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Standard #: MA.3.M.1.1

This document was generated on CPALMS - www.cpalms.org

Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.

Clarifications

Clarification 1: Instruction focuses on identifying measurement on a linear scale, making the connection to the number line.

Clarification 2: When measuring the length, limited to the nearest centimeter and half or quarter inch.

Clarification 3: When measuring the temperature, limited to the nearest degree.

Clarification 4: When measuring the volume of liquid, limited to nearest milliliter and half or quarter cup.

General Information

Subject Area: Mathematics (B.E.S.T.)
Strand: Measurement
Status: State Board Approved

• 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.

Jonah measures the length of his pencil.

• 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

Gina and Maurice have same-sized containers filled with different amounts of water, as shown. Gina’s container has 4 liters (L) of water. About how much water, in liters (L), does Maurice’s container have?

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

Related Courses

 Course Number1111 Course Title222 5012050: Grade Three Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) 7712040: Access Mathematics Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) 5012055: Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current)) 5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

 Access Point Number Access Point Title MA.3.M.1.AP.1a Select and use appropriate tools to measure the length (i.e., inches, feet, yards) of an object. MA.3.M.1.AP.1b Explore selecting and using appropriate tools to measure liquid volume (i.e., gallons, quarts, pints, cups) and temperature in degrees Fahrenheit.

Formative Assessments

 Name Description The Teacher’s Shoe - Part One Students determine the length of the teacher's shoe to the nearest quarter inch. Measuring our Pencils – Part One Students are asked to measure their pencils to the nearest quarter inch. Estimating and Measuring Mass Students are asked to estimate the mass (in grams) of a stapler and then are asked to determine its actual mass using a scale or balance. Estimating and Measuring Volume Students are asked to estimate the volume (in liters) of a container and then are asked to determine its actual volume using beakers.

Original Student Tutorial

 Name Description Physical Science Unit: Water Beach Vacation Lesson 17 Video This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.    To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Professional Development

 Name Description What Does It Mean To Measure? This is a professional development session from the Learning Math series from Annenberg. Learners will begin to explore the questions "What can be measured?" and "What does it mean to measure something?" Learners identify measurable properties of objects such as weight, surface area, and volume, and discuss which metric units are appropriate for measuring these properties. Learners will also learn that measurement is, by its nature, approximate. Finally, learners will consider how to make measurements using nonstandard units. This session features a number of problems for learners to solve and open-ended questions to discuss, videos that demonstrate measurement techniques, and an interactive activity that asks learners to construct shapes using different size triangles to foster understanding of area and perimeter. There are also nine homework problems in which learners are asked to generate different measurements, graph measurements, and evaluate the appropriateness of the measurements generated using a data chart. Many of the professional development activities can be used directly in the classroom.

Original Student Tutorial

 Name Description Physical Science Unit: Water Beach Vacation Lesson 17 Video: This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.    To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

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