Lesson 9 | Measurement | 3rd Grade Mathematics

Objective

Solve word problems involving masses given in the same unit.

Common Core Standards

Core Standards

The core standards covered in this lesson

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.

Measurement and Data

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.

Criteria for Success

The essential concepts students need to demonstrate or understand to achieve the lesson objective

Make sense of a three-act task and persevere in solving it (MP.1).
Solve word problems involving masses given in the same unit (MP.4).

Tips for Teachers

Suggestions for teachers to help them teach this lesson

This lesson's 3-act task involves a computation slightly beyond the expectations of the standards, since they will be finding 165 ÷ 3. However, given their extensive work with the properties of multiplication and division, as well as the work students did with multiplying one-digit numbers by two-digit numbers in Unit 3, they should have a variety of tools to solve.
While 3.MD.2 asks students to solve "one-step word problems involving masses," the Problem Set includes a few two-step problems that go beyond the exact scope of this standard. However, given students’ extensive work with two-step word problems in Units 1, 2, and 3, as well as their work with more complex problems involving time in Topic A, two-step word problems seem accessible and appropriate for students. You may decide to cut these problems, however.
While not explicitly listed in the standards aligned to this lesson, this work of solving word problems involving masses (3.MD.2) connects to the work of fluently adding and subtracting within 1,000 (3.NBT.2), multiplying and dividing within 100 (3.OA.7), as well as solving one- and two-step problems involving all four operations (3.OA.8).

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Anchor Tasks

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Problem 1

Act 1: Watch the video The Orange (Act-1).

a. What do you notice? What do you wonder?

b. How many linking cubes will it take to even out the balance scale? Make an estimate.

Guiding Questions

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References

Questioning My Metacognition The Orange

The Orange by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed April 1, 2019, 11:38 a.m..

Modified by Fishtank Learning, Inc.

Problem 2

Act 2: Use the following information to determine how many cubes it will take until the balance is level with the orange -

Guiding Questions

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References

Questioning My Metacognition The Orange

The Orange by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed April 1, 2019, 11:38 a.m..

Modified by Fishtank Learning, Inc.

Problem 3

Act 3: Watch The Orange (Act-3). Was your answer reasonable? Why or why not?

Guiding Questions

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References

Questioning My Metacognition The Orange

The Orange by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed April 1, 2019, 11:38 a.m..

Modified by Fishtank Learning, Inc.

Problem 4

Act 4 (the sequel):

a. Jessica puts 28 grams of pinto beans and 36 grams of rice into a pot to make rice and beans. What is the total mass of the rice and beans?

b. Lindsey bought 845 grams of potatoes at the grocery store. She uses some of them to make mashed potatoes. She now has 392 grams of potatoes left. How many grams of potatoes did Lindsey use to make the mashed potatoes?

c. Jerry buys 6 bags of groceries. Each bag has a mass of 4 kilograms. What is the total mass, in kilograms, of Jerry’s grocery bags?

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 2 > Topic B > Lesson 8 — Concept Development

Grade 3 Mathematics > Module 2 > Topic B > Lesson 8 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

Problem Set

Answer Keys

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

What made #1 slightly more challenging than it looks? How do you know C is incorrect?
How did you find the mass of each dollar coin in #5? How is this balance scale different from the one in #1?
In #6 Part B, did you find the sum first and then round the total or did you round each value and add them together? Would both strategies yield the same answer? Why or why not?
How is #7 similar to #5? How is it different?
How did you solve #9? What made this problem slightly more challenging than the previous ones?

Target Task

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Problem 1

Silvia placed an egg on the scale below.

Silvia bought 6 eggs. Assuming all of the eggs weigh the same, how many grams of eggs did Silvia buy?

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Problem 2

A Clydesdale horse weighs 771 kilograms. A Shetland pony weighs 204 kilograms. How much greater is the mass, in kilograms, of the Clydesdale horse than the mass of the Shetland pony?

Student Response

An example response to the Target Task at the level of detail expected of the students.

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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.

Extra Practice Problems

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

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

Lesson 8

Lesson 10

Lesson Map

Topic A: Time Measurement

Tell time to the nearest minute.

3.MD.A.1

Tell time to the minute before the hour.

3.MD.A.1

Relate clocks to number lines.

3.MD.A.1

Solve word problems involving elapsed time within the same hour.

3.MD.A.1

Solve word problems involving elapsed time that involves crossing the hour mark.

3.MD.A.1

Solve word problems involving all cases of elapsed time in minutes.

3.MD.A.1

Topic B: Mass and Liquid Volume Measurement

Understand mass as an attribute of objects that is measured in grams and kilograms. Develop benchmarks for 1 kilogram and 1 gram.

3.MD.A.2

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

3.MD.A.2

Solve word problems involving masses given in the same unit.

3.MD.A.2

Understand liquid volume as an attribute of objects that is measured in liters and milliliters. Develop benchmarks for 1 liter and 1 milliliter.

3.MD.A.2

Estimate and measure liquid volume in liters and milliliters by reading the measurement scale on a beaker or other container.

3.MD.A.2

Solve word problems involving volumes given in the same unit.

3.MD.A.2

Measurement

Objective

Common Core Standards

Core Standards

Measurement and Data

Criteria for Success

Tips for Teachers

Anchor Tasks

Problem 1

Guiding Questions

References

Problem 2

Guiding Questions

References

Problem 3

Guiding Questions

References

Problem 4

Guiding Questions

References

Problem Set

Discussion of Problem Set

Target Task

Problem 1

Problem 2

Student Response

Additional Practice

Extra Practice Problems

Word Problems and Fluency Activities

Lesson Map

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