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Livingston County Schools
3rd Grade Math Unit 5
Measurement
Unit Overview
Students solve problems comparing fractions to determine equivalence. Students determine elapsed time using number lines. Students will use
problem solving and estimation strategies to determine volume and mass.
Length of unit: 4 weeks
KY Core Academic Standard
3.NF.3ab Explain
equivalence of fractions in
special cases, and compare
fractions by reasoning
about their size.
a. Understand two
fractions as equivalent
(equal) if they are the same
size, or the same point on a
number line.
b. Recognize and generate
simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions
are equivalent, e.g., by
using a visual fraction
model.
Learning Target
K
I can recognize simple and
equivalent fractions.
X
I can recognize whole numbers
written in whole and fractional
parts.
X
R
S
P
Critical
Vocabulary
Fraction
Equivalence
I can recognize whether fractions
refer to the same whole.
( 8/4=2/1), 2/2=4/4)
Equivalent
X
I can compare fractions by
reasoning about their size to
determine equilvalence.
X
I can find equivalent fractions
using –number lines
-size
- visual fraction models
X
Visual fraction
model Greater
than
( >)
Less than
(>)
Equal to (=)
Texts/Resources/Activities
3.NF.3c Explain
equivalence of fractions in
special cases, and compare
fractions by reasoning
about their size.
c. Express whole numbers
as fractions, and recognize
fractions that are
equivalent to whole
numbers. Examples:
Express 3 in the form 3 =
3/1; recognize that 6/1 = 6;
locate 4/4 and 1 at the
same point of a number
line diagram.
3.NF.3d Explain
equivalence of fractions in
special cases, and compare
fractions by reasoning
about their size.
d. Compare two fractions
with the same numerator
or the same denominator
by reasoning about their
size. Recognize that
comparisons are valid only
when the two fractions
refer to the same whole.
Record the results of
comparisons with the
symbols >, =, or <, and
justify the conclusions, e.g.,
by using a visual fraction
model.
I can explain how a fraction is
equivalent to a whole number.
(2/2 = 1)
X
Comparison
Whole number
I can determine if comparisons of
fractions can be made.
X
Numerator
Denominator
I can compare two fractions with
the same numerator by reasoning
about their size.
I can compare fractions using the
symbols <, >, =.
I can justify the conclusions about
the equivalence of fractions.
I can model equivalent fractions.
I can generate simple equivalent
fractions.
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).6 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
I can recognize minute marks on
an analog clock face and minute
position on a digital clock face.
X
I can write time to the nearest
minute.
X
Time
Hour
Minute
Analog clock
Digital clock
Interval
Elapsed time
I can compare an analog clock face
with a number diagram.
I can use a number line to add and
subtract time intervals in minutes.
X
I can solve word problems
involving addition and subtraction
of time intervals in minutes.
X
I can tell time to the minute.
X
I can measure time intervals in
minutes.
I can add, subtract, multiply and
divide one-step mass/volume
problems involving units of:
*Liters
*Grams
*Kilograms
X
X
I can know that mass and volume
are both units of capacity.
X
I can use various strategies to
represent a word problem
involving liquid volume and mass.
X
X
X
Volume
Mass
measurement scale) to
represent the problem.7
6 Excludes compound units
such as cm3 and finding the
geometric volume of a
container.
7 Excludes multiplicative
comparison problems
(problems involving
notions of “times as
much”; see Glossary, Table
2).
SPIRALED STANDARDS:
3.OA.1 Interpret products
of whole numbers, e.g.,
interpret 5 x 7 as the total
number of objects in 5
groups of 7 objects each.
For example, describe a
context in which a total
number of objects can be
expressed as 5 x 7.
3.OA.2 Interpret wholenumber quotients of whole
numbers, e.g. interpret 56
I can explain how to measure
liquid volume in liters.
X
I can explain how to measure mass
in grams and kilograms.
X
Gram(g)
Kilogram (kg)
Liter(l)
Measurement
scale
capacity
I can solve one-step word
problems involving masses given in
the same units.
X
I can solve one-step word
problems involving liquid volume
given in the same units.
X
I can measure liquid volumes using
standard units of liters.
X
I can measure mass of objects
using standard units of grams (g)
and kilograms(kg).
X
I can multiply numbers to find
products
-by using repeated addition
-by using grouped objects
X
Whole numbers
Equation
Product
Factor
Multiples
Group/grouping
Array
Repeated
addition
Interpret
I can interpret (understand and
apply) products of whole numbers
as a total number of objects in a
number of groups.
I can divide numbers to find
quotients by partitioning
(separating) objects into equal
X
Partitioning
÷ 8 as the number of
objects in each share when
56 objects are partitioned
equally into 8 shares, or as
a number of shares when
56 objects are partitioned
into equal shares of 8
objects each. For example,
describe a context in which
a number of shares or a
number of groups can be
expressed as 56 ÷ 8.
3.G.2 Partition shapes into
parts with equal areas.
Express the area of each
part as a unit fraction of
the whole. For example,
partition a shape into 4
parts with equal area, and
describe the area of each
part as ¼ of the area of the
shape.
groups or shares.
Interpret
Quotient
Partition
Divide
Multiples
Equal shares
/grouping
I can interpret ( understand and
apply) quotients as the number of
equal groups or shares objects can
be divided into.
I can understand that fractions are
equal parts of a whole.
X
I can express the area of each part
of a shape as a fractional part of
the whole (one section of a circle
divided into four equal parts is ¼ of
the circle).
X
I can show that shapes can be
partitioned (
separated/divided)into equal areas
Common Assessments Developed (Proposed Assessment Dates):
X
Spiraled Standards: 3.OA.1. 3.OA.2, 3.G.2
HOT Questions:
Fraction
Equal parts
Whole
Partition
Area