student Understandings

Students will select correct measurement tools and will use the tools to measure length, capacity, and weight. Students will make decisions orally and in writing about the types and number of units required to solve real-life measurement problems.

Guiding Questions

1. Can students demonstrate that they can measure to the nearest half-inch and quarter-inch?

2. Can students select and use the appropriate standard units of measure, abbreviations, and tools to measure items?

3. Can students solve real-life measurement problems involving length, perimeter, area, capacity, and weight?

4. Can students make a line plot of data showing different length measurements?

Unit 7 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|Measurement |

|21. |Measure weight using grams and ounces (M-1-E) |

|23. |Find the area in square units of a given rectangle (including squares) drawn on a grid or by covering the region |

| |with square tiles (M-1-E) |

|25. |Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter |

| |(i.e., in., cm, ft., yd., m), area (square inch, square centimeter), capacity (i.e., cup, pint, quart, gallon, |

| |liter), and weight/mass (i.e., oz., lb., g, kg, ton) (M-2-E) |

|CCSS for Mathematical Content |

|CCSS# |CCSS Text |

|Measurement and Data |

|3.MD.4 |Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the |

| |data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or|

| |quarters. |

|3.MD.8 |Solve real-world and mathematical problems involving perimeters of |

| |polygons, including finding the perimeter given the side lengths, finding |

| |an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area|

| |and different perimeters. |

|ELA CCSS |

|CCSS # |CCSS Text |

|Writing Standards |

|W.3.2 |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

|SL.3.4 |Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive |

| |details, speaking clearly at an understandable pace. |

|L.3.6 |Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and |

| |phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went |

| |looking for them). |

Sample Activities

Activity 1: Which Tool? (GLE: 25)

Materials List: Which Tool BLM; container of items to measure (e.g., whole pieces and strips of card stock, bottles of liquid, a piece of bread, a loaf of bread, pencils, cans of food, a bag of beans or rice, a picture of a watermelon, a picture of an elephant, a picture of a train, etc.), measuring tools (rulers, square tiles, measuring cups, scales, etc.)

Provide students with a container of items to measure, a container of measuring tools, and the Which Tool BLM. Ask students to match each item with the appropriate measuring tool and explain which attributes (e.g., length, capacity, weight) of the object they would measure with each. The Which Tool BLM has been provided as a place on which students can record their results. Consider editing column one of the Which Tool BLM if each student has the same set of items to be measured.

Students should be aware that often more than 1 attribute can be measured on each object. For example, for a can of soup, students could measure the weight of the can using a scale, they could measure the height of the can using a ruler, and they could measure the capacity of the can using a measuring cup. Tell them that on most store-bought items, the measurement for one attribute is usually shown in both customary and metric units.

Activity 2: Ruler Introduction (GLE: 25; CCSS: L.3.6)

Materials: rulers, a yardstick, items to measure (ribbon, pipe cleaners, erasers, pencils, etc.), learning logs

Display a ruler. Ask students what are some of the things that could be measured using a ruler (the height of the door, the width of a window, the length of an eraser, etc.). Tell students that a ruler is used to measure lengths. Ask students to describe the ruler. (It is has numbers on it. It is a foot long. It is broken into 12 inches.) Tell them that each inch is broken into smaller units that are called fractions of an inch.

Show students a yardstick and ask what things could be measured using a yardstick (length of the white board, the length of the room, the height of the door, etc.). Ask them to describe the yardstick. (It is 3 feet long. There are 36 inches in a yard. It can be used to measure things to the nearest yard, to the nearest foot, or to the nearest inch.) Show students the inch marks and tell them the abbreviation for inch is in, for foot is ft, and for yard is yd. Provide students with multiple opportunities to use rulers and yardsticks. They need to attend to the location of both end points of an object or line when aligning with a ruler.

Indicate to students that inch, foot, and yard are referred to as U.S. customary units as they are the units that people in the United States use when measuring. Parts of customary units are written as fractions in most instances.

Divide students into small groups, give students rulers (one per student if available) and give the group a bag filled with five items to measure. In order for students to measure objects larger than will fit in the bag, write the name of a larger object on an index card and place it in the bag. Give each group a yardstick. Have students record the items that they measured and the measurements in their learning logs (view literacy strategy descriptions). When students have finished, discuss the actual measurements.

Display a ruler and show students the [pic] inch mark. Tell students that an inch is made up of two [pic] inches; therefore, when measuring to the nearest [pic] inch, the answer could be a whole number. Have students measure items to the nearest [pic]inch. Make sure to include some that will measure to a whole number. Cutting different lengths of ribbons for students to measure is an inexpensive item to use for this activity. Several ribbons can be cut to different[pic]inch lengths and placed in a bag for students to measure. Have students record the items that they measured and the measurements in their learning logs (view literacy strategy descriptions). When students have finished, discuss the actual measurements with the class.

Repeat the same process displaying the [pic] inch marks on the ruler. Show students that [pic]= [pic] and [pic]=1 whole. Have students measure the items to the nearest [pic] or quarter inch. Pipe cleaner pieces could be cut and used for this part of the activity. Have students record the items that they measured and the measurements in their learning logs (view literacy strategy descriptions). When students have finished, discuss the actual measurements with the class.

Activity 3: Ruler Posters (GLE: 25; CCSS: 3.MD.4, SL.3.4)

Materials: blank paper, pencil, ruler

Tell students to draw and label a 4-inch ruler on a sheet of blank paper. Give students a ruler to use as a guide. Have students label their line segments to the nearest whole-, half-, and quarter-inch. Have students draw objects that are 3 inches, 1[pic] inches, and 2[pic] inches long. Have students then use the Think-Pair-Square-Share discussion (view literacy strategy descriptions) to show and discuss their drawn objects with partners and then with another pair of students. Have students compare their drawn objects and measure each other’s for accuracy. Make sure that students are writing units on their answers. This activity could be used as a review before a quiz or test. Students’ ruler drawings should look similar to the ruler below. Ask questions about the ruler. Is there another name for [pic]? ([pic]); for 1? ([pic]or [pic]); for 2? ([pic]or [pic]).

Quarter Inch Ruler

Activity 4: Line Plots of Feet (GLE: 25; CCSS: 3.MD.4)

Materials: rulers, board, sticky notes, learning logs

Have students measure their shoes to the nearest quarter-inch and record their measurements on a sticky note. Determine the smallest and largest shoe sizes by walking around and observing the students’ responses. On the board, draw a line plot beginning with the smallest shoe measure and ending with the largest shoe measure. Use quarter-, half-, and whole-inch units. The line plot should look similar to this:

7 7[pic] 7[pic] 7[pic] 8 8[pic] 8[pic] 8[pic] 9 etc.

Length of shoes

Have students come to the board and place their sticky notes above the appropriate measure and when they are finished, discuss the line plot they have just created. Ask questions such as the following: How long was the shortest shoe length? How many students have a shoe length of this size? Which shoe length occurred most often? Were there any shoe lengths that had no students? Tell students to record the data in the line plot into their learning logs (view literacy strategy descriptions). When recording the line plot, have them use Xs for the sticky notes. Have students write a summary description of the shoes lengths of the students in the class.

Activity 5: Centimeters and Meters (GLEs: 25; CCSS: L.3.6 )

Materials: centimeter rulers, meter stick, learning logs

Remind students that the system of measurement that they have been using is one that is used in the United States and is called the customary system. Tell them that today’s lesson centers on a metric system of measurement. The metric system is used in most of the world. The metric system is much more consistent than the customary system because all units are based on place value. Indicate to students that today’s lesson is to learn some of the units used in the metric system of measurement, but they will learn more about how place value is used in later grades.

Have students hold up their pinky finger. Tell students that the width of their pinky fingers is usually about one centimeter. The abbreviation for centimeter is cm. Show students other examples of a centimeter such as the width of a large paper clip, the length of a side of a unit cube in place value blocks, or the width of some watch bands. Have students find examples in the classroom that could be measured using centimeters. Show students a centimeter ruler and explain how to measure using it. Allow students to use the ruler to measure the items named and the width of their pinky finger. Determine how many students’ picky fingers are about one centimeter in width. Have students record the items that they measured and their measurements in their learning logs (view literacy strategy descriptions). When students have finished, discuss the actual measurements with the class. ave

Display a meter stick and ask students how many centimeters they think are in a meter. After several guesses, tell students that there are 100 centimeters in a meter and meter is abbreviated as m. Have students find examples in the classroom of things that would be measured with a meter stick such as the height of a door or wall. Allow students to use the meter stick to measure the items named. Have students record the items that they measured and their measurements in their learning logs (view literacy strategy descriptions). When students have finished, discuss the actual measurements with the class. ave

Activity 6: Best Lengths (GLEs: 25; CCSS: L.3.6)

Materials List: Best Lengths BLM

Ask students the following questions:

• What is the most appropriate customary unit to measure the length of a pencil? (inch)

• What is the most appropriate customary unit to measure the length of a football field? (yard)

• What is the most appropriate customary unit to measure the width of the teacher’s desk? (feet)

Ask students to give some examples of when the appropriate unit of measure would be an inch, a foot, and a yard.

Ask students the following questions:

• What is the most appropriate metric unit to measure the length of a pencil? (centimeter)

• What is the most appropriate metric unit to measure the length of a football field? (meter)

• What is the appropriate metric unit to measure the length of a movie theater screen? (meter)

Have students give some examples of when the appropriate unit of measure would be a centimeter. (Some responses may be the length of a book, length of a pencil, or width of a binder.) Have students give some examples of when the appropriate unit of measure would be a meter. (Some responses may be the width of a door, length of a hallway, or length of a car.)

Give students the Best Lengths BLM and have them complete it. The bottom part of the BLM is a type of word grid (view literacy strategy descriptions). Here students will check the box or boxes under the units they think are the most appropriate. When students have finished, have students check their answers with partners, discuss the answers as a class and allow students to correct their answers. When checking the word grid, quiz students by asking questions about the similarities and differences of items on the grid and how they could be measured. This activity can be extended by using measures of capacity, weight, and time.

Activity 7: How Much Do I Hold? (GLEs: 25; CCSS: W.3.2)

Materials List: two 10- to 12-gallon tubs, one-cup measure, pint, quart, gallon, different sized containers, water, teaspoon, tablespoon, ounce-measurement tool for extension, chart paper, learning logs

Directed learning thinking activity (DL-TA) (view literacy strategy descriptions) is an instructional approach that invites students to make predictions, and then check their predictions during and after reading. Using a modified form of DL-TA (view literacy strategy descriptions), students will make predictions about which unit should be used to measure the capacity of items such as a bathtub, a shampoo bottle, and a small jar. The DL-TA strategy is modified in this activity because students are not reading and making predictions; however, they are doing an activity and then making predictions. As students work through this activity, have them make predictions, and then check their predictions during and after the lesson. Students should be stopped periodically to change their predictions if necessary. Once the lesson is completed, students’ predictions can be used as discussion tools.

Tell students that this lesson will focus on customary units for measuring capacity. Capacity is a way to indicate how much a container holds. Place a large tub (one that has a capacity of 10 to 12 gallons) filled with water on the floor so that all students can see it. Display the following containers: a one-cup measure, a pint, a quart, and a gallon. Have students estimate the number of cups, pints, quarts, and gallons that the tub holds. Ask the students, which would be the most appropriate unit of measure to use? (gallons) Allow the students to discuss their reasoning. Have students measure the water in the tub using a gallon container. Set an empty tub next to the tub of water for students to use when transferring the water as they measure. Students will not measure using the other units. The number of cups, pints, and quarts should be determined by the teacher ahead of time. After students see the numbers of units it would take to measure the water in the tub, lead a discussion of why gallons would be the best unit to use.

Continue this activity by asking students to work independently to estimate how much of a liquid (e.g., cups, pints, quarts, gallons) several different containers will hold. Have students check their estimates by using the actual capacity measure (i.e., measuring cups, plastic pint, quart, and liter bottles) to fill each container. Write the abbreviations for cup (c), pint (pt), quart (qt), and gallon (gal) on the board and have students copy them into their learning logs (view literacy strategy descriptions) to refer to if needed.

Show students a 2-liter soda bottle and ask them if they know what the capacity of the bottle is. Explain that there are 2 liters in the bottle and half of that amount is a metric unit called the liter which is abbreviated L. Show students a liter measuring container. Have students copy the abbreviation for liter, L, in their learning logs and draw two pictures of things that could be measured in liters. (Examples could be a jug of juice or water in a bath tub.)

Extension: Although the teaspoon, tablespoon, and fluid ounce are not units required in third grade, for those students who need more challenge, add these choices to the mix. Have students estimate and measure how many of each unit would fill various containers.

Activity 8: Gallon Man or Woman (GLE: 25)

Materials List: 4 sheets of different colored paper per student, marker, glue, scissors

Students have had opportunities to experiment with water or other materials and have discovered that quarts, pints, and cups can be used in exchange with one another. To help students learn and recognize the relationship between liquid measures, have them create

Gallon Man.

Gallon Man is made with four (4) sheets of paper of the same size (preferably four different colors). One sheet of paper is labeled gallon. A second sheet of paper is folded into four parts and labeled quart. A third sheet of paper is folded into eight parts and labeled pint. The last sheet of paper is folded into 16 parts and labeled cup. Third graders may need help folding their paper into 16 parts. The students can visually see that 1 gallon = 4 quarts = 8 pints = 16 cups. Have students cut the pieces of paper on the folded lines and glue to create the body, arms, legs, fingers, and toes of Gallon Man. Then have students add a head. The completed project represents measures of capacity.

This activity is designed to focus on the sizes of the units and not to focus on conversions.

List the following items on the board: bowl of cereal, bathtub, yogurt container, tub of butter. Have students identify the best unit of measure for each item. Have students make a list of each unit found on Gallon Man and give 3 examples of something that would be appropriate to measure using each unit.

Activity 9: I Spy (GLE: 25; CCSS: W.3.2)

Materials List: cup, pint, quart, and gallon measuring containers, learning logs

Have cup, pint, quart, and gallon measuring containers in the front of the room. Give “I spy” statements and have students find the correct container. Example “I spy” statements:

• I spy with my little eyes a container used to measure milk in a cereal bowl. (cup)

• I spy with my little eyes a container used to measure a small juice carton. (pint) This may require actually showing this size juice carton.

• I spy with my little eyes a container used to measure water in a swimming pool. (gallon)

• I spy with my little eyes a container used to measure a large carton of milk. (quart) This may require actually showing this size milk carton.

Have students write their own “I spy” statements in their learning logs (view literacy strategy descriptions). Documenting ideas in a log about content’s being studied forces students to “put into words” what they know or do not know. This process offers a reflection of understanding that can lead to further study and alternative learning paths. It combines writing and reading with content learning. Students can then share their statements with the class to review units of capacity.

Activity 10: How Much Does It Weigh? (GLEs: 21, 25; CCSS: L.3.6)

Materials List: scale, paper clip, chalkboard eraser, pencil, lunchbox, other objects to weigh

Tell students that this lesson is about customary units of weight. Remind them that customary units are those that are used primarily in the United States.

Provide an ounce weight and a pound weight and allow students to hold them to feel the weight. Show students the abbreviations for ounce (oz) and pound (lb) and have them copy the abbreviations for each in their learning logs (view literacy strategy descriptions). Have students weigh several small objects found in the classroom in ounces. For example, students could determine the weight/mass of a paper clip, chalkboard eraser, pencil, a student’s lunchbox, etc. Have students brainstorm a list of things that weigh about an ounce and things that weigh about a pound. Have students use the benchmark items to estimate the weight of other objects. Lead a discussion about things that could be measured in ounces and things that could be measured in pounds.

Activity 11: Metric Weights (GLEs: 21, 25; CCSS: L.3.6)

Materials: grape, bag of seven apples, paper, gram weight

Tell students that there are units of weight in the metric system, also. Two of these are the gram (g) and the kilogram (kg). Have students write both abbreviations in their notebook. If a gram weight is available, have students pass this around to get a feel for the gram. A gram is about the mass of one grape. Have students pass around a grape to feel the weight. Have students brainstorm a list of things that might be measured using a gram (paper clip, barrette, stick of gum).

Have students complete a SPAWN writing (view literacy strategy descriptions) using the “What If” prompt “What if you weighed 1 gram.” Have students write a story about what they would/could do if they only weighed 1 gram. Have volunteers share their stories with the class. Students should listen for accuracy and logic in the responses to this SPAWN prompt and be encouraged to ask questions for clarification. Use students’ brainstorming list and stories to review grams later on in the unit.

Tell students that another commonly used metric weight is the kilogram. Have students hold a bag of seven apples and tell them that the bag of apples is about the mass of one kilogram. Two loaves of bread is also about the mass of one kilogram. Tell students that people, horses, and watermelons can be weighed using kilograms. Ask students to name one thing that might be weighed using kilograms and go around the room allowing each child to answer.

Activity 12: Table Arrangements (GLEs: 23; CCSS: 3.MD.8, W.3.2)

Materials List: Spaghetti and Meatballs for All by Marilyn Burns, overhead, vis-à-vis, colored tiles, Graph Paper BLM, paper, pencil, learning logs

One way to begin this lesson is to share the book Spaghetti and Meatballs for All by Marilyn Burns. In the story, Mr. and Mrs. Comfort invite 32 family members and friends for a reunion and set eight square tables to seat four people at each, one to a side. As guests arrive, they all have their own ideas about how to rearrange the tables so that different-sized groups can sit together. Mrs. Comfort protests, knowing that there will be seating problems later, but her protests are ignored. Tables, chairs, plates, glasses, and food are rearranged. It all works out in the end.

Talk to students about how tables are arranged in restaurants and in the cafeteria. Have students use color tiles to arrange tables (which must be rectangles). If one tile is used, the table is a square. Model several examples on the overhead so students understand that each arrangement is an array.

Have students arrange tables, and then determine how many people could sit with this arrangement. Only one person may sit on each side of a color tile. For example, if there is one table, then four people can sit. The dimension is 1 ( 1, the number of tables or area is 1 and the perimeter is 4. Have students make different arrangements with eight tiles and record them on the Graph Paper BLM. For each array they create, have students find the area and perimeter. Require students to use the correct units when recording their answers.

In groups, have students reflect on the lesson, and then respond individually in their math learning logs (view literacy strategy descriptions) to the question: “What did you notice about the area and perimeter of the arrangements you made?” Share with the class as a review of area and perimeter.

Sample Assessments

General Guidelines

Students need to be observed both as individuals and in groups. Continue to assess students by listening to them during whole class and partner discussions.

General Assessments

• Include in the portfolio assessment the following:

✓ Anecdotal notes from teacher observation

✓ Student explanations from specific activities

✓ Learning log entries

• Ask probing questions while students are working in groups such as:

✓ What would happen if?

✓ Do you understand what ____ is saying?

✓ Is the measurement reasonable?

• Provide sharing time for group work and ask questions such as:

✓ Can you convince the rest of us that your answer makes sense?

✓ Does anyone have another way to explain that?

✓ What do you think about that?

• Provide students with measurement tools and several items to measure. Have students choose the correct tool(s) and find the correct measurement in both U.S. and metric units.

• Check students’ measurements of certain items or ask them to draw a line of a certain length that matches the length of a certain item.

• Provide several containers of unknown capacity and have the students determine each container’s capacity by using known pint or gallon containers as the measurement tools.

• See that student portfolios contain anecdotal notes and samples of student work from the above activities.

• Have students complete journal entries. Entries could include:

✓ Why are standard units of measurement needed?

✓ Explain how to use a ruler to measure.

Activity-Specific Assessment

• Activity 2: Provide a copy of a ruler and a drawing of a piece of rope. Ask the student to respond to the activity below.

Example

Jose’s mother asked him to measure some rope. Jose says he can measure the rope. How long is the rope? Explain how he measured it.

• Activity 8: Give the student a bowl of water and ask him/her to measure the amount of water by first choosing a cup, pint, or gallon measuring container and then recording the actual measurement.

• Activity 11: Have the student make a list of 4 things that could be measured with gram units.

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¼ ¾ ¼ ¾ ¼ ¾ ¼ ¾

½ ½ ½ ½

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