Lesson 10 | Measurement | 3rd Grade Mathematics

Objective

Understand liquid volume as an attribute of objects that is measured in liters and milliliters. Develop benchmarks for 1 liter and 1 milliliter.

Common Core Standards

Core Standards

The core standards covered in this lesson

3.MD.A.2 — 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. Excludes multiplicative comparison problems (problems involving notions of "times as much"; Excludes compound units such as cm³ and finding the geometric volume of a container.

Measurement and Data

3.MD.A.2 — 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. Excludes multiplicative comparison problems (problems involving notions of "times as much"; Excludes compound units such as cm³ and finding the geometric volume of a container.

Foundational Standards

The foundational standards covered in this lesson

2.MD.A.1

Measurement and Data

2.MD.A.1 — Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Criteria for Success

The essential concepts students need to demonstrate or understand to achieve the lesson objective

Understand liquid volume as an attribute of a liquid related to how much space it takes up.
Compare the volume of liquid in different containers.
Develop benchmarks for 1 liter and 1 milliliter.
Determine whether amounts of liquid have a volume of about 1 liter, about 1 milliliter, or more or less than either benchmark.

Tips for Teachers

Suggestions for teachers to help them teach this lesson

For Anchor Task 2 as well as the Problem Set, students will need a medicine/water dropper to approximate the volume of 1 milliliter and a 1-liter bottle to approximate the volume of 1 liter. If you do not have enough of these objects, use anything in their place that has a volume close to those measurements.
For the Problem Set, you’ll need a classroom set of about 12 containers for students to compare to the benchmark volumes of 1 milliliter and 1 liter. You could be very strategic and set out particular items that you’d like students to measure that are close to each benchmark volume (e.g., spoons, thimbles, bottle caps, etc. for 1 milliliter as well as large plastic cups or bottles, pitchers, Tupperware containers, etc., for 1 liter).
For the Homework, students will need the same objects for the 1 milliliter and 1 liter benchmarks as are used for the Problem Set. If you don’t want students to bring these objects home, you could also assign the task of “Capacity Ordering" from 3.MD.2 - About the Math, Learning Targets, and Rigor from the Howard County Public School System, which asks students to find five containers and list their capacities in order, which wouldn’t require students to bring home benchmark measures.

Lesson Materials

1-quart container (1 per small group) — There are other options to use in place of this material. You can also just use one for the teacher if materials are limited. See Anchor Task 1 Notes for more information.
1-pint container (1 per small group) — There are other options to use in place of this material. You can also just use one for the teacher if materials are limited. See Anchor Task 1 Notes for more information.
Half-liter container (1 per small group) — There are other options to use in place of this material. You can also just use one for the teacher if materials are limited. See Anchor Task 1 Notes for more information.
Quarter teaspoon (1 per small group) — There are other options to use in place of this material. You can also just use one for the teacher if materials are limited. See Anchor Task 1 Notes for more information.
Water (About 3 liters per small group)
Medicine or water dropper (1 per small group) — Students can use any container with a capacity of about 1 milliliter. These are also needed for the Problem Set and Homework. See Tips for Teachers for more information.
1-liter plastic bottle (1 per small group) — Students can use any container with a capacity of about 1 liter. These are also needed for the Problem Set and Homework. See Tips for Teachers for more information.
Various containers (About 12 per class) — These are needed for the Problem Set. See note in Tips for Teachers for more information.

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Anchor Tasks

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Problem 1

For each pair of objects below, decide which one can hold more water.

a. Container A or Container D

b. Container B or Container C

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 2 > Topic B > Lesson 9 — Concept Development

Grade 3 Mathematics > Module 2 > Topic B > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 2

The milliliter and liter are standard units used to measure liquid volume. A dropper full of water has a volume of about 1 milliliter (mL). A medium-sized bottle of soda has a volume of a liter (1 L). 1,000 milliliters is the same volume as 1 liter. Decide whether the water in the following containers has a volume of about 1 milliliter, about 1 liter, or neither.

a. Container A

b. Container B

c. Container C

d. Container D

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 2 > Topic B > Lesson 9 — Concept Development

Modified by Fishtank Learning, Inc.

Problem Set

Problem Set

Answer Keys

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

What unit would you prefer to use to measure the volume of each container in #2 and #4?
How are the units milliliter and liter similar? How are they different?
What new math vocabulary did we use today to communicate precisely about how much a container can hold?

Target Task

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Problem 1

List something that has a volume of about 1 milliliter.

Problem 2

List something that has a volume of about 1 liter.

Problem 3

Does the object you listed in #1 have a volume that is more or less than the volume of the object you listed in #2? Why?

Student Response

An example response to the Target Task at the level of detail expected of the students.

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Lesson 9

Lesson 11

Lesson Map

Topic A: Time Measurement

Tell time to the nearest minute.

3.MD.A.1

Tell time to the minute before the hour.

3.MD.A.1

Relate clocks to number lines.

3.MD.A.1

Solve word problems involving elapsed time within the same hour.

3.MD.A.1

Solve word problems involving elapsed time that involves crossing the hour mark.

3.MD.A.1

Solve word problems involving all cases of elapsed time in minutes.

3.MD.A.1

Topic B: Mass and Liquid Volume Measurement

Understand mass as an attribute of objects that is measured in grams and kilograms. Develop benchmarks for 1 kilogram and 1 gram.

3.MD.A.2

Estimate and measure mass in grams and kilograms by reading a measurement scale on an analog scale or other scale.

3.MD.A.2

Solve word problems involving masses given in the same unit.

3.MD.A.2

Understand liquid volume as an attribute of objects that is measured in liters and milliliters. Develop benchmarks for 1 liter and 1 milliliter.

3.MD.A.2

Estimate and measure liquid volume in liters and milliliters by reading the measurement scale on a beaker or other container.

3.MD.A.2

Solve word problems involving volumes given in the same unit.

3.MD.A.2

Measurement

Objective

Common Core Standards

Core Standards

Measurement and Data

Foundational Standards

Measurement and Data

Criteria for Success

Tips for Teachers

Lesson Materials

Anchor Tasks

Problem 1

Guiding Questions

References

Problem 2

Guiding Questions

References

Problem Set

Discussion of Problem Set

Target Task

Problem 1

Problem 2

Problem 3

Student Response

Additional Practice

Extra Practice Problems

Word Problems and Fluency Activities

Lesson Map

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