Grade 3: Measurement

Planning: Term #

Tracking: Ach. Level

Overall Expectations





• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units;





• compare, describe, and order objects, using attributes measured in standard units.





Specific Expectations





Attributes, Units and Measurement Sense





– estimate, measure, and record length, height, and distance, using standard units(i.e., centimetre, metre, kilometre) (Sample problem: While walking with your class, stop when you think you have travelled one kilometre.);





– draw items using a ruler, given specific lengths in centimetres (Sample problem: Draw a pencil that is 5 cm long);





– read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g., 1:23 means twenty-three minutes after one o’clock), and represent time in 12-hour notation;





– estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest degree Celsius (i.e., using a number line; using appropriate notation) (Sample problem: Record the temperature outside each day using a thermometer, and compare your measurements with those reported in the daily news.);





– identify benchmarks for freezing, cold, cool,warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to air (e.g.,water freezes at 0C; the air temperature on a warm day is about 20C, but water at 20C feels cool);





– estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units (Sample problem: Estimate, measure, and record the perimeter of your notebook.);





– estimate, measure (i.e., using centimetre grid paper, arrays), and record area (e.g., if a row of 10 connecting cubes is approximately the width of a book, skip counting down the cover of the book with the row of cubes [i.e., counting 10, 20, 30, ...] is one way to determine the area of the book cover);





– choose benchmarks for a kilogram and a litre to help them perform measurement tasks;





– estimate, measure, and record the mass of objects (e.g., can of apple juice, bag of oranges, bag of sand), using the standard unit of the kilogram or parts of a kilogram (e.g., half, quarter);





– estimate, measure, and record the capacity of containers (e.g., juice can, milk bag), using the standard unit of the litre or parts of a litre (e.g., half, quarter).





Measurement Relationships





– compare standard units of length (i.e., centimetre, metre, kilometre) (e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length;





– compare and order objects on the basis of linear measurements in centimetres and/or metres (e.g., compare a 3 cm object with a 5 cm object; compare a 50 cm object with a 1 m object) in problem-solving contexts;





– compare and order various shapes by area, using congruent shapes (e.g., from a set of pattern blocks or Power Polygons) and grid paper for measuring (Sample problem: Does the order of the shapes change when you change the size of the pattern blocks you measure with?);





– describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface (Sample problem: What is the difference between the numbers of squares needed to cover the front of a book, using centimetre grid paper and using two-centimetre grid paper?);





– compare and order a collection of objects, using standard units of mass (i.e., kilogram) and/or capacity (i.e., litre);





– solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars, calculators).





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.