Curriculum  /  Math  /  3rd Grade  /  Unit 7: Measurement  /  Lesson 9

Measurement

Lesson 9

Math

Unit 7

3rd Grade

Lesson 9 of 12

Objective

Solve word problems involving masses given in the same unit.

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.

Criteria for Success

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

Tips for Teachers

  • 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

25-30 minutes

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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Student Response

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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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Student Response

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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 estimate reasonable? Why or why not?

Guiding Questions

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Student Response

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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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Student Response

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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

15-20 minutes

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

5-10 minutes

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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Student Response

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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

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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

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

Lesson 10
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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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