Lesson 11 | Measurement | 3rd Grade Mathematics

Objective

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

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.
2.MD.B.6

Measurement and Data

2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Criteria for Success

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

Read a measurement dial on a scale to determine the volume of a liquid.
Estimate the volume of a liquid when the measurement is not precise.
Estimate the volume of a liquid based on benchmark measurements.
Determine the most appropriate unit for a measurement, such as a can of paint having a volume of about 4 liters as opposed to 4 milliliters.

Tips for Teachers

Suggestions for teachers to help them teach this lesson

The materials needed for this lesson include containers A-C used in Lesson 10 Anchor Tasks and at least one 1-liter beaker and one 100-milliliter graduated cylinder. More beakers and graduated cylinders would allow for the Anchor Tasks and Problem Set to be completed more independently but aren’t absolutely necessary. (See EngageNY Mathematics Grade 3 Module 2 Lesson 10 for a description of how to create makeshift graduated cylinders and beakers, either with or for students.) Either way, having at least one of each type will give students exposure to the different ways objects’ volumes are measured. Further, they help students see the connection between a number line and the measurement scale, and also help build students’ approximation skills since sometimes the measurements are imprecise or difficult to read.
For the Problem Set, students will estimate and measure the volume of various containers. You will need to collect some containers, fill them with water, and set them out for students to find their volume. Try to set out quantities that are reasonable to measure with the graduated cylinder/beaker they are using.

Lesson Materials

1-quart container (1 per small group) — See Tips for Teachers for more information.
1-pint container (1 per small group) — See Tips for Teachers for more information.
Half-liter container (1 per small group) — See Tips for Teachers for more information.
Water (About 3 liters)
1 L beaker (1 or more per class) — More beakers is preferable. See Tips for Teachers for more information.
100 mL graduated cylinder (1 or more per class) — More graduated cylinders is preferable. 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

Estimate the volume of the water in the following containers in milliliters or liters, depending on which is more appropriate. Then measure their actual volume using your tool(s).

a. Container A

b. Container B

c. Container C

Guiding Questions

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Problem 2

What is the volume of each of the amounts of liquid, according to the reading on the scale? For any measurement that isn’t exact, make your best estimate.

Guiding Questions

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Problem Set

Problem Set

Answer Keys

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Discussion of Problem Set

How did you determine which estimation was correct for each object in #3?
How did you determine which estimation was correct for each object in #5? How was this slightly more difficult than the estimates in #3?
How did you determine the volume of the liquid in each container in #4? What made Parts (b), (c), and (d) more difficult than Part (a)?
How did you determine the answer in #6? Why did you know this was correct as opposed to Arrow 1, 3, and 4?

Target Task

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

Problem 1

Choose the best estimate for the volume of the paint in a paint can.

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Problem 2

How much liquid is in each container? For any measurement that is not exact, make an estimate. Be sure to include units, milliliters or liters, in your answer.

Student Response

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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 10

Lesson 12

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

Measurement and Data

Criteria for Success

Tips for Teachers

Lesson Materials

Anchor Tasks

Problem 1

Guiding Questions

Problem 2

Guiding Questions

Problem Set

Discussion of Problem Set

Target Task

Problem 1

Problem 2

Student Response

Additional Practice

Extra Practice Problems

Word Problems and Fluency Activities

Lesson Map

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