Longview ISD3rd Grade Math Unit 7

3rd Grade TEKS with Specificities
3.11Measurement. The student directly compares the attributes of length, area, weight/mass and capacity, and uses comparative language, to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to:
3.11Ause linear measurement tools to estimate and measure lengths using standard units
Include:
  • Ruler--measure to the nearest 1/4 inch
  • Always estimate first
  • Hands-on application such as (rulers, tape measures, yard and meter sticks)
  • Both metric units (centimeter, decimeter, meter, kilometer) and customary (inch, foot, yard, mile)
  • Use linear dimensions in solving problems
3.11Buse standard units to find the perimeter of a shape
Include:
  • Always include units with numbers in measurement (ex. emphasis perimeter is linear units)
  • Variety of geometric shapes
  • Area arrays and include the linear dimensions, connect the linear dimensions with the factors of the area
  • Hands-on application (use rulers, meter sticks, yard sticks, and tape measures)
  • Customary and metric units of measurement
3.11Cuse concrete and pictorial models of square units to determine the area of two-dimensional surfaces
Include:
  • Always include units with numbers when working with measurement - emphasis area is square units
  • Use tiles to form area arrays and use linear pieces to denote linear dimensions (review of multiplication)
  • Hands-on application by building area arrays and measuring/determining the area
  • Make the connections among the different representations (ex. concrete/pictorial/abstract number
  • Include standard units of measurement (Customary and Metric)
Helpful manipulatives:
  • geoboards
  • tiles and linear pieces
  • use grid paper
/ 3.11Didentify concrete models that approximate standard units of weight/mass and use them to measure weight/mass
Include:
  • Always include units with numbers when working with measurement
  • Use items that approximate units of measurement for hands-on application
  • Weight-measures approximate units of customary measurement (ex. beans are approximately an ounce)
  • Scales measure weight
  • Mass-measures items approximate units of metric measurement (ex. a penny is approximately a gram)
  • Balances measure mass
  • Always estimate before measuring weight
  • Weight=the gravitational pull on an object - use scales to measure in ounces, pounds, and tons
  • Mass=the amount of matter something contains - use balances to measure in grams and kilograms
3.11Eidentify concrete models that approximate standard units for capacity and use them to measure capacity
Include:
  • Use approximate milliliters and liters (such as a container is approximately a liter)
  • Use approximate gallons, quarts, pints, cups (ex. a jar is about a pint)
  • Exploration method of instruction (ex. pouring items such as rice into containers, etc.)
3.11Fuse concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.
Include:
  • Volume only assessed with cubic units
  • Explore by building 3-dimensional shapes/noting the layers and counting the cubes
  • Explore by filling rectangular prisms with cubes and counting the total number of cubes
Helpful manipulatives:
  • link cubes
  • wooden cubes
3.12Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to:
3.12Ause a thermometer to measure temperature
Include:
  • Conduct hands-on measuring using tools with increments of 2 degrees
  • Fahrenheit only
Vocabulary:
  • decrease, increase, drop, rise
3.12B tell and write time shown on analog and digital clocks
Include:
  • Using both a digital or analog clock, student tells and writes time
  • Tells time to the minute/hour
  • Includes range of time (such as given a range of time of 2:00 to 3:00 choose the clock that shows the in-between time)
/ Unit 7: Measurement
Investigations
Vocabulary Adventure
  • Measurement Ocean pp. 115-173
From Paces to Feet
Investigation 1
  • Session 1 Giant Steps and Baby Steps
  • Session 2 Pacing and comparing
Investigation 2
  • Session 1 The Need for a Standard
  • Session 2 Kids’ Feet and Adults’ Feet
  • Session 3 & 4 Measuring Centers
  • Student Sheets 7, 8, 9, and 10
Combining and Comparing
Investigation 3
  • Session 1, Choice 1 Children’s Heights
  • Session 3 Planning a Party (time)
Making Connections with Measurement Grade 3 TAKS
Length Section
  • Activity Masters pages 49-52
  • Scavenger Hunt pages 53-54
  • Drawing Perimeters pages 55-58
  • Assess pages 64-66
Area Section
  • Cover Me pages 67-72
  • Crazy Figures pages 77-80
  • Assess pages 82-85
Capacity Section
Pages 86-90
Mass and Weight
Pages 97-103
Temperature Section
Pages 110-136
MeasureWorks
Appropriate tabbed sections
Measuring Up
Chapter 10
Math Learning Centers
Volume 1
Contact Lesson 37, 55, 56
TEXTEAMS
  • The Weight is Right Game
  • Measurement Gold (length)
  • Maddening Measure (length)
  • My Foot! (area)
  • Nonstandard Units (perimeter)
  • The Greatest Perimeter Problem
Math Essentials
  • Measurement pp. 85-88
  • Perimeter pp. 89-92
  • Area pp. 93-96
  • Volume pp. 105-108
  • Weight pp. 97-100
  • Capacity pp. 101-104
  • Temperature pp. 109-112
  • Time pp. 113-116
Problem Solving
“Solve a Simpler Problem”
Count On It pp. 42-49
Also appropriate pp. 38-39 and 52-55
Problem Solver II
#67 p. 106

8/27/2007DRAFT 3