3rd

Unit of Study 11: Measurement

Projected Time Allotment:

12 days

Global Concept Guides: Measurement of Time (4 days), Measuring and Graphing Length (4 days),
Estimating and Measuring Liquid Volume and Mass (3 days)
Prior Learning: MAFS.2.MD.1, MAFS.2.MD.1.3, MAFS.2.MD.3.7, MAFS.2.MD.4.9
Progressions Document Link

Show What You Know Task: Go Math! Ch. 10 Time, Length, Liquid Volume and Mass Show
What You Know SE p. 387

Common Core State Standards for Mathematical

Content:
MAFS.3.MD.1.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
MAFS.3.MD.1.2 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.
MAFS.3.MD.2.4 Generate measurement data by measuring lengths
using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off
in appropriate units whole numbers, halves, or quarters.
MAFS.3.OA.3.7 Fluently multiply and divide within 100, using
strategies such as the relationship between multiplication and
division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory
all products of two one-digit numbers.
MAFS.3.OA.4.8 Solve two-step word problems using the four
operations. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies
including rounding.
MAFS.3.NBT.1.2 Fluently add and subtract within 1000 using
strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Comments:
Learning to tell time has little to do
with time measurement and more
to do with the skills of learning to
read a dial-type instrument. Clock
reading can be a difficult skill to
teach. (Van de Walle 7th ed., 2010,
p. 383.)
Line plots appear in Go Math
chapter 2, however, they will be
taught with Unit 11. The data used
should be taken from actual
measurement including whole
units, halves, and fourths.
Students should have some
familiarities with volume and mass
from their work measuring in
science.
This parent flyer can be utilized by
both you and parents to build
content knowledge and
understanding of the strategies
highlighted in this unit.

Notes on Assessment:
Unit 11 Modified Assessment
The Unit 11 Performance task,
Time to Get Clean, should be
given after GCG 1 to assess time.
See common performance task link
below.

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In grade 3, this standard calls for students to solve elapsed time, start/end time, including word problems.
Students could use clock models or number lines to solve. On the number line, students should be given the
opportunity to determine the intervals and size of jumps on their number line. Students could use predetermined number lines (intervals every 5 or 15 minutes) or open number lines (intervals determined by
students). NCDPI, p. 27
Students will measure lengths using rulers marked with halves and fourths of an inch. They use their developing
knowledge of fractions and number lines to extend their work from previous units by working with measurement
data involving fractional measurement values. NCDPI, 2012, p.32
Students will be asked to reason about the units of mass and volume using units g, kg, and L. Students need
multiple opportunities weighing classroom objects and filling containers to help them develop a basic
understanding of the size and mass of a liter, a gram, and a kilogram. Word problems should only be one-step
and include the same units.
Students are not expected to do conversions between units, but reason as they estimate, using benchmarks to
measure weight and capacity. NCDPI, p. 28

Unpacking the Standards for this Unit:

Common Performance Task with Rubric for this Unit: Time to Get Clean Students will
apply elapsed time content to problem solving situations. Click here for the Performance Task and rubric.
Future learning: In fourth grade, students solve problems involving measurement and the conversion
of measurements from larger units to smaller units. They will also use four operations to solve word
problems involving distances, intervals of time, which involves simple fractions. With graphing, they will
make line plots to display a data set of measurements in fractions of a unit, and solve problems involving
addition and subtraction of fractions by using information presented in line plots.

3rd

Global Concept 1 of 3 for this Unit of Study: Measurement

of Time

Projected
Time
Allotment: 4
days

Sample Essential Questions:

Day
Day
Day
Day

1:
2:
3:
4:

How can you tell time to the nearest minute precisely?

How can you measure elapsed time in minutes?
How can a number line be used to solve problems about time?
How can you use a number line more efficiently when solving an elapsed time problem?

Related Go Math Chapter Test Questions: Unit #11 (Go Math! Ch. #2 and #10 Modified) Item numbers #
2, 5, 6, 11, 14

Instructional Resources
Manipulatives:

Number Line Template: Students will use jumps to represent equal groups and intervals.
Clock Face- Students can draw on and show hands, or use fraction circles to represent fourths and
halves of an hour
Student Clocks (Judy Clocks) - can be used to show the relationship between the minute hand and
the hour hand
Snap Cubes - can be used to represent groups of 5 minutes and groups of 15 minutes (quarter hours)
Fraction Circles Students can use the quarter and half fraction circles to model quarter to and
quarter after as well as half past. The Fraction Clock Face worksheet is the same size as the fraction
circles.
Time line Number Lines students can used the timeline number lines to solve elapsed time
problems. Half-hour, quarter-hour, and 5 minute intervals.

Lesson Ideas:

Interactive Online Resources:

iTools- Clocks-Elapsed Time, Tell Time on a Clock
Animated Math Models Skill 38, Skill 39, Skill 40

Go Math! Lesson 10.1 (This lesson should be combined with Lesson 10.2 for day 1) Unlock the
Problem p. 389 and One Way and Another Way p. 390 (do not have student edition out)
Go Math! Lesson 10.2 (This lesson should be combined with Lesson 10.1 for day 1) Unlock the
Problem p. 393, On Your Own p. 395, All p. 396
Go Math! Lesson 10.3 Unlock the Problem p. 397 and Other Ways p. 398 (do not have student edition
out), Share and Show and On Your Own p. 399, Problem Solving p. 400
Go Math! Lesson 10.4 Unlock the Problem p. 401 and Find Starting Time p. 402 (do not have student
edition out) On Your Own p. 403, Enrich Activity E81
Go Math! Lesson 10.5 Unlock the Problem p. 405 and Try Another Problem p. 406 (do not have student
edition out), Share and Show p. 407, On Your Own p 408, Enrich Activity E82
Twirling with Time - Using a large paper clip (min hand) and a small paper clip (hour hand), students
spin 2 numbers and represent the time created on analog clock faces.
Time to the Minute Matching Game Students match analog clocks to digital clocks
Classroom Schedule Worksheet In this activity students answer questions based on a classroom
schedule.
Elapsed Time Word Problems Students can use these as additional problems for Day 4.

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 Mega Math Country Countdown, Clock-a-doodle-doo, Level J

For more information about integrating the content within this GCG, click here to save
the PowerPoint.

Sample HOT Questions: Select or create appropriate questions to facilitate student

discussion.

What is the most efficient way to skip count on the clock to find the time?
How did you decide what size jumps to make on your number line? Is there another way?
When is it more efficient to use a number line compared to a clock?

Our students are better able to

For

Communicate times in multiple ways. (SMP 3,

6)
Read, write and tell time to the nearest minute.
(SMP 4, 6)
Evaluate the efficiency of strategies for finding
elapsed time. (SMP 1, 3)
Find elapsed time in various problem types.
(SMP 1, 6)
more info on SMPs click here.

3rd

Because as teachers we

Provide students with opportunities to communicate the time

shown in multiple ways. (SMP 3, 6)
Provide opportunities for students to make connections to
daily events. (SMP 1, 6)
Facilitate discussions highlighting multiple strategies for
solving the same problem. (SMP 1, 3)
Provide students with a variety of real world situations to
measure elapsed time. (SMP 1, 4)

Global Concept 2 of 3 for this Unit of Study: Measuring and

Graphing Length

Projected
Time
Allotment: 4
days

Sample Essential Questions:

Day 1: How do you read and interpret data from a line plot?
Day 2: How can you measure an object when it is between whole units?
Day 3: How can you use whole and half units, even when measuring to the nearest quarter inch?
Day 4: How can using a line plot help you organize your measurement data?
Related Go Math Chapter Test Questions: Unit #11 (Go Math! Ch. #2 and #10 Modified) Item numbers:
1, 10, 13, 15

Line Plot Template A blank template that can be used to help students create a line plot.
Line Plot Template with Grid Can be used with students who need a grid to line up Xs
Two color counters Students can use counters instead of Xs to make an activity more tactile
Centimeter cubes Students can use cm cubes instead of Xs to make an activity more tactile
Rulers with quarter-inch marks, and half-inch marks Examples of rulers with whole, half, and/or
quarter inch units marked

Lesson Ideas:

Go Math! Lesson 2.7 (Day 1) Students use a real world example such as the Activity on p.88,
continue to answer questions using line plots with whole number data on p. 87-90.
The Magnified Inch (Day 2/3) Students use fraction tiles to stand as whole, half, and quarter inch
units.

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Instructional Resources
Manipulatives:

-inch measurement task (Day 3) Students measure items in the classroom to the nearest inch.
Go Math! Lesson 10.6 Students use pages 411, 413, and 414 to measure to the nearest inch on
Day 3. Use p. 412 on Day 4 to graph measurement data on a line plot on Day 4.
Half-Inch measurement and line plot task (Day 4) Students measure to the nearest inch and
create a line plot
Measuring Strips Line Plot - (Day 4) Students will measure strips of paper, record the data and create
a line plot

Interactive Online Resources:

Line Plot Game Use to create line plots involving whole numbers
Animated Math Models Skill 41
iTools Graphs- Line Plots
Mega Math Ice Station Exploration, Linear Lab Level C, Level D, Level F
Mega Math The Number Games, ArachnaGraph, Level E
For more information about integrating the content within this GCG, click here to save
the PowerPoint.
Sample HOT Questions: Select or create appropriate questions to facilitate student
discussion.

What do the number labels below the line plot represent? How do these relate to the number of Xs
above the line plot?
How would you represent a category with no occurrences on a line plot?
How can you determine if the data displayed in a line plot matches the data shown in another
representation?
Why can we use whole and half inches when measuring to the nearest quarter inch?
How could you figure out the measurement of an object if the first inch of the ruler was missing?

Our students are better able to

Create a line plot based on given data. (SMP
4)
Analyze data from a given line plot. (SMP 1,
2)
Measure items to the nearest quarter, half, or
whole inch. (SMP 5, 6)
Measure with a broken ruler. (SMP 5, 6)
Use precise vocabulary such as: inch (in), half
inch, quarter inch, line plot, and data. (SMP 6)

Provide opportunities for students to collect

data that can be represented on a line plot.
(SMP 1, 4)
Provide opportunities for students to utilize
graphing scenarios to complete a line plot and
analyze. (SMP 4)
Provide students with a variety of objects to
measure. (SMP 5)
Provide opportunities for students to measure
objects and not start on zero. (SMP 5, 6)
Emphasize precise use of vocabulary: inch (in),
half inch, quarter inch, line plot, and data.
(SMP 6)

3rd

Global Concept 3 of 3 for this Unit of Study: Estimating and

Measuring Liquid Volume and Mass

Projected Time
Allotment: 3
days

Sample Essential Questions:

Day 1: How can you estimate and measure liquid volume in metric units?
Day 2: How can you estimate and measure mass in metric units?
Day 3: How can you use models to solve liquid volume and mass problems?

Related Go Math Chapter Test Questions: Unit #11 (Go Math! Ch. #2 and #10 Modified) Item numbers:
3, 4, 7, 8, 9, 12

Instructional Resources

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For more info on SMPs click here.

Because as teachers we

Manipulatives:

Pan Balance Scale Used to compare masses of objects

Gram Weights (1g, 5g, 10g, and 20g) used with pan balance to find mass of objects
Items to measure (various fruits, gravel, washers, counters, nickel, etc) used for measuring mass
Various containers (Liter container , graduated cylinders, bottle, jar, bucket, pot, etc) used for measuring
volume
Funnel to prevent spillage

Lesson Ideas:

Go Math! Lesson 10.7 Unlock the Problem p. 415, Activity 2 p. 416, Share and Show p. 417, On Your Own p. 417,
Problem Solving p. 418
Go Math! Lesson 10.8 Unlock the Problem p. 419, Activity 2 p.420, Share and Show p. 420, On Your Own p. 421,
Problem Solving p. 422
Go Math! Lesson 10.9 Unlock the Problem p. 423 (do not have student edition out), Try This! P. 423, Share and
Show p. 424-425, All p. 425 426
More Punch, Please! Students work with liquid volume to determine the amount of punch needed for a class
party.
Fill It Up In this task, students estimate and compare liquid volume making connections to everyday items to
build understanding of liquid volume and the liter.
How Many Paper Clips? In this task, students will explore mass using simple household items and a balance
scale. Students are introduced to the need for standardized units while exploring mass using paper clips.
Worth the Weight In this task, students experiment with gram and kilogram weights. They will select objects to
measure, estimate their mass, and then use a spring scale to determine the actual mass.

Interactive Online Resources:

Animated Math Models Skill 42, Skill 43
For more information about integrating the content within this GCG, click here to save
the PowerPoint.
Sample HOT Questions: Select or create appropriate questions to facilitate student
discussion.
How would the volume (or mass) of an object change if you used a different measurement tool?
How can you compare the two different liquids volume if you do not have a liter container?
How can you use estimation to help determine a liquids volume? An objects mass?
How does measuring volume/mass relate to science, and when do you use it?
Which has a greater mass, a kilogram of feathers or a kilogram of bricks?

Choose appropriate tools to determine the

mass/volume of an object. (SMP 5)

Make estimates of mass/volume and justify them

using a logical strategy. (SMP 3, 5, 6)
Measure several items using various units of
measure. (SMP 5, 6)

Use precise vocabulary such as: liquid volume,

liter (L), gram (g), kilogram (kg), and mass.(SMP 6)
For more info on SMPs click here.

Because as teachers we
Provide opportunities for student to experiment with
different tools to measure mass/volume or objects.
(SPM 1, 5)
Provide opportunities for students to estimate and
measure a variety of items or determine the volume
of a variety of liquids or mass of a variety of objects
using a various tools and units. (SMP 5, 6)

Provide opportunities for hands on investigation

using a variety of tools. (SPM 5)

Our students are better able to

Emphasize precise use of vocabulary: liquid

volume, liter (L), gram (g), kilogram (kg), and mass
(SMP 6)

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