Download Third Grade Math

Math Study Guide 2014
You have learned A LOT this year! This study guide will help you remember what we did so you can be ready for
the test on ________________________ !
1. Graphing
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence
analyzing the data.
Linguistic Complexity
What kind of graph is this? How can
you tell? This is a ____ graph because
____. Which ____ was liked the
most/least? How many more…? What
does the key tell us? What data does
this graph show?
Language Forms and Conventions
How many more=subtract
survey-surveys
Vocabulary
Data, Categories, Survey, Poll, Bar
graph, Data point, Increments, Picture
graph, Scale, Horizontal axis, Vertical
axis, y-axis, Key Title, Labels, Line
plot, x-axis
How many students liked
16
grape juice? ________
14
12
How many more studnets
10
liked apple juice than orange
juice? _______
8
6
What would be a good title for
4
this graph? __________
2
0
Orange
Grape
Apple
What is the title of this
pictograph? _____
How many students liked
horses? ________
How many students liked cats
and dogs? _______
Number of books read over the summer
How many books were read
altogether? _______
How many books did Andrew
and John read in total?
_________
Who read the least amount of
books?______________
Favorite City
How many people voted for
Sydney? _________
How many fewer people chose
Sydney than Paris?
_________
Hours spent swimming
Complete the frequency chart.
How many people spent 4
hours swimming? _______
How many people swam
either two hours or five
hours? __________
Using the data from the question above, create a line plot, bar graph, and pictograph.
2. Place Value
3.1
The student will
a) read and write six-digit numerals and identify the place value and value of each digit
Linguistic Complexity
What digit is in the ____ place? ___ is
in the ___ place.
What is the value of the digit in the ___
place? The value is ____.
Language Forms and Conventions
expand-expanded
one-ones
ten-tens
Vocabulary
Digit, Place value, Number, Numeral,
Standard form, Expanded form
Here are ALL the place value places you know!  That’s a lot! 
Write what the 9 represents in the
numeral:
394,819?
Write a number with a 9 in the
hundreds place.
Find the digit in the thousands
place in the numeral:
284,098
673 or 600 or 699…lots of right
answers!
Write a number that has a 2 in the thousands place.
4,000
4
Write a number that has a 9 in the tens place.
In the number 852,929 what place is the 8 in?
In the number 40,751 what is the value of the 7?
Circle the 3 numbers that have a 4 in the ten
1,841
43,181
408,127
64,087
thousands place
340,167
197,194
10,401
948,054
Standard Form
Expanded
7,293
7,000+200+90+3
Word form
Seven thousand, two hundred ninety
three
Use the number 6,529 to complete the boxes below:
Standard form
Expanded
Word form
3. Rounding
3.1
b)
The student will
round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and
Linguistic Complexity
What would ___ round to? ___
rounds to ___ because ____.
Language Forms and Conventions
round-rounds-rounded-rounding
Vocabulary
Rounding, Estimation
Round 768 to the nearest
ten
Round 768 to the nearest
hundred
Round 768 to the nearest
thousand
770
Round to the nearest ten
800
Round to the nearest hundred
1,000
Round to the nearest thousand
532 = _______________
532 = _______________
Circle all the numbers that can be rounded to 1,000
1,293
2,202
1,429
1,743
532 = _______________
1,939
553
Write a number that would round to 250
To the nearest hundreds, how many pounds of
candy were sold in February?
Use this table to answer the questions to the right:
Pounds of Candy Sold
October
6,812
February
3,157
April
4,878
To the nearest tens, how many pounds of candy
were sold in October?
To the nearest thousands, how many pounds of
candy were sold in April?
4. Comparing Numbers
3.1
The student will
c) Compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than,
or equal to).
Linguistic Complexity
____ is greater than/ less than/ equal
to ____.
Language Forms and Conventions
Use the symbols (>,<,=) to make the following
true:
826
?
826 <
928
?
Use a phrase (greater than, less than, equal to) to
make the following true:
1,892 ? 2,128
928
1,892 is less than 2,128
Use the symbols (>,<,=) to make the following
true:
763
Vocabulary
Greater than, Less than, Equal to,
Compare
Use a phrase (greater than, less than, equal to) to
make the following true:
349
2,081
Circle all the statements that are true.
724 < 923
?
5,142
682 > 689
745 < 682
7,593 < 7,823
563 = 563
752 > 578
8,483 is greater than 5,293
7,382 is less than 8,833
182 is greater than 56
5. Fact Families
3.2
The student will recognize and use the inverse relationships between addition/subtraction and
multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.
Linguistic Complexity
Language Forms and Conventions
Vocabulary
Which of the following number
relate-related-relative
Inverse relationship, Factor, Number
sentences is related to the fact ____?
sentence, Related facts
___ is related because ___. Which of
the following number sentences does
not belong in a fact family with __,__,
and ___? ___ does not belong
because ____.
Write the fact family for 8, 3, and 11
8 + 3 = 11
3 + 8 = 11
11 – 8 = 3
11 – 3 = 8
Write the fact family for 4, 12, and 16
Write the other number sentences related to 8 + 2
=10
Which of these ‘facts’ is wrong?
12 + 7 = 19
19 + 7 = 12
7 + 12 = 19
19 – 12 = 7
Which of these ‘facts’ is wrong?
2 + 13 = 15
13 + 2 = 15
13 – 2 = 15
15 – 2 = 13
Fill in the blank with the correct number.
If 13 -3 = 10, then 10 + ____ = 13
If 10 + 6 = 16, then 16 = 10 - ____
11 + 4 = 15, then 15 – 11= ___s
6. Addition
3.4
The student will estimate solutions to and solve single-step and multistep problems involving the sum of two
whole numbers, each 9,999 or less, with or without regrouping.
Linguistic Complexity
How do you know?
Language Forms and Conventions
add-addend-addition
Vocabulary
Addend, Sum
f
1
1
1
1
1
1
1
5,
1
6
8
8,
3
7
9
5
1
6
8
8
3
7
9
+
8
2
2
+
1
4
5
+
8
2
2
+
6
2
5
5,
9
9
0
8,
5
2
4
5,
9
9
0
9,
0
0
4
9,
4
6
2
3,
2
6
1
9,
4
6
2
3,
2
6
1
+
7
5
1
+
4
1
3
+
7
5
1
+
4
1
3
f
f
7. Addition Properties
3.20
a)
b)
The student will
investigate the identity and the commutative properties for addition; and
identify examples of the identity and commutative properties for addition.
Linguistic Complexity
Which of the following shows the
identity/ commutative property?
Language Forms and Conventions
add-addend-addition
Communtative Property
This is an order property. Changing the order of the
addends does not change the sum.
Vocabulary
Property, Identity, Identity property,
Commutative property, Equal
3 + 2 = 5 and 2 + 3 = 5
Identity Property
When the number zero is added to another number or
another number is added to the number zero, that number
remains unchanged.
5 + 0 = 5 and 0 +105 = 105
Write an example of the communtative property.
Write an example of the identity property
Circle all the examples of the communtative
property.
5 + 3 = 8 and 3 + 5 = 8
6 + 4 = 10 and 5 + 5 = 10
9 + 1 =10 nad 1 + 9 =10
Circle all the examples of the Identity property.
4+0=4
16 + 0 = 16
0 +0 = 0
15 + 1 = 16
8. Subtraction
3.4
The student will estimate solutions to and solve single-step and multistep problems involving the difference of
two whole numbers, each 9,999 or less, with or without regrouping.
Linguistic Complexity
Is ___ a good estimate for this
problem? ___ is/is not a good
estimate because ____.
Language Forms and Conventions
subtract-subtraction
estimate-estimation
group-regroup
Vocabulary
Subtract, Sum, Difference, Estimate,
Regroup, Rounding
What is the difference between ___
and ___? The difference is ___.
4
11
5,
1
6
8
-
8
2
2
4,
3
4
4
-
2
9
10
4
11
5
11
7
9
9
10
3
0
0
5
1
6
1
8
0
0
0
1
4
5
-
8
2
8
-
6
2
2
1
5
5
4,
3
3
7,
3
7
8
6
0
5
4
9
3
9,
0
0
0
3,
2
6
1
-
5
5
5
-
4
1
3
-
7
0
0
4
5
1
+
9. Length and Perimeter
3.9
The student will estimate and use U.S. Customary and metric units to measure
1
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
2
3.10
The student will
a) measure the distance around a polygon in order to determine perimeter; and
Linguistic Complexity
Language Forms and Conventions
What unit would you use to measure
meter-centimeter
___? Why? I would use ___ to
long-length
measure because ___. Which of the
measure-measurement
following is a good estimate of the
perimeter?
Perimeter – distance around the outside of an object
Find the perimeter.
Vocabulary
Foot, Inch, Length, Measure, Yard,
Centimeter, Meter, Distance,
Perimeter, Ruler, Estimate, Polygon,
Square units, Surface
Perimeter: 4+6+5=15cm
Find the perimeter
Find the perimeter.
You need to use a rule to find the length in inches and centimetters. Rulers are found at the last page of the study guide.
Find the length using your centimeter ruler
10. Multiplication Strategies
3.5
The student will recall multiplication facts through the twelves table, and the corresponding division facts.
3.6
The student will represent multiplication, using area, set, and number line models, and create and solve
problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or
less.
Linguistic Complexity
What is the product of ___ and ___?
The product is ___. Which of the
following arrays shows the fact ___?
This array shows ___ because ___.
What is the area of this figure? The
area is ___.
Models
What does this picture show?
Language Forms and Conventions
factor-factors
multiply-multiplication
Vocabulary
Factor
Product
Area
Multiply
Array
Number Lines
3 x 5 = 15
3 x 9 = 27
9 x 3 = 27
Arrays
Repeated addition
3x4=
3
+3
6
6 x 4 = 24
Make an array for 4 x 3 =
Show a model for 5 x 4 =
Show 4 x 3 on your own number line
Use repeated addition to solve 6 x 4 =
6
+3
9
9
+3
12
11. Division Strategies
3.6
The student will represent division, using area, set, and number line models, and create and solve problems that
involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
Linguistic Complexity
What is the quotient of ___ divided by
___? The quotient is ___. Which
multiplication number sentence helps
you solve this division problem?
Models
Language Forms and Conventions
divide-division
27 ÷ 3 = 9
Vocabulary
Equal
Quotient
divide
Arrays
8÷2=4
Number Lines
27 ÷ 3 = 9
Show a model of 18 ÷ 6 =
Make an array for 24 ÷ 3 =
Show 21 ÷ 7 = on your own number line
12. Fact Families: Multiplication and Division
3.2
The student will recognize and use the inverse relationships between multiplication/division to complete basic fact
sentences. The student will use these relationships to solve problems.
Linguistic Complexity
Language Forms and Conventions
Vocabulary
Which of the following number
relate-related-relative
Inverse relationship, Factor, Number
sentences is related to the fact ____?
fact family - families
sentence, Related Facts, Numeral, Fact
___ is related because ___. Which of
multiply-multiplication
family, Multiply, Product, Divide,
the following number sentences does
divide-division
Dividend, Divisor, Quotient, Addend,
not belong in a fact family with __,__,
Sum, Identity property, Commutative
and ___? ___ does not belong
property
because ____.because ____.
Write the fact family for 8, 3, and 24
8 X 3 = 11
3 X 8 = 11
11 ÷ 8 = 3
11 ÷ 3 = 8
Which of these ‘facts’ is wrong?
5 x 7 = 35
7 ÷ 5 = 35
7 x 5 = 35
35 ÷ 5 = 7
Which of these ‘facts’ is wrong?
Write the fact family for 4, 12, and 3
Write the other number sentences related to 8 X 2
=16
2 x 8 = 16
8 x 2 = 16
16 ÷ 2 = 8
2 ÷ 8 = 16
Fill in the blank with the correct number.
If 5 x 3 = 15, then 15 ÷ ____ = 3
If 7 x 6 = 42, then 6 = 42 ÷ ____
9
x 4 = 36, then 36 ÷ 9 = ___
13. Multiplication Properties
3.20
The student will
a)
investigate the identity and the commutative properties for multiplication; and
b)
identify examples of the identity and commutative properties of multiplication.
Linguistic Complexity
Which of the following shows the
identity/ commutative property?
Language Forms and Conventions
multiply-multiplication
Communtative Property
This is an order property. Changing the order of the
factors does not change the product
Vocabulary
Identity property, Commutative
property
Identity Property
When the number one is multiplied by another number or
another number is multiplied by the number one, that
number remains unchanged.
1x9= 9
12 x 1 = 123
3 x 5 = 15 and 5 x 3 = 15
Write an example of the communtative property.
Write an example of the identity property
Circle all the examples of the communtative
property.
Circle all the examples of the identity property.
7x2=2x7
3x6=2x9
8x3=8x2
1 x 3=3
4 x 4=16
7x1=1
4x5=5x4
6x2=2x6
8x1=1+8
0 x 8=0
8 x 1=8
12 x 2=24
7x3=3x7
5 x 4 = 10 x 2
3x9=9x3
1x6=6
2 x 2=4
0 x 3=0
13. Area
3.10 The student will
b) count the number of square units needed to cover a given surface in order to determine area.
Linguistic Complexity
Area – square units inside of an
object
1
2
3
4
5
6
Language Forms and Conventions
Find the area.
Vocabulary
Find the area.
Area: 6 square units
14. Calendar
3.12
The student will identify equivalent periods of time, including relationships among days, months, and years, as
well as minutes and hours.
Linguistic Complexity
Language Forms and Conventions
Vocabulary
How many minutes/ hours/ days /
a.m.=morning
Days, Weeks, Months, Hours, Minutes
weeks/ months are in a hour/ day /
p.m.=afternoon/night
week/ month/ year?
hour-hours
What time does this clock show? The
time is ___. The hour/minute hand is
showing ____.
Key information:
 7 days in a week (Sunday-Saturday)
12 months in a year (January-December)
 365 days in a year (every 4 years there are 366 days due to leap year)
 Certain months have 31 days (Jan, March, May, July, Aug, Oct, and Dec.)
 Certain months have 30 days (April, June, Sept, Nov)
 February has 28 days unless it is a leap year (every 4 years) and then it has 29
Circle all answers that are equal to 1 year.
365 days
7 days
12 months
11 months
361 days
How many months would be in 3 years?
15. Money
3.8
The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or
less, compare the value of the bills and coins, and make change.
Linguistic Complexity
What is the total amount of money
show? If __ buys ___ and pays with
___, what will his change be? His
change will be ___.
Know the amounts of each bill and coin.
Language Forms and Conventions
coin-coins
bill-bills
dollar-dollars
Vocabulary
Dollars, Cents, Change
coins
bills
Know how to add and subtract money (finding change)
Pay – cost = change
Find the amount.
=
Find the amount.
=
Find the amount.
4 quarters, 3 dimes =
1 quarter, 5 nickels, 3 pennies
2 dimes, 5 nickels, 1 penny =
3 quartrers, 3 nickels =
Kasie goes into a store and buys 3 pieces of candy. One costs 85¢, one costs $1.65 and the last one costs $1.30. She
gives the cashier $5.00. What is her change?
Chase goes into a toy store and buys 2 toys. They each cost $2.15. He gives the cashier $5.00. How much change will he
receive?
16. fractions
3.3 The student will
a) name and write fractions represented by a model;
b) model fractions and write the fractions’ names; and
Linguistic Complexity
What fraction of the figure is shaded?
What is the numerator / denominator? The
numerator / denominator is ___.
Pictures
Language Forms and Conventions
numerator=top number
denominator=bottom number
shade-shaded
Vocabulary
Fraction, Numerator, Denominator, ,
Whole number
Words
Numbers
Five sixths
5
6
1
8
One eighth
Pictures
Words
Numbers
One third
17. mixed numbers
3.3 The student will
a) name and write fractions (including mixed numbers) represented by a model;
b) model fractions (including mixed numbers) and write the fractions’ names; and
Linguistic Complexity
What fraction of the figure is shaded?
What is the numerator / denominator? The
numerator / denominator is ___. Which
fraction is greater/less than
3¼
Language Forms and Conventions
numerator=top number
denominator=bottom number
mix-mixed
shade-shaded
What is the mixed number
Shade in the model to create the mixed number 3 3/5
Vocabulary
Fraction, Numerator, Denominator,
Mixed number, Whole number
18. comparing fractions
3.3 The student will
c) compare fractions having like and unlike denominators, using words and symbols (>, <, or =).
Linguistic Complexity
What fraction of the figure is shaded?
What is the numerator / denominator? The
numerator / denominator is ___. Which
fraction is greater/less than
Language Forms and Conventions
numerator=top number
denominator=bottom number
mix-mixed
shade-shaded
Which phrase (greater than, less than, or
equal to) would you use to compare the
following fractions?
Vocabulary
Fraction, Numerator, Denominator,
Mixed number, Whole number,
Greater than Less than
Which symbol (>, <, =) would you use
to compare the following fractions?
=
Less than
Which phrase (greater than, less than, or
equal to) would you use to compare the
following fractions?
Which symbol (>, <, =) would you use
to compare the following fractions?
19. adding and subtracting fractions
3.7 The student will add and subtract proper fractions having like denominators of 12 or less.
Linguistic Complexity
What fraction of the figure is shaded?
What is the numerator / denominator? The
numerator / denominator is ___. Which
fraction is greater/less than
1
5
+
3
5
Language Forms and Conventions
numerator=top number
denominator=bottom number
mix-mixed
shade-shaded
I know that the easiest way
for me to solve this is to
write it with numbers.
4
=
5
2
3
-
Vocabulary
Fraction, Numerator, Denominator,
Whole number
1
3
=
1
3
20. probability
3.18 The student will investigate and describe the concept of probability as chance and list possible results of a
given situation.
Linguistic Complexity
What is the probability of ___? The
probability is ___. What are all the
possible outcomes of___? The possible
outcome are___. It is likely/ unlikely /
certain / impossible for ___ because ___.
Language Forms and Conventions
predict-prediction
possible-impossible
likely-unlikely
equal-equally
words we use when talking about probability.
• Impossible
• Unlikely
• Equally Likely
• Likely
• Certain
• As likely as
Label each spinner with one of the 5 probability words.
What are your chances of ♦ ?
What are your chances of spinning a ♣?
Vocabulary
Possible outcome, Impossible event,
Impossible, Unlikely, Predict, Equally,
Likely, Probability, Certain, Least likely,
Most likely, As likely as
21. patterns
3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and
extend the patterns, using the same or different forms.
Linguistic Complexity
What will come next in this pattern?
Why? ___ will come next in the
pattern because ___.
Language Forms and Conventions
repeat-repeating
pattern-patterns
What is the rule for this table? How can
you tell? The rule is ___ because ___.
You can add to a pattern, as well as figure out what the pattern is.
Vocabulary
Patterns, Table, Rule, Growing,
Repeating, Extending, Numeric
patterns, Geometric patterns,
Multiples, Function
22. 2 digit by 1 digit multiplication
3.6 The student will represent multiplication and division, using area, set, and number line models, and create and
solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or
less.
Linguistic Complexity
What is the product of ___ and ___? The
product is ___.
3
2
9
x
4
Language Forms and Conventions
multiply-multiplication
product-products
Vocabulary
Multiply, Product, Factor
2
5 7
x 3
3 x 57 =
Hmm…this is too hard written
this way.
1 7 1
I’ll copy it over to make it
easier!
1 1 6
5 x 68 =
3 4
x 9
23.Geometry
3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines.
Linguistic Complexity
What are this properties of this shape?
The properties are ___. How many
vertices/edges/faces does ___ have? ___
has ___ vertices/edges/faces. Are these
figures congruent? Why or why not?
These figures are/are not congruent
because ____.
Line
Ray
Point
Line Segment
Angle
Language Forms and Conventions
angle-rectangle-triangle
property-properties
rectangle-rectangular
vertex-vertices
congruent-noncongruent
Vocabulary
Square, Rectangle, Triangle, Circle,
Right angle, Opposite, Plane,
Properties, Sphere, Cube, Rectangular
prism, Square pyramid, Cone,
Cylinder, Angle, Vertices, Edges,
Faces, Solid geometric figure, Point,
Line, Line segment, Ray, Endpoint,
Vertex, Plane figures, Polygon, Sides,
Size, Shape, Congruent, Congruency,
Noncongruent
24.Geometry
3.16 The student will identify and describe congruent and noncongruent plane figures.
Linguistic Complexity
What are this properties of this shape?
The properties are ___. How many
vertices/edges/faces does ___ have? ___
has ___ vertices/edges/faces. Are these
figures congruent? Why or why not?
These figures are/are not congruent
because ____.
Language Forms and Conventions
angle-rectangle-triangle
property-properties
rectangle-rectangular
vertex-vertices
congruent-noncongruent
Vocabulary
Square, Rectangle, Triangle, Circle,
Right angle, Opposite, Plane,
Properties, Sphere, Cube, Rectangular
prism, Square pyramid, Cone,
Cylinder, Angle, Vertices, Edges,
Faces, Solid geometric figure, Point,
Line, Line segment, Ray, Endpoint,
Vertex, Plane figures, Polygon, Sides,
Size, Shape, Congruent, Congruency,
Noncongruent
Conguent/congruency means same shape and same size
Are they congurent?
Are they congurent?
No
Draw a congruent shape:
Draw conguent shapes
25.geometry
3.14
The student will identify, describe, compare, and contrast characteristics of plane and solid geometric
figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by
identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape
of faces, using concrete models.
Linguistic Complexity
What are this properties of this shape?
The properties are ___. How many
vertices/edges/faces does ___ have? ___
has ___ vertices/edges/faces. Are these
figures congruent? Why or why not?
These figures are/are not congruent
because ____.
Language Forms and Conventions
angle-rectangle-triangle
property-properties
rectangle-rectangular
vertex-vertices
congruent-noncongruent
Vocabulary
Square, Rectangle, Triangle, Circle,
Right angle, Opposite, Plane,
Properties, Sphere, Cube, Rectangular
prism, Square pyramid, Cone,
Cylinder, Angle, Vertices, Edges,
Faces, Solid geometric figure, Point,
Line, Line segment, Ray, Endpoint,
Vertex, Plane figures, Polygon, Sides,
Size, Shape, Congruent, Congruency,
Noncongruent
Shere
Retangular prosm
cone
cube
cylinder
26. weight/mass
3.9 The student will estimate and use U.S. Customary and metric units to measure
c) weight/mass in ounces, pounds, grams, and kilograms; and
Linguistic Complexity
Which unit would you use to measure
___? You would measure ___ using
___.
Which is the best estimate for ___? Why
Language Forms and Conventions
measure-measurement
pound-pounds
Vocabulary
weight, mass, ounce, pound, gram,
kilogram
weight ( grams, kilograms, ounces, pounds)
How would you measure the weight of a How would you measure the weight of a
3rd grader?
bike?
In pounds
27. volume/capacity
3.9 The student will estimate and use U.S. Customary and metric units to measure
b) liquid volume in cups, pints, quarts, gallons, and liters;
Linguistic Complexity
Which unit would you use to measure
___? You would measure ___ using
___.
Which is the best estimate for ___? Why?
Language Forms and Conventions
cup-cups
gallon-gallons
measure-measurement
Vocabulary
Cup, Pint, Quart, Gallon, liter, Volume
capacity (liters, cups, pints, quarts, and gallons)
How would you measure the capacity of How would you measure the capacity of a
a bathtub?
swimming pool
In cups or pints
28. Temperature
3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit
thermometer. Real thermometers and physical models of thermometers will be used.
Linguistic Complexity
What tool would you use to measure
temperature? To measure
temperature you use a ___.
What temperature does this
thermometer show?
Which piece of clothing would be good to
wear on a day that is ___ degrees?
Language Forms and Conventions
measure-measurement
20°C (I wrote ‘C’ because this thermometer is
measuring celcious.)
Vocabulary
Temperature, Celsius, Fahrenheit,
Thermometer
29. Telling time
3.11 The student will
a) tell time to the nearest minute, using analog and digital clocks; and
Linguistic Complexity
How many minutes/ hours/ days /
weeks/ months are in a hour/ day /
week/ month/ year?
What time does this clock show? The time
is ___. The hour/minute hand is showing
____.
Language Forms and Conventions
a.m.=morning
p.m.=afternoon/night
hour-hours
Vocabulary
Hours, Minutes, Half-hour, Quarter
hour, Hour hand, Minute hand, Analog
clock, Digital clock, a.m., p.m.,
Elapsed time
30. Elapsed Time
3.11 The student will
b) determine elapsed time in one-hour increments over a 12-hour period.
Linguistic Complexity
How many minutes/ hours/ days /
weeks/ months are in a hour/ day /
week/ month/ year?
What time does this clock show? The time
is ___. The hour/minute hand is showing
____.
Language Forms and Conventions
a.m.=morning
p.m.=afternoon/night
hour-hours
If Jeidi went to a movie at 2:45 and it lasted for
two hours, what time did the movie end?
Vocabulary
Hours, Minutes, Half-hour, Quarter
hour, Hour hand, Minute hand, Analog
clock, Digital clock, a.m., p.m.,
Elapsed time
Jimmy’s art class started at this time.
4:45
His class lasts for 3 hours. What time did his
class end?
9:30
Summer Camp starts at this time.
Delia started reading at 3:30 after school. She
read for two hours. What time did she finish
reading?
Camp lasts for 6 hours. What time does it end?