Lesson 8 | Measurement | 3rd Grade Mathematics

Objective

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

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 mass of an object.
Estimate the mass of an object when the measurement is not precise.
Estimate the mass of an object based on benchmark measurements.
Determine the most appropriate unit for a measurement, such as an orange having a mass of about 200 grams as opposed to kilograms.

Tips for Teachers

Suggestions for teachers to help them teach this lesson

The materials needed for this lesson include the four objects measured in Lesson 7 Anchor Tasks and at least one analog scale and one digital scale. More scales would allow for the Anchor Tasks and Problem Set to be completed more independently but aren’t absolutely necessary. Either way, having at least one of each type of scale will give students exposure to various weighs objects’ masses are measured. The analog scale helps students see the connection between a number line and the measurement dial and also helps build students’ approximation skills since sometimes the dials are imprecise or difficult to read. Digital scales, on the other hand, allow students to measure the mass of a wide variety of objects, since analog scales are either imprecise, in the case of a scale with a large maximum load, or aren’t fit to measure heavy objects, in the case of a scale with a small maximum load.
For the Problem Set, students will find objects around the classroom that they estimate have masses of 1 kilogram, 100 grams, 10 grams, or 1 gram and then compare their estimate to the actual measurement. You could be very strategic and set out particular items that you’d like students to measure that are close to each benchmark mass or students can find objects around the classroom on their own.

Lesson Materials

Thumbtacks (1 per small group) — See Tips for Teachers for more information.
Textbooks (1 per small group) — See Tips for Teachers for more information.
Scissors (1 per small group) — See Tips for Teachers for more information.
Ruler (1 per small group) — See Tips for Teachers for more information.
Digital scale (1 or more per class) — More scales is preferable. See Tips for Teachers for more information.
Analog scale (1 or more per class) — Needs to measure in grams/kilograms. More scales is preferable. See Tips for Teachers for more information.
Various objects to weigh (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 mass of the following objects in grams or kilograms, depending on which is more appropriate. Then measure their actual mass using your tool(s).

a. Pair of scissors

b. Thumbtack

c. Ruler

d. Textbook

Guiding Questions

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Problem 2

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

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 2 > Topic B > Lesson 7 — Concept Development

Grade 3 Mathematics > Module 2 > Topic B > Lesson 7 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 Set

Problem Set

Answer Keys

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Discussion of Problem Set

Today you used an analog scale and a digital scale to measure objects. How are these scales used differently than the pan balance from yesterday’s lesson?
Did anyone find an object that had a mass of exactly 1 kilogram in #1? What object? (Repeat for 100 grams, 10 grams, and 1 gram.)
Look at #4. What are some of the actual masses you recorded? Why do you think there is so much variation between these measurements? Why is there more variation than with some of the larger masses?
Why do you suppose there is a small number of masses very close to 1 gram?
How did you determine which estimation was correct for each object in #5?
How did you determine which estimation was correct for each object in #7? How was this slightly more difficult than the estimates in #5?
What did you estimate the mass of the watermelon in #9? How did you determine that?
What’s the answer to the following riddle: What has more mass, 1 kilogram of bricks or 1 kilogram of feathers?

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 mass of a vacuum cleaner.

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Problem 2

What is the mass of each object below? For any measurement that is not exact, make an estimate. Be sure to include units, grams or kilograms, 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

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Lesson 7

Lesson 9

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

References

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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