Unit 3

Measure, Add, Subtract, Multiply, and Divide Weight, Capacity, and Time
Unit Summary
In this unit, students will read, write, measure, and solve word problems involving addition and subtraction of time intervals and represent those problems
on a number line; work with metric units of capacity and mass to develop a basic understanding of the size and weight;

Learning target I can solve real world problems involving masses, volume, and elapsed time using addition and subtraction using a variety of
of unit strategies and models

Essential understandings Overarching essential questions

Measurement is used to describe and quantify the world. How do units within a system relate to each other?

Summative 1. You and your friend are going shopping at the Mall. You left home at 10:15 and arrived at the mall at
Assessment 10:30. At 2:48 you were finished shopping. How much time did you spend shopping at the mall? Show how you
know your answer is correct.
Describe what
students will do 2. Estimate the mass of each.
and produce to
develop evidence
that will be
evaluated using the
scoring criteria

1 gram or 1 kilogram 200 grams or 200 kilograms 1 gram or 1 kilogram

 3. Estimate the capacity of each

More than a liter or less than a liter More than a liter or less than a liter

More than a liter or less than a liter More than a liter or less than a liter

Evidence of student learning

Criteria for assessment
Concept notice repetitive actions in computation and look for more shortcut methods, recognizing, for instance, how to apply the
commutative and distributive properties.
Measurement and
Data
Problem solving / use concrete objects or pictures to help them make sense of problems involving intervals of time, measuring and estimating liquid
modeling volume and masses,

represent problem situations in multiple ways using numbers, words (mathematical language), objects, and math drawings.
use models to represent both equations and story problems and can explain their thinking.
evaluate their results in the context of the situation and reflect on whether the results make sense.
Communicate Construct viable arguments and critique the reasoning of others.
reasoning construct and critique arguments regarding their solutions for word problems involving addition and subtraction of time intervals
in minutes.

communicate clearly, using grade-level-appropriate vocabulary accurately and precise explanations and reasoning to explain their
processes and solutions.

Prior Knowledge At end of Grade 2, Students should be able to

Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks,
or measuring tapes. (2.MD.1)
Measure objects with two different units, and describe how the two measurements relate to each other and the size of the unit
chosen. (2.MD.2)
Estimate lengths using the following standard units of measurement: inches, feet, centimeters, and meters. (2.MD.3)
Measure to determine how much longer one object is than another, expressing the length difference of the two objects using
standard units of length. (2.MD.4)
Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with
drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number. (2.MD.5)
Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
(2.MD.6)
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Express an understanding of
common terms such as, but not limited to, quarter past, half past, and quarter to (2.MD.7)
Prior to this unit, students in Grade 2
In kindergarten students identified and described measurable attributes (length, weight, height) of a single object using
vocabulary such as long/short, heavy/light, or tall/short., They directly compared two objects with a measurable attribute in
common to see which object has “more of” or “less of” the attribute and describe the difference.
In Grade 1 students ordered three objects by length and compared the lengths of two objects indirectly by using a third object.
They determined the length of an object using non-standard units and expressed the length with a whole number. They told and
wrote time to the hours and half hours using analog and digital clocks.

In Grade 2 students measured the length of an object by selecting and using standard units of measurement. They measured
objects with two different units and described how the two measurements were related to each other.
 Progression of learning
See Prior Knowledge add and subtract I can solve real world
add and subtract to solve one-step
to solve one-step problems involving
word problems
solve real world word problems involving volumes masses, volume, and
problems involving involving masses that are given in elapsed time using
elapsed time that are given in the same units by addition and
using addition the same units estimating and
estimate, then
by estimating
subtraction using a
and subtraction estimate, then using drawings to
tell, write, and measure weight variety of strategies
using a measure liquid and using represent the
measure lengths in metric units
variety of volume in metric drawings to problem. and models
of time in minute (grams and
strategies and units represent the
intervals using kilograms).
models problem.
analog and digital
clocks to the I can measure and
nearest minute. I can measure I can measure estimate liquid
I can measure I can measure and
. elapsed time using and estimate volume using liters.
and estimate estimate masses of
. number line liquid volume
masses of objects objects using grams
I can tell and diagrams. using liters. I can represent and
using grams and and kilograms.
write time to the solve one-step word
I can solve I can represent kilograms.
nearest minute. I can represent and problems involving
problems with and solve one- volumes using
I can represent solve one-step word
I can represent a elapsed time using step word addition, subtraction,
and solve one- problems involving
multiplication or tools including problems multiplication, and
step word masses using addition,
division word number line involving volumes division.
problems involving subtraction,
problem with diagrams using addition,
masses using multiplication, and
models, drawings, subtraction, I can represent a
I can represent a addition, division.
and equations. multiplication, multiplication or
multiplication or subtraction,
and division. I can represent a division word problem
I can solve word division word multiplication, and
multiplication or with models,
problems with problem with division.
division word problem drawings, and
multiplication or models, drawings, equations.
What are some with models,
division. and equations.
items in your drawings, and
What are some I can solve word
I can use I can solve word everyday life equations.
objects in your problems with
estimation or problems with that measure multiplication or
everyday life I can solve word
related facts to multiplication or about a liter? division.
that problems with
determine if division. measure/weigh multiplication or
answers are I can use estimation
about 1 g? division.
reasonable. I can use or related facts to
estimation or 3.MD.2 I can use estimation determine if answers
related facts to or related facts to are reasonable.
determine if determine if answers
Why is it useful 3.MD.2
answers are are reasonable.
to tell and write
reasonable. How does
time to the
estimation help in
nearest minute? How does a drawing determining
How are lengths help in finding the reasonableness of
of time combined solution to a word solution to a word
or separated? problem? problem?
3.MD.1
3.OA.3 3.MD.2 3.MD.2
3.MD.1
3.OA.3 3.OA.3
3.OA.3
Learning Intention 1 Tell, write, and measure lengths of time in minute intervals using analog and digital clocks to the nearest minute.
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.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Common Formative 1. Jaime’s plane arrived at 5 p.m. The plane was 3 hours late.
Assessment

What time should the plane have arrived?

2. If it is 9:00, how do you know where the hour hand goes? The minute hand?
If it is half past 9:00, how do you know where the hour hand goes? The minute hand? What else can we call that time? (9:30)
What does it mean when the minute hand is on the “1”? What do these lines between 0 and 1 mean?
How can skip counting help you find the time when the minute hand is one of these numbers?
When do AM times happen? When do they stop? What are some activities you do in the AM?
When do PM times happen? When do you they begin? What are some activities you do in the PM?

Learning Intention Solve real world problems involving elapsed time using addition and subtraction using a variety of strategies and models
2
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.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Common Formative Draw a time line of your day.. from wake-up to bed time.
Assessment
 What time do you awake?
What time do you go to bed?
What time do you eat breakfast? Lunch?
What time do you go to school?
What time do you come home from school?
How long is your school day?
Why do we need to learn about elapsed time?
How do we use elapsed time aspects in our daily lives? Is it possible to say the same time two different ways?

Learning Intention Estimate, then measure liquid volume in metric units (liters).
3
Standard 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.

Common Formative 1. Circle the better unit to measure …

Assessment a. a glass of orange juice milliliter liter
b. a bath tub milliliter liter
c. a pitcher of fruit punch milliliter liter
d. a bottle of glue milliliter liter

2. A gallon of milk holds 16 cups of milk. The preschool class is having milk and cookies for snack. Each child drinks 1 ½ cups of
milk for snack. There are 12 students in the class. How much milk should the teacher buy? Explain your answer.
Learning Intention Estimate, then measure weight in metric units (grams and kilograms).
4
Standard 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.

Common Formative 1. Look at the pictures of the objects below. Circle the picture of the objects that could be weighed in grams. Then put
Assessment an X over the objects that could be weighed in kilograms.

2. Jamie’s snack had 4 grams of fat. The amount of protein was 8 times that amount. How many grams of protein did her
snack have?

Learning Intention Add and subtract to solve one-step word problems involving masses that are given in the same units by estimating and using
5 drawings to represent the problem.
Standard 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.

Common Formative Austin is making Trail Mix for the class party. He wants to choose an appropriate measurement tool to measure the ingredients.
Assessment There are 5 different ingredients and using equal amounts of each ingredient: raisins, peanuts, pretzels, chocolate chips, mini
marshmallows. Each of the ingredients will be measured with the same tool. Once it is mixed, it will be served in the large
bowl.
 Part 1: Which measurement tool should Austin choose?
Part 2: Explain why this tool is the best choice to measure with.
Part 3: Austin’s friend Ross thinks he can use the spoon to measure the ingredients for his class. Would this work?

Learning Intention Add and subtract to solve one-step word problems involving volumes that are given in the same units by estimating and using
6 drawings to represent the problem.
Standard 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.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Common Formative 1. Farmer Lee grows apples to make apple cider. He has 48 apple trees. How many gallons of apple cider will Farmer Lee
Assessment be able to make if he uses the apples from 8 trees to make one gallon? Prove your work.
a. If Farmer Lee makes 10 gallons of apple cider, how many apple trees would he need?

2. Julia makes a special party punch for her birthday every year. There are 6 people at her party each year. The table
below shows the ingredients she uses for 1 pitcher of party punch. A pitcher serves 3 friends.

Ingredients Measurement
cherry juice 2 cups
orange juice 2 cups
lemon-lime soda 2 cups
 • If everyone at the party wants 2 servings of punch, how many cups of orange juice will Julia need?
• How many cups of punch are in 3 pitchers of party punch?

Resources
Tools for NC Teachers

Match Fish Tank Unit 7 Measurement

Georgia Unit Measurement Unit 6

HCPSS Scope and Sequence

SCUSD Unit 4 Measurement and Data

Utah Curriculum Resources

Reflection