Virginia Mathematics Standards of Learning (SOL)
3rd Grade Measurement Unit
SOL 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.
Background Information.
*The value of a collection of coins and bills can be determined by counting on, beginning with the highest value, and/or by grouping the coins and bills.
*A variety of skills can be used to determine the change after a purchase, including
-counting on, using coins and bills, i.e., starting with the amount to be paid (purchase price), counting forward to the next dollar, and then counting forward by dollar bills to reach the amount from which to make change; and
-mentally calculating the difference.
Vocabulary.
Equal to (=) is a symbol used to indicate the two numbers are the same value.
Greater than (>) is a symbol used to compare two numbers, with the greater number given first.
Less than (<) is a symbol used to compare two numbers, with the lesser number given first.
$5.00 or less, compare the value of the bills and coins, and make change.
Background Information.
*The value of a collection of coins and bills can be determined by counting on, beginning with the highest value, and/or by grouping the coins and bills.
*A variety of skills can be used to determine the change after a purchase, including
-counting on, using coins and bills, i.e., starting with the amount to be paid (purchase price), counting forward to the next dollar, and then counting forward by dollar bills to reach the amount from which to make change; and
-mentally calculating the difference.
Vocabulary.
Equal to (=) is a symbol used to indicate the two numbers are the same value.
Greater than (>) is a symbol used to compare two numbers, with the greater number given first.
Less than (<) is a symbol used to compare two numbers, with the lesser number given first.
SOL 3.9. The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1.2 inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Background Information
*Perimeter is the distance around any two-dimensional figure and is found by adding the measures of the sides.
*Area is a two-dimensional measure and is therefore measured in square units.
*Area is the number of square units needed to cover a figure, or more precisely, it is the measure in square units of the interior region of a two-dimensional figure.
*Weight and mass are different. Mass is the amount of matter in an object. Weight is dertermined by the pull of gravity on the mass of an object. The mass of an object remains the same regardless of its location. The weight of an object changes dependent on the gravitational pull at its location. In everyday life, most people are actually interested in determining sd object's mass, although they use the term weight (e.g., "How much does it weigh?" versus "What is its mass?"
*The concept of a standard measurement unit is one of the major ideas in understanding measurement. Familiarity with standard units it developed through hands-on experiences of comparing, estimating, measuring, and constructing.
*Benchmarks of common objects need to be established for each of the specified units of measure (e.g., the mass of a mathematics book is about one kilogram). Practical experience measuring the mass of familiar objects helps to establish benchmarks and facilitates the student's ability to estimate measures.
*One unit of measure may be more appropriate than another to measure an object, depending on the size of the object and the degree of accuracy desired.
*Correct use of measurement tools is essential to understanding the concepts of measurement.
Vocabulary.
Centimeter-is a measure of length. There are 100 centimeters in a meter. 2.54 cm = 1 inch.
Foot- is U.S. standard to measure length; it is equal to 12 inches.
Gallon-is U.S. standard to measure volume; it is the same as 16 cups or 8 pints or 4 quarts.
Kilogram- a metric unit used to measure weight or mass.
Length- how far from end to end.
Liter- a metric unit of volume; 1 liter is 1,000 milliliters.
Meter- the basic unit of length (or distance) in the Metric System.
Metric Unit- common units of metric measurement; for example: length (meter), mass (kilogram), time (second),
Pint- is U.S. standard measurement of volume; 1 pint is equal to 2 cups or 16 fluid ounces.
Quart- is U.S. standard mesaurement of volume; the same as 4 cups or 2 pints.
Volume- a U.S. standard measurement of liquid in a container; it is equal to height x width xlength of liquid in the container.
Yard- is U.S. standard measurement of length; 1 yard = 3 feet.
a) length to the nearest 1.2 inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter.
Background Information
*Perimeter is the distance around any two-dimensional figure and is found by adding the measures of the sides.
*Area is a two-dimensional measure and is therefore measured in square units.
*Area is the number of square units needed to cover a figure, or more precisely, it is the measure in square units of the interior region of a two-dimensional figure.
*Weight and mass are different. Mass is the amount of matter in an object. Weight is dertermined by the pull of gravity on the mass of an object. The mass of an object remains the same regardless of its location. The weight of an object changes dependent on the gravitational pull at its location. In everyday life, most people are actually interested in determining sd object's mass, although they use the term weight (e.g., "How much does it weigh?" versus "What is its mass?"
*The concept of a standard measurement unit is one of the major ideas in understanding measurement. Familiarity with standard units it developed through hands-on experiences of comparing, estimating, measuring, and constructing.
*Benchmarks of common objects need to be established for each of the specified units of measure (e.g., the mass of a mathematics book is about one kilogram). Practical experience measuring the mass of familiar objects helps to establish benchmarks and facilitates the student's ability to estimate measures.
*One unit of measure may be more appropriate than another to measure an object, depending on the size of the object and the degree of accuracy desired.
*Correct use of measurement tools is essential to understanding the concepts of measurement.
Vocabulary.
Centimeter-is a measure of length. There are 100 centimeters in a meter. 2.54 cm = 1 inch.
Foot- is U.S. standard to measure length; it is equal to 12 inches.
Gallon-is U.S. standard to measure volume; it is the same as 16 cups or 8 pints or 4 quarts.
Kilogram- a metric unit used to measure weight or mass.
Length- how far from end to end.
Liter- a metric unit of volume; 1 liter is 1,000 milliliters.
Meter- the basic unit of length (or distance) in the Metric System.
Metric Unit- common units of metric measurement; for example: length (meter), mass (kilogram), time (second),
Pint- is U.S. standard measurement of volume; 1 pint is equal to 2 cups or 16 fluid ounces.
Quart- is U.S. standard mesaurement of volume; the same as 4 cups or 2 pints.
Volume- a U.S. standard measurement of liquid in a container; it is equal to height x width xlength of liquid in the container.
Yard- is U.S. standard measurement of length; 1 yard = 3 feet.
SOL 3.10. The student will
a) measure the distance around a polygon in order to determine perimeter; and
b) count the number of square units needed to cover a given surface in order to determine area.
Background Information
*A polygon is a closed plane figure composed of at least three line segments that do not cross. None of the sides are curved.
*Perimeter is a measure of the distance around a polygon and is found by adding the measures of the sides.
*Area is the number of iterations of a two dimensional unit to cover a surface. The two-dimensional unit is usually a square, but it could also be another shape such as a rectangle or an equilateral triangle.
* Opportunties to explore the concepts of perimeter and area should involve hands-on experiences (e.g., placing tiles (units) around a polygon and counting the number of tiles to determine its perimeter and filling or covering a polygon with cubes (square units) and counting the cubes to determine its area).
a) measure the distance around a polygon in order to determine perimeter; and
b) count the number of square units needed to cover a given surface in order to determine area.
Background Information
*A polygon is a closed plane figure composed of at least three line segments that do not cross. None of the sides are curved.
*Perimeter is a measure of the distance around a polygon and is found by adding the measures of the sides.
*Area is the number of iterations of a two dimensional unit to cover a surface. The two-dimensional unit is usually a square, but it could also be another shape such as a rectangle or an equilateral triangle.
* Opportunties to explore the concepts of perimeter and area should involve hands-on experiences (e.g., placing tiles (units) around a polygon and counting the number of tiles to determine its perimeter and filling or covering a polygon with cubes (square units) and counting the cubes to determine its area).
SOL 3.11. The student will
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
Background Information.
*While digital clocks make reading time easy, it is necessary to ensure that students understand that there are sixty minutes in an hour.
*Use of a demonstration clock with gears ensures that positions of the hour and the minute hand are precise when time is read.
*Students need to understand that time has passed or will pass.
*Elapsed time is the amount of time that has passed between two given times.
*Elapsed time should be modeled and demonstrated using geared analog clocks and timelines.
*It is necessary to ensure that students understand that there are sixty minutes in an hour when using analog and digital clocks.
*Elapsed time can be found by counting on from the beginning time to the finishing time.
-Count the number of whole hours between the beginning time and the finishing time. For example, to find the elapsed time between 7 a.m. and 10 a.m., students can count on to find the difference between the times (7 and 10), so the total elapsed time is 3 hours.
Vocabulary.
Digital clock- a clock or watch that shows the time using numbers, not hands.
Analog clock- a clock or watch is called "analog" when it has moving hands and hours marked from 1 to 12 to show you the time.
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
Background Information.
*While digital clocks make reading time easy, it is necessary to ensure that students understand that there are sixty minutes in an hour.
*Use of a demonstration clock with gears ensures that positions of the hour and the minute hand are precise when time is read.
*Students need to understand that time has passed or will pass.
*Elapsed time is the amount of time that has passed between two given times.
*Elapsed time should be modeled and demonstrated using geared analog clocks and timelines.
*It is necessary to ensure that students understand that there are sixty minutes in an hour when using analog and digital clocks.
*Elapsed time can be found by counting on from the beginning time to the finishing time.
-Count the number of whole hours between the beginning time and the finishing time. For example, to find the elapsed time between 7 a.m. and 10 a.m., students can count on to find the difference between the times (7 and 10), so the total elapsed time is 3 hours.
Vocabulary.
Digital clock- a clock or watch that shows the time using numbers, not hands.
Analog clock- a clock or watch is called "analog" when it has moving hands and hours marked from 1 to 12 to show you the time.
SOL 3.12. The student identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.
Background Information
*The knowledge that a year has 365 and 1/4 days will help students understand the necessity of adding a full day every fourth year , called a leap year.
*The use of a calendar facilitates the understanding of time relationships between days and months, days and weeks, days and years, and months and years. Recognize the students need to know the relationships, such as if there are 24 hours in one day, how many hours are in three days? If the date is January 6, what date would it be in two weeks? How many weeks are in March, April, and May?
*The use of an analog clock facilitates the understanding of time relationships between minutes and hours and days.
Vocabulary.
Leap year- a normal year has 365 days. A leap year has 366 days (the extra day is the 29th of February).
Background Information
*The knowledge that a year has 365 and 1/4 days will help students understand the necessity of adding a full day every fourth year , called a leap year.
*The use of a calendar facilitates the understanding of time relationships between days and months, days and weeks, days and years, and months and years. Recognize the students need to know the relationships, such as if there are 24 hours in one day, how many hours are in three days? If the date is January 6, what date would it be in two weeks? How many weeks are in March, April, and May?
*The use of an analog clock facilitates the understanding of time relationships between minutes and hours and days.
Vocabulary.
Leap year- a normal year has 365 days. A leap year has 366 days (the extra day is the 29th of February).
SOL 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.
Background Information.
*Estimating and measuring temperatures in the environment in Fahrenheit and Celsius require the use of real thermometers.
*A physical model can be used to represent the temperature determined by a real thermometer.
*The symbols for degrees in Celsius (°C) and degrees in Fahrenheit (°F) should be used to write temperatures.
*Celsius and Fahrenheit temperatures should be related to everyday occurrences by measuring the temperature of the classroom, the outside, liquids, body temperature, and other things found in the environment.
Vocabulary.
Thermometer-an instrument used to measure temperature (how hot or cold a thing is), usually in the Celsius or Fahrenheit scale.
Background Information.
*Estimating and measuring temperatures in the environment in Fahrenheit and Celsius require the use of real thermometers.
*A physical model can be used to represent the temperature determined by a real thermometer.
*The symbols for degrees in Celsius (°C) and degrees in Fahrenheit (°F) should be used to write temperatures.
*Celsius and Fahrenheit temperatures should be related to everyday occurrences by measuring the temperature of the classroom, the outside, liquids, body temperature, and other things found in the environment.
Vocabulary.
Thermometer-an instrument used to measure temperature (how hot or cold a thing is), usually in the Celsius or Fahrenheit scale.