Curriculum  /  Math  /  3rd Grade  /  Unit 7: Measurement  /  Lesson 8

Measurement

Lesson 8

Math

Unit 7

3rd Grade

Lesson 8 of 12

Objective

Estimate and measure mass in grams and kilograms by reading a measurement scale on an analog scale or other scale.

Common Core Standards

Core Standards

  • 3.MD.A.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, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Excludes multiplicative comparison problems (problems involving notions of "times as much"; Excludes compound units such as cm³ and finding the geometric volume of a container.

Foundational Standards

  • 2.MD.A.1
  • 2.MD.B.6

Criteria for Success

  1. Read a measurement dial on a scale to determine the mass of an object.
  2. Estimate the mass of an object when the measurement is not precise. 
  3. Estimate the mass of an object based on benchmark measurements. 
  4. Determine the most appropriate unit for a measurement, such as an orange having a mass of about 200 grams as opposed to kilograms. 

Tips for Teachers

  • The materials needed for this lesson include the four objects measured in Lesson 7 Anchor Tasks and at least one analog scale and one digital scale. More scales would allow for the Anchor Tasks and Problem Set to be completed more independently but aren’t absolutely necessary. Either way, having at least one of each type of scale will give students exposure to various weighs objects’ masses are measured. The analog scale helps students see the connection between a number line and the measurement dial and also helps build students’ approximation skills since sometimes the dials are imprecise or difficult to read. Digital scales, on the other hand, allow students to measure the mass of a wide variety of objects, since analog scales are either imprecise, in the case of a scale with a large maximum load, or aren’t fit to measure heavy objects, in the case of a scale with a small maximum load.  
  • For the Problem Set, students will find objects around the classroom that they estimate have masses of 1 kilogram, 100 grams, 10 grams, or 1 gram and then compare their estimate to the actual measurement. You could be very strategic and set out particular items that you’d like students to measure that are close to each benchmark mass or students can find objects around the classroom on their own.

Lesson Materials

  • Thumbtacks (1 per small group) — See Tips for Teachers for more information.
  • Textbooks (1 per small group) — See Tips for Teachers for more information.
  • Scissors (1 per small group) — See Tips for Teachers for more information.
  • Ruler (1 per small group) — See Tips for Teachers for more information.
  • Digital scale (1 or more per class) — More scales is preferable. See Tips for Teachers for more information.
  • Analog scale (1 or more per class) — Needs to measure in grams/kilograms. More scales is preferable. See Tips for Teachers for more information.
  • Various objects to weigh (About 12 per class) — These are needed for the Problem Set. See Tips for Teachers for more information.
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Anchor Tasks

25-30 minutes

Problem 1

Estimate the mass of the following objects in grams or kilograms, depending on which is more appropriate. Then measure their actual mass using your tool(s). 

a.   Pair of scissors

b.   Thumbtack

c.   Ruler

d.   Textbook

Guiding Questions

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Student Response

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Problem 2

What is the mass of each of the following objects, according to the reading on the scale? For any measurement that isn’t exact, make your best estimate.

a.   

b.   

c.   

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 3 Mathematics > Module 2 > Topic B > Lesson 7 — Concept Development

Grade 3 Mathematics > Module 2 > Topic B > Lesson 7 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • Today you used an analog scale and a digital scale to measure objects. How are these scales used differently than the pan balance from yesterday’s lesson? 
  • Did anyone find an object that had a mass of exactly 1 kilogram in #1? What object? (Repeat for 100 grams, 10 grams, and 1 gram.)
  • Look at #4. What are some of the actual masses you recorded? Why do you think there is so much variation between these measurements? Why is there more variation than with some of the larger masses? 
  • Why do you suppose there is a small number of masses very close to 1 gram?
  • How did you determine which estimation was correct for each object in #5?
  • How did you determine which estimation was correct for each object in #7? How was this slightly more difficult than the estimates in #5?
  • What did you estimate the mass of the watermelon in #9? How did you determine that? 
  • What’s the answer to the following riddle: What has more mass, 1 kilogram of bricks or 1 kilogram of feathers?

Target Task

5-10 minutes

Problem 1

Choose the best estimate for the mass of a vacuum cleaner. 

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Student Response

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Problem 2

What is the mass of each object below? For any measurement that is not exact, make an estimate. Be sure to include units, grams or kilograms, in your answer. 

a.   

b.   

c.   

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Solve word problems involving masses given in the same unit.

Lesson 9
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Time Measurement

Topic B: Mass and Liquid Volume Measurement

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