Standard #: MA.3.M.1.1


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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.)
Grade: 3
Strand: Measurement
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 214

points on number lines

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

points on number line

 

Instructional Tasks

Instructional Task 1 

Jonah measures the length of his pencil. 

pencil and ruler

  • 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? 

same-sized containers filled with different amounts of water

 

*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.


Related Resources

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.

Lesson Plans

Name Description
Representing Symbols Using Perimeter and Area

In this integrated lesson, students will create Uncle Sam cards encouraging responsible citizenship, find the dimensions of their card, and then use measurement, addition, and multiplication to solve a real-world task requiring calculation of perimeter and area of a larger space to display all of the student-created Uncle Sam cards. 

Physical Science Unit: Water Beach Vacation Lesson 1 Observations

Students learn that making observations is an important aspect of scientific study. Students will review concepts about water by making observations based on different properties and states of matter of water. Students will also review how to measure volume, mass and temperature as they will use these skills throughout the unit.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit  https://www.cpalms.org/page818.aspx.

Physical Science Unit: Water Beach Vacation Lesson 12 Engineering Design Problem: Beat the Heat Part 3: Testing a Cooler

In this engineering design problem, students will have the opportunity to apply what they
learned about the changes water undergoes when it changes state through heating and
cooling by designing their own cooler. Students will be asked to use the engineering design
process to design a cooler that will reduce the melting of frozen water in hot temperatures
at the beach. Students will need to design and build their cooler, test their materials, and
justify their design decisions. In this lesson students will test their cooler’s effectiveness in
keeping ice from melting. In subsequent lessons students will improve their designs.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

 

Physical Science Unit: Water Beach Vacation Lesson 10 Engineering Design Problem: Beat the Heat Part 1: Design a Cooler

In this engineering design problem, students will have the opportunity to apply what they learned about the changes water undergoes when it changes state through heating and cooling by designing their own cooler. Students will be asked to use the engineering design process to design a cooler that will reduce the melting of frozen water in hot temperatures at the beach. Students will need to design and build their cooler, test their materials, and justify their design decisions. This lesson is the first of several lessons based on engineering design; in subsequent lessons, students will build and test their designs with ice.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

 .

Physical Science Unit: Water Beach Vacation Lesson 5 Evaporation Experiment

Students set up an experiment and gather data to investigate the evaporation of water.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

.

Physical Science Unit: Water Beach Vacation Lesson 4 Melting Experiment

Students set up an experiment and gather data to investigate the melting of solid water.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

.

Is that Estimate Correct?

In this lesson, students will estimate water volume in three containers and record observations. Following estimations, students will directly measure the volumes using an appropriate method. After comparing those measurements to the estimates, students will be given a known volume of water and will be asked to divide the water into three predetermined volumes, again using estimation skills. A following measurement will be used to determine the difference between their volume estimate and the actual measured volume as distributed across three vessels.

How Far Does It Roll?

In this lesson, students will roll ping pong balls down a ramp and record whole-number measurements for the roll distance.  Students will represent this data by creating a line plot.

Magnified Inches

This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring length with a ruler past one inch including quarters. This lesson is the follow-up to The Magnified Inch, Resource ID 46593.

The Magnified Inch

This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring with a ruler up to an inch including quarters.

Model Eliciting Activity (MEA) STEM Lessons

Name Description
Physical Science Unit: Water Beach Vacation Lesson 15 Beat the Heat MEA Part 2: Cooler Experiment

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will use ice to test
the coolers they designed in Beat the Heat Engineering Design Lessons. Students will take
measurements and collect data on their cooler. In part 3, students will analyze the data
they collected. Finally, in part 4 they will develop a procedure for selecting the most
effective cooler to keep water frozen the longest at the beach. In the optional twist,
students will need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Physical Science Unit: Water Beach Vacation Lesson 16 Beat the Heat MEA Part 3: Analyzing Cooler Data

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In Part 3 of this activity,
students will analyze the data they collected in Part 2 by drawing and interpreting a scaled
bar graph and line graph. Students will participate in a discussion about how to interpret the
data that was collected. Finally, in part 4 they will develop a procedure for selecting the best
cooler to keep water frozen the longest at the beach. In the optional twist, students will
need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Physical Science Unit: Water Beach Vacation Lesson 17 Beat the Heat MEA Part 4: Ranking Procedure

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In part 3, students will
analyze the data they collected. Finally, in part 4 they will develop a procedure for selecting
the best cooler to keep water frozen the longest at the beach. They will communicate their
findings and procedure via a letter to next year’s class. In the optional twist, students will
need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Physical Science Unit: Water Beach Vacation Lesson 9 Cool Cooler Design Model-Eliciting Activity (MEA)

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. Students
will be asked to rank coolers based on data to solve an open-ended, realistic problem, while
considering constraints and tradeoffs. In the optional twist, students will need to take the
mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

 

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.

Student Resources

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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