Download Measurement - Farmington Municipal Schools

3: Q4
Topic Proficiency Scale
Domain: Measurement and Data
Topic: Measurement
4.0 I know all of the Simple and Complex Learning Goals and my understanding goes beyond the grade level
target.
3.0 I know all of the Simple and Complex Learning Goals.
C1: Solve and justify one-step word problems using all four operations (+, -, x, ÷) involving masses or liquid
volumes (capacity) that are given in the same units. (3.MD.2)
2.5 I know all of the Simple Learning Goals plus some of the Complex Learning Goals.
2.0 I know all of the Simple Learning Goals.
S1: Measure and estimate liquid volumes (capacity) using liters. (3.MD.2)
S2: Measure and estimate masses of objects using grams and kilograms. (3.MD.2)
Academic Vocabulary:
V1: mass
V2: liquid volume/capacity
1.5 I know all but one of the Simple Learning Goals.
1.0 I know some of the Simple Learning Goals.
0.5 I know only one of the Simple Learning Goals.
0.0 No evidence of knowing the Learning Goals.
©Farmington Municipal Schools - 3rd grade NMCCSS Math
Revised January 2016
3: Q4
Topic Proficiency Scale
Domain: Measurement and Data
Topic: Measurement
3.MD.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.
4.0 I know all of the Simple and Complex Learning Goals and my
understanding goes beyond the grade level target.
3.0 I know all of the Simple and Complex Learning Goals.
Solve and justify one-step word problems using all four
operations (+, -, x, ÷) involving masses or liquid volumes
(capacity) that are given in the same units. (3.MD.2)
2.5 I know all of the Simple Learning Goals plus some of the
Complex Learning Goals.
2.0 I know all of the Simple Learning Goals.
Measure and estimate liquid volumes (capacity) using liters.
(3.MD.2)
Measure and estimate masses of objects using grams and
kilograms. (3.MD.2)
Academic Vocabulary:
mass
liquid volume/capacity
1.5 I know all but one of the Simple Learning Goals.
1.0 I know some of the Simple Learning Goals.
0.5 I know only one of the Simple Learning Goals.
0.0 No evidence of knowing the Learning Goals.
©Farmington Municipal Schools - 3rd grade NMCCSS Math
Revised January 2016
3: Q4
Success Criteria
Topic: Measurement
Guiding Questions towards Mastery:
1. What mathematical terms apply in this situation?
2. Explain how you might show your solution answers the problem.
3. What mathematical tools could we use to visualize and represent the problem?
COMPLEX
3.0 I know all of the Simple and
Complex Learning Goals
Solve and justify one-step word
problems using all four
operations (+, -, x, ÷) involving
masses or liquid volumes
(capacity) that are given in the
same units. (3.MD.2)
Mastery of Learning Goals:
•
•
Students will show their work for solving a one-step word problem
using mass or liquid volume (capacity).
Students will justify their work using words, numbers and/or visuals.
This standard asks for students to reason about the units of mass and
volume using units g, kg, and L. Students need multiple opportunities
weighing classroom objects and filling containers to help them develop a
basic understanding of the size and weight of a liter, a gram, and a
kilogram. Milliliters may also be used to show amounts that are less than a
liter emphasizing the relationship between smaller units to larger units in
the same system. Word problems should only be one-step and include the
same units.
Students are not expected to do conversions between units, but reason as
they estimate, using benchmarks to measure weight and capacity.
Example:
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.
Example:
A paper clip weighs about a) a gram, b) 10 grams, c) 100 grams? Explain
why.
Note: These standards do not differentiate between weight and mass. Technically, mass
is the amount of matter in an object. Weight is the force exerted on the body by gravity.
On the earth’s surface, the distinction is not important (on the moon, an object would
have the same mass, would weigh less due to the lower gravity).
Mathematical Practices:
5. Use appropriate tools strategically
6. Attend to precision
District Resources: My Math Lsn. 11. 1 (pg 633), Lsn. 11.2 (pg 639), Lsn 11.3 (pg 645), and Lsn 11.4 (pg 651)
Many pictures and explanations taken from North Carolina Unpacked Math Standards, http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unmath and Engage
New York, https://www.engageny.org.
©Farmington Municipal Schools - 3rd grade NMCCSS Math
Revised January 2016
3: Q4
Success Criteria
Topic: Measurement
Exemplars: The piano weighs 289 kilograms more than the piano bench. How much does the bench weigh? Use
numbers and a representation to solve and justify this problem.
A runner drinks the amount of water shown below every day of the week. How many liters of water does he
drink during a week? Use numbers and a representation to solve and justify this problem.
days in a week x 4L each day
skip count to check
Many pictures and explanations taken from North Carolina Unpacked Math Standards, http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unmath and Engage
New York, https://www.engageny.org.
©Farmington Municipal Schools - 3rd grade NMCCSS Math
Revised January 2016