WRDSB Math LRP - G3 Measurement

Grade 3 - Tier 1

⭐ Connecting Measurment to Essential Key Concepts ⭐️

Exploring Measurement offers authentic opportunities to revisit the Essential Key Concepts of Number Sense & Addition/Subtraction:

B1.1 → Read, represent, compose, and decompose to 1000

Measuring and recording lengths, areas, masses, and capacities allows students to revisit and strengthen their ability to read and represent numbers.

B1.2 → Compare and order numbers to 1000

Comparing and ordering lengths, areas, masses, and capacities allows students to revisit and solidify their understanding of comparing and ordering numbers.

B1.4 → Count to 1000, including by 50s, 100s, and 200s

Counting units (e.g., millimetres, centimetres, metres, and kilometres) allows students to revisit and strengthen their counting skills.

B2.5 → Represent, describe, and solve addition and subtraction to 1000

Finding the difference between measurements or combining measurements allows students to revisit and solidify their understanding of addition and subtraction.

E2.1 use appropriate units of length to estimate, measure, and compare the perimeters of polygons and curved shapes, and construct polygons with a given perimeter
E2.2 explain the relationships between millimetres, centimetres, metres, and kilometres as metric units of length, and use benchmarks for these units to estimate lengths
E2.3 use non-standard units appropriately to estimate, measure, and compare capacity, and explain the effect that overfilling or underfilling, and gaps between units, have on accuracy
E2.4 compare, estimate, and measure the mass of various objects, using a pan balance and non-standard units
E2.5 use various units of different sizes to measure the same attribute of a given item, and demonstrate that even though using different-sized units produces a different count, the size of the attribute remains the same
E2.6 use analog and digital clocks and timers to tell time in hours, minutes, and seconds
E2.7 compare the areas of two-dimensional shapes by matching, covering, or decomposing and recomposing the shapes, and demonstrate that different shapes can have the same area
E2.8 use appropriate non-standard units to measure area, and explain the effect that gaps and overlaps have on accuracy
E2.9 use square centimetres (cm2) and square metres (m2) to estimate, measure, and compare the areas of various two-dimensional shapes, including those with curved sides

Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.

⛭ Related Mathematical Processes

Reasoning and Proving, Connecting, Selecting Tools and Strategies, Reflecting

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore possible contexts to engage students in mathematically modelling relevant situations.

During this topic, pay attention to the students' ability to identify and manage emotions.

How do students respond to problems and prompts?
What feelings are demonstrated when math problems are posed to the class?
Do students show understanding of the feelings of others during math talks and collaborative learning tasks?

Concrete Learning Resources Tools:

centimetre grid paper
ruler
linking cubes
pan balance and objects of equal size and weight (e.g., coins, washers, found objects from home)
papers of equal size (e.g., sticky notes, index cards)
cuisinaire rods

Virtual Learning Resources and Tools:

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