Lesson 7 | Measurement | 3rd Grade Mathematics

Objective

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

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 mass as an attribute of an object related to its heaviness.
Compare the mass of two objects.
Measure the mass of two objects using a non-standard unit.
Develop benchmarks for 1 kilogram and 1 gram.
Determine whether objects weigh about 1 gram, about 1 kilogram, or more or less than either benchmark.

Tips for Teachers

Suggestions for teachers to help them teach this lesson

For Anchor Task 3 as well as the Problem Set, students will need a paperclip to approximate the mass of 1 gram and a dictionary to approximate the mass of 1 kilogram. If you do not have enough of these objects, use anything in their place that has a mass close to those measurements.
For the Problem Set, you’ll need a classroom set of about 12 objects for students to compare to the benchmark masses of 1 gram and 1 kilogram. You could be very strategic and set out particular items that you’d like students to measure that are close to each benchmark mass (e.g., safety pins, coins, etc., for 1 gram as well as books, reams of paper, etc., for 1 kilogram). Or students can find objects around the classroom on their own.
For the Extra Practice Problems, students will need the same objects for the 1 gram and 1 kilogram benchmarks as are used for the Problem Set. If you use these as homework and don’t want students to bring these objects home, you could assign a task analogous to the one titled “Capacity Ordering” from 3.MD.2 - About the Math, Learning Targets, and Rigor by the Howard County Public School System, but for mass, essentially having students find five objects and list their mass in order.
As noted in the Progressions, “the Standards do not differentiate between weight and mass. Technically, mass is the amount of matter in an object. Weight is the force exerted on the body by gravity. On the earth’s surface, the distinction is not important (on the moon, an object would have the same mass, would weigh less due to the lower gravity)” (GM Progression, p. 2). Thus, the discussion is excluded from the lesson and the use of “mass” and “weight” interchangeably is avoided. But, it could be discussed if a student raises the issue.

Lesson Materials

Thumbtacks (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.
Textbooks (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.
Scissors (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.
Ruler (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.
Balance scale (1 per small group) — You can just use one for the teacher if materials are limited. See Anchor Task 2 Notes for more information.
Counters (About 100 per small group) — There are other options to use in place of this material. You can also just use one set for the teacher if materials are limited. See Anchor Task 2 Notes for more information.
Paper clips (1 per small group) — Students can use any other object with a mass of about 1 gram. These are also needed for the Problem Set and Homework. See Tips for Teachers for more information.
Dictionary (1 per small group) — Students can use any other object with a mass of about 1 kilogram. These are also needed for the Problem Set and Homework. See Tips for Teachers for more information.
Various objects to weigh (About 12 per class) — These are needed for the Problem Set. See 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 is heavier.

a. A thumbtack and a textbook

b. A pair of scissors and a ruler

Guiding Questions

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Problem 2

Using the balance scale, put each of the items listed below on one side of the balance scale. Then put enough counters on the other side of the scale to make it balance. Then remove the counters, count them, and record the mass of each object in counters.

a. Thumbtack

b. Pair of scissors

c. Ruler

d. Textbook

Guiding Questions

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References

Illustrative Mathematics How Heavy?

How Heavy?, accessed on April 1, 2019, 4:51 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 3

The gram and kilogram are standard units used to measure mass. A paperclip has a mass of about a gram (1 g). A classroom dictionary has a mass of about a kilogram (1 kg). 1,000 grams is the same mass as 1 kilogram. Decide whether the following objects have a mass of about 1 gram, about 1 kilogram, or neither.

a. Thumbtack

b. Pair of scissors

c. Ruler

d. Textbook

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 #2 and #5?
What unit would you prefer to use to measure the mass of each object in #3 and #6?
How are the units kilogram and gram similar? How are they different?
What new math vocabulary did we use today to communicate precisely about the heaviness of an object?

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 mass of about 1 gram.

Problem 2

List something that has a mass of about 1 kilogram.

Problem 3

Does the object you listed in #1 have a mass that is greater or less than the mass of the object you listed in #2? How do you know?

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

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Lesson 6

Lesson 8

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

Problem 2

Guiding Questions

References

Problem 3

Guiding Questions

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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