[PENDLETON COUNTY SCHOOLS GRADE 3 MATH CURRICULUM MAP]
Weeks 21-24
Unit 3 Measurement
Standard
3.MD.2 Measure and estimate liquid volumes
and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l). (Note:
Excludes compound units such as cm3 and
finding the geometric volume of a container.)
Add, subtract, multiply, or divide to solve onestep 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. (Note:
Excludes multiplicative comparison problems -problems involving notions of “times as much”;
Learning Target
I can measure liquid volumes
using standard units of liters.
I can measure mass of objects
using standard units of grams and
kilograms.
I can solve one step word
problems involving masses given
in the same units.
I can solve one step word
problems involving liquid volume
given in the same units.
Vocabulary
measure,
estimate, volume,
mass, standard
units: grams
kilograms, liters,
add, subtract,
multiply, divide,
beaker,
measurement
scale
MIF
Lessons
Chapter 11
Lesson
11.3,11.4
Unit Activities
Perimeters of
Paper
Quadrilaterals
Measuring
Classroom
Quadrilaterals
Independent
Worksheets
Measuring the
Area of Paper
Rectangles
Finding Areas
Large and Small
Independent
Worksheets
Roll, Tell and
Record the Time
Independent
Worksheets
Measuring Area:
US Customary
Lengths
Rainbow
Rectangles
Independent
Worksheets
Resources
Target
Assessments
[PENDLETON COUNTY SCHOOLS GRADE 3 MATH CURRICULUM MAP]
Metric Rectangles
Ladybug Dream
House
Independent
Worksheets
3.MD.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.
I can measure time intervals in
minutes.
I can solve and explain word
problems involving addition of time
intervals in minutes.
tell time, write
time, minute, time
intervals, addition,
subtraction,
represent, number
line diagram,
solve
Chapter 16
Lesson 16.1,
16.2, 16.3,
16.4, 16.5
recognize,
attribute, plane
figure, concepts of
area
measurement,
unit square,
square units, area
Chapter 19
Lesson 19.1,
19.2, 19.3
I can solve and explain word
problems involving subtraction of
time intervals in minutes.
3.MD.5 Recognize area as an attribute of plane
figures and understand concepts of area
measurement.
a. A square with side length 1 unit, called “a unit
square,” is said to have “one square unit” of area,
and can be used to measure area.
b. A plane figure which can be covered without
gaps or overlaps by n unit squares is said to
have an area of n square units.
3.MD.7 Relate area to the operations of
multiplication and addition.
a. Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the
area is the same as would be found by
multiplying the side lengths.
I can solve word problems
involving addition/subtraction of
time intervals in minutes by
representing the problem on a
number line diagram.
I can cover the area of a plane
figure with unit squares without
gaps or overlays.
I can relate the number (n) of unit
squares to the area of a plane
figure.
A. I can compare the area found
by tiling a rectangle to the area
found by multiplying the side
lengths.
B. I can solve real world and
area, rectangle,
whole-number,
side, tiling,
multiply, side
lengths
Time Ruler
[PENDLETON COUNTY SCHOOLS GRADE 3 MATH CURRICULUM MAP]
b. Multiply side lengths to find areas of
rectangles with whole-number side lengths in the
context of solving real world and mathematical
problems, and represent whole-number products
as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the
area of a rectangle with whole-number side
lengths a and b + c is the sum of a × b and a × c.
Use area models to represent the distributive
property in mathematical reasoning.
d. Recognize area as additive. Find areas of
rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of
the non-overlapping parts, applying this
technique to solve real world problems.
mathematical area problems by
multiplying side lengths of
rectangles.
I can represent whole-number
products in multiplication problems
by using rectangular arrays.
C. I can use tiling to show the area
of a rectangle with whole number
sides.
I can use area models to represent
the distributive property in
mathematical reasoning.
D. I can decompose rectilinear
figures into non-overlapping
rectangles.
I can determine the technique of
decomposing rectilinear figures to
find the area of each rectangle to
solve real world problems.
3.MD.8 Solve real world and mathematical
problems involving perimeters of polygons,
including finding the perimeter given the side
lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter
and different areas or with the same area and
different perimeter
I can determine the area of each
rectangle by using the technique of
decomposing regular figures.
I can design, create, draw, model,
exhibit etc. rectangles with the
same perimeter and different
areas.
I can design rectangles with the
same area and different
perimeters.
I can exhibit rectangles with the
same perimeter and different areas
or with the same area and different
multiply, side
lengths, area,
whole-number,
context, realworld, product,
mathematical
reasoning
tiling, concrete
case, area of
rectangles, wholenumber, length,
area models,
distributive
property,
mathematical
reasoning
recognize, area,
additive,
rectilinear figures,
decompose, nonoverlapping,
parts, technique
real-world,
perimeter,
polygons, side
length, area
Chapter 19
Lesson 19.5
[PENDLETON COUNTY SCHOOLS GRADE 3 MATH CURRICULUM MAP]
perimeters. (design, create, draw,
model etc.)
Demonstrate, explore, investigate
rectangles with the same perimeter
and different areas or the same
area and different perimeters.
I can determine the perimeter
when given the length of sides.
I can determine the perimeter
when there is an unknown side
length.