4th
3rd Grade
Nine Weeks Math
Domain:
Measurement and Data (EOG Weight 22-27%)
Cluster:
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and
masses of objects.
Common Core Standards:
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
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and
liters (l).1 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.
Key Vocabulary
Time
Minute
Hour
Analog
Digital
A.M
P.M.
O’Clock
Quarter Past
Half-Past
After/Before
Elapse
Measure
Standard Units
Liquid Volume
Mass
Metric
Gram (g)
Kilogram (kg)
Liter (L)
Milliliter (mL)
Convert
Habits of Mind
 Persistence
 Thinking Flexibly
 Striving For Accuracy
 Questioning and Posing Problems
 Apply Past Knowledge to New Situations
 Thinking and Communicating with Clarity and
Precision
Created by Northeast Curriculum Team 1
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Domain: Measurement and Data (EOG Weight 22-27%)
Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
Common Core Standard:
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
What does this mean? This standard calls for students to solve elapsed time, including word problems. Students could use
clock models or number lines to solve.
Math Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Essential Question:



How do I tell and write time?
How do I find elapsed time?
What strategies can be used to calculate elapsed time?
Learning Targets (KUD)
K: vocabulary associated with telling time, tell time
U: break time into increments, convert hours to minutes,
Criteria for Success for Mastery
Students should be able to:
Created by Northeast Curriculum Team 2
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
convert clock into number line; elapsed time
D: measure time intervals using clocks, number lines, and
diagrams; measure duration of time in minutes; convert hours
to minutes; solve addition and subtraction word problems
involving elapsed time; create number lines based on a period
of time broken into increments
I can:
 measure time intervals using clock models, number
lines, and diagrams, in minutes.
 measure a duration of time in minutes.
 solve addition and subtraction word problems involving
durations of time measured in minutes.



Create a number line based on a period of time broken in
increments.
solve elapsed time word problems using at least two
strategies
create a number line based on a period of time broken in
increments.
Examples
Tonya wakes up at 6:45 a.m. It takes her 5 minutes to shower, 15 minutes to get dressed, and 15 minutes to eat breakfast.
What time will she be ready for school?
7:20
6:30
6:45
7:00
7:15
7:30
7:45
8:00
Textbook Resources
North Carolina Math (yellow): Unit 4 Chapter 10 Time and Temperature pg. 278-300
Math Expressions: 757-758, 759, 760-762, 768
Houghton Mifflin (butterfly): Chapter 12 Lesson 4
Created by Northeast Curriculum Team 3
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Supplemental Resources
North Carolina Math Problem Solving and Practice Book
Strategies for Solving Word Problems
Mentoring Minds Math Vocabulary Adventures
Mentoring Minds Assessment Book
Buckledown
Houghton Mifflin Math Practice Book
Math Madness
Strategic Intervention
Intensive Intervention
Vocabulary Flash Cards
Kagan Resources
Media Resources
A House for Hermit Crab by Eric Carle
Clocks and More Clocks by Pat Hutchins
The Grouchy Ladybug by Eric Carle
Today is Monday by Eric Carle
What Time Is It? by Gladys Rosa-Mendoza
Tell Me What the Time Is by Shirley Willis
If You Were a Minute by Trisha Shaskan
Somewhere in the World Right Now by Stacey Schuett
Web Resources
http://www.amathsdictionaryforkids.com/
www.ixl.com
www.k-5mathteachingresources.com
www.APlusmath.com
www.kidsnumber.com
Created by Northeast Curriculum Team 4
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
www.onlinemathlearning.com
www.dositey.com
www.mrnussbaum.com
http://www.mrmaffesoli.com/
http://letsreadmath.com/math-and-childrens-literature/
www.gamequarium.com
www.illuminations.com
www.studyjams.com
www.learnzillion.com
www.worksheetworks.com
www.commoncoresheets.com
Created by Northeast Curriculum Team 5
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Domain: Measurement and Data (EOG Weight 22-27%)
Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
Common Core Standard:
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters
(l).1 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 compound units such as cm3 and finding the geometric volume of a container.
**Excludes multiplicative comparison problems (problems involving notation of “times as much”;
What does this mean? This standard asks for students to reason about the units of mass and volume using units g, kg, and L.
Math Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Essential Question:
 How can I measure the mass and volume of objects?
 How can I use the four operations to solve one-step word problems involving masses or volumes?
 How can drawings help solve word problems?
Learning Targets (KUD)
Criteria for Success for Mastery
Students should be able to:
K: vocabulary associated with measuring mass and volume; basic unit
conversions (1000 g = 1 kg) (1000 mL = 1 L)
U: larger units can be subdivided into smaller units

Given a unit of measurement, students will
Created by Northeast Curriculum Team 6
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
D: convert grams to kilograms; solve one-step word problems involving
volume or mass using mathematical operations; convert milliliters to liters;
given a unit of measurement, generate a list of items that have the same

estimated mass or volume.

I can:

 estimate liquid volumes and masses of objects using standard units
of measure (grams, kilograms, and liters).
 measure liquid volumes and masses of objects using standard units
of measure.
 use a drawing to represent one-step word problems involving masses
or volumes.
 solve one-step word problems involving masses or volumes using
addition, subtraction, multiplication, or division.
 recognize that larger units can be subdivided into smaller units.
 weigh classroom objects to understand size and weight.
 fill containers to understand volume.
generate a list of items that have the same
estimated mass or volume.
Convert between grams and kilograms
Convert between milliliters and liters
Solve one-step word problems involving liquid
volume or mass using math operations.
Examples
1. Students identify 5 things that weigh about one gram. They record their findings with words and pictures. (Students can
repeat this for 5 grams and 10 grams.) This activity helps develop gram benchmarks. One large paperclip weighs about one gram.
2. A paper clip weighs about a) a gram, b) 10 grams, c) 100 grams? Explain why.
Textbook Resources
North Carolina Math (yellow): Teacher Created Resources
Math Expressions: 1032, 1033, 1034-1035, 1036, 1037, 1038, 1055-1056, 1057-1058
Houghton Mifflin (butterfly): Chapter 14 Lesson 5
Created by Northeast Curriculum Team 7
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Supplemental Resources
North Carolina Math Problem Solving and Practice Book
Strategies for Solving Word Problems
Mentoring Minds Math Vocabulary Adventures
Mentoring Minds Assessment Book
Buckledown
Houghton Mifflin Math Practice Book
Math Madness
Strategic Intervention
Intensive Intervention
Vocabulary Flash Cards
Kagan Resources
Media Resources
None specific to this area
Web Resources
http://www.amathsdictionaryforkids.com/
www.ixl.com
www.k-5mathteachingresources.com
www.APlusmath.com
www.kidsnumber.com
www.onlinemathlearning.com
www.dositey.com
www.mrnussbaum.com
http://www.mrmaffesoli.com/
http://letsreadmath.com/math-and-childrens-literature/
www.gamequarium.com
www.illuminations.com
www.studyjams.com
www.learnzillion.com
www.worksheetworks.com
www.commoncoresheets.com
Created by Northeast Curriculum Team 8
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Domain:
Measurement and Data (EOG Weight 22-27%)
Cluster:
Represent and Interpret Data
Common Core Standards:
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Key Vocabulary
Line plot
Inch
Half Inch
Scaled Graph
Scale
Data
Horizontal Scale
Length
Quarter Inch
Habits of Mind
 Thinking flexibly
 Metacognition
 Questioning and Posing Problems
 Thinking and Communicating with Clarity and Precision
 Gathering Data through all Senses
 Remaining Open to Continuous Learning
Created by Northeast Curriculum Team 9
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Domain: Measurement and Data (22-27%)
Cluster: Represent and Interpret Data
Common Core Standard:
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
What does this mean? Students in second grade measured length in whole units using both metric and U.S. customary systems.
It’s important to review with students how to read and use a standard ruler including details about halves and quarter marks on
the ruler. Students should connect their understanding of fractions to measuring to one-half and one quarter inch. Third
graders need many opportunities measuring the length of various objects in their environment. This standard provides a context
for students to work with fractions by measuring objects to a quarter of an inch.
Math Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Essential Question:
 What is a line plot?


Why is labeling the components of line plot imperative?
How does reading a ruler to the nearest ¼ and ½ inch relate back to fractions?
Created by Northeast Curriculum Team 10
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Learning Targets (KUD)
K: tools for measuring length; read a ruler
U: what you read on a ruler; how this relates to fractions;
fractions are part of a whole
D: generate measurements to the nearest ¼ and ½ inches;
create line plots to show data
I can:
 use a ruler to measure lengths in whole, half, and quarter
inches.
 gather and record measurement data using whole, half,
and quarter inches.
 make a line plot with the horizontal scale marked off in
whole number, half, or quarter units.
Criteria for Success for Mastery
Students should be able to:




read a ruler to the nearest ¼ and ½ inch
generate a line plot to display findings
measure objects to the nearest ¼ and ½ inch
developing line plot with proper information and labels
Examples
Measure objects in your desk to the nearest ½ or ¼ of an inch, display data collected on a line plot. How many objects measured
½? ¼? Etc…
Textbook Resources
North Carolina Math: Teacher Created Resource
Math Expressions 400, 401-402, 403-404, 407, 408, 410-412, 413-414, 415, 416, 515, 557, 697, 699, 805
Created by Northeast Curriculum Team 11
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
Supplemental Resources
North Carolina Math Problem Solving and Practice Book
Strategies for Solving Word Problems
Mentoring Minds Math Vocabulary Adventures
Mentoring Minds Assessment Book
Buckledown
Houghton Mifflin Math Practice Book
Math Madness
Strategic Intervention
Intensive Intervention
Vocabulary Flash Cards
Media Resources
Let’s Graph It! by Elizabeth Kernan
Tiger Math by Ann Nagda
Cloudy with a Chance of Meatballs by Judi Barrett
Stellaluna by Janell Cannon
Tikki Tikki Tembo by Arlene Mosel
Web Resources
http://www.amathsdictionaryforkids.com/
www.ixl.com
www.k-5mathteachingresources.com
www.APlusmath.com
www.kidsnumber.com
www.onlinemathlearning.com
www.dositey.com
www.mrnussbaum.com
http://www.mrmaffesoli.com/
Created by Northeast Curriculum Team 12
Shirley O. Coefield, Alicia Elmore, Melanie McCoy
http://letsreadmath.com/math-and-childrens-literature/
www.gamequarium.com
www.illuminations.com
www.studyjams.com
www.learnzillion.com
Created by Northeast Curriculum Team 13
Shirley O. Coefield, Alicia Elmore, Melanie McCoy