Grade 3 
Mathematics 
Standard 1 
(MEASUREMENT AND GEOMETRY)
Students choose and use appropriate units and
measurement tools to quantify the properties
of objects.

 

Resources
Lesson Plans
Assessments
SRA Math Explorations 
and Applications,  
Willoughby, 1999,  
SRA McGraw-Hill 

Section References 

Lesson 30  
Race the Calculator 

Lesson 35  
Add to Find the Perimeter 

Lesson 37  
Telling Time 

Lesson 38 
Practice Telling time  

(CHECKPOINT) 

Lesson 41 
Approximating the Area 

Lesson 42  
Finding the Area 

Lesson 46 
Applying Multiplication: 
Area 

Lesson 48  
Multiplication and Money 

Lesson 71  
Choosing the Correct 
Operation  

(CHECKPOINT) 

Lesson 79 
Reading Pictographs 

Lesson 80 
Reading Bar Graphs 

Lesson 81 
Reading Line Graphs 

Lesson 82  
Line Graphs  

(CHECKPOINT) 

Lesson 83  
Reading a Thermometer 

Lesson 84  
Making Line Graphs 

Lesson 85 
Metric Measurements  
of Length and Weight 

Lesson 86  
Estimate and Measure 
Metric Lengths  

(CHECKPOINT) 

Lesson 87  
Customary Measurements 
of Length and Weight 

Lesson 88  
Estimate and Measure  
Customary Lengths 

Lesson 89  
Graphing Multiples of 5 

Lesson 90  
Making Charts and  
Graphs 

Lesson 91 
Equalities and Inequalities 

Lesson 93  
Dimes and Tenths 

Lesson 94  
Decimal Points and  
Measurement 

Lesson 95 
Conversions:  
Meters and Centimeters  

(CHECKPOINT) 

Lesson 96  
Dollars and Cents 

Lesson 97  
Rewriting Dollars  
and Cents 

Lesson 98 
Decimals: Tenths and  
Hundredths 

Lesson 103 
Organizing Data 

Lesson 118  
Volume 

Lesson 119  
Metric Units 

Lesson 120  
Customary Units 

Lesson 121  
Roman Numerals 

Lesson 125  
Scale Drawings 

Lesson 126  
Reading Scale Drawings 

Lesson 133  
Three-Dimensional  
Figures 

Lesson 134  
Area 

Specific Textbook  
Web Sites 

http://www.glencoe.com/ 
sec/math/prealg/mathnet/ 

http://www.eduplace.com/ 
links/ 

http://www.eduplace.com/ 

http://www.hmco.com/ 
college/mathematics/ 
index.html 

http://www.mcdougallittell 
.com/ 

http://www.hmco.com/ 

http://www.SRA-4KIDS.com/ 

General Math  
Reference Sites 

http://www.learner.org/ 
sami/view-category.php3 
?category=math 

http://www.score.k12.ca.us/ 

http://henson.austin. 
apple.com/edres/curric. 
shtml 

http://school.discovery.com/ 
schrockguide/index.html 

http://www.EDsOasis.org/ 

http://www.math.com/ 

http://www.nea.org/grants/ 
free.html 

http://www.wcom.com 
/marcopolo/ 

http://www.udel.edu/sine/ 

http://dewey.chs.chico. 
k12.ca.us/math.html 

Free Stuff 
http://www.nea.org/ 
grants/free.html 

State/National Math  
Ed Organizations 

http://www.nctm.org/ 

http://www.cde.ca.gov/ 

Calif. Dept. of Ed. Standards, Assessment, Ed. Reference. 

Calculator Reference Site 
http://www.ti.com/ 
calc/docs/calchome.html 

Previously Published Data 

Students need experience measuring a variety of objects and distances with standard and non-standard tools. 

1.) Ask students to measure the distance across the widest part of the classroom using at least three different units. Students might use a centimeter tape, US Standard 12 inch ruler, and large paper clips. Ask students to predict which is the most efficient tool and why; which tool will use the greatest number of units; and which tool will use the smallest number. 
2.) Ask students to estimate, then measure various geometric shapes. These shapes could be found in the classroom: boxes (volume, surface area), books (surface area), table (surface area), and room perimeter (length) or they could be geometric solids made or purchased to use in geometry investigations. 
3.) Students need practice measuring and converting from inches to feet, from feet to yards, and from centimeters to meters. They could begin this exercise by using tools that incorporate both measurements (yardsticks with inches and meter sticks with centimeter markings.) They will eventually learn the relationship between the two units and use it for converting between measurements, such as three feet equal one yard, one meter equals one hundred centimeters. 
Previously Published Data 

1.) Complete with an appropriate unit of measure:  

My mathematics book is about 8 _____ high.  

The teacher's desk is about 2 ______ wide.  

The width of the hallway is about 3 ______ .  

The length of the school yard is about 100 ______ . 

3.) Complete both the number and the unit of measure.  

The distance around the outside of our school building is about _______.  

The distance from my longest finger of my left hand to the longest finger of my right hand with my arms spread apart is about __________ .  

The distance from my home to school is about ________________ . 

3.) Create four of you own distance sentences. 
4.) Area and volume 
The surface area of a box that is three inches wide by four inches tall by six inches long is _______ .  

The volume of a box that is three inches wide by four inches tall by six inches long is ____________ .