### General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**3

**Strand:**Measurement

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

### Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- NA

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is for students to choose appropriate tools to measure length, liquid volume, and temperature. In Grade 3, students continue to build their understanding of measuring lengths from Grades 1 and 2. In Grade 3, they also measure liquid volume and temperature.- Instruction should connect students’ understandings about number lines and rulers to tools that measure liquid volume and temperature. This will help students make sense of measuring units (including half and quarter) with different tools
*(MTR.1.1, MTR.2.1).* - To make instruction meaningful for students, this benchmark should be taught with MA.3.M.1.2 so students can choose appropriate tools when given problems in real-world contexts.
- Instruction should model and allow students to interact with hands-on activities to choose tools and measure appropriately.

### Common Misconceptions or Errors

- Students who struggle to identify benchmarks on number lines can also struggle to measure units of length, liquid volume, and temperature. To assist students, teachers should allow students to measure often and provide feedback. Students can also complete error and reasoning analysis activities to identify this common measurement difficulty.

### Strategies to Support Tiered Instruction

- Instruction includes opportunities to measure often and provide feedback. Use error and reasoning analysis activities to address common measurement difficulties.
- Instruction includes opportunities to find the locations of points on number lines. Number lines should be represented vertically and horizontally. Instruction includes whole number values and fractions, including fractions greater than one.
- For example, number lines should be included with benchmarks instead of every number in the sequence included. The blue line below extends from the 0 mark on the number line to the first hashmark beyond 2. The dot plotted on the number line identifies the end of the blue line. Since each whole number interval is partitioned into four equal parts, the first hashmark beyond 2 is represented as 2$\frac{\text{1}}{\text{4}}$.

- For example, number lines can also have all numbers included to represent the values between the benchmarks.

### Instructional Tasks

*Instructional Task 1*

- Part A. What is the length of his pencil, in inches?
- Part B. Why is a ruler an appropriate tool for Jonah to measure the pencil’s length?

### Instructional Items

*Instructional Item 1*

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*