### 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.

**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.*

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Model Eliciting Activity (MEA) STEM Lessons

## Original Student Tutorials

## Problem-Solving Tasks

## Professional Development

## MFAS Formative Assessments

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.

Students are asked to estimate the volume (in liters) of a container and then are asked to determine its actual volume using beakers.

Students are asked to measure their pencils to the nearest quarter inch.

Students determine the length of the teacher's shoe to the nearest quarter inch.

## Original Student Tutorials Science - Grades K-8

Learn how to measure the mass of liquids (and some solids) using containers while Devin helps Chef Kyle in the bakery with this interactive tutorial.

## Student Resources

## Original Student Tutorials

Learn how to measure the mass of liquids (and some solids) using containers while Devin helps Chef Kyle in the bakery with this interactive tutorial.

Type: Original Student Tutorial

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.

Type: Original Student Tutorial

## Problem-Solving Task

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle.

Type: Problem-Solving Task

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups.

Type: Problem-Solving Task