Math lesson plan · 3rd grade (Year 4 in England) · 60 minutes
Mass and capacity
Measurement
CCSS 3.MD.A.2England: Y2 MeasurementEngland: Y3 Measurement
Objective and success criteria
Students will: Mass and capacity.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Measure in cm, m, inches and feet; Add and subtract within 1000
Leads to: Convert units of length, mass, capacity and time; Grams and kilograms problems; Litres and millilitres problems
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Measure in cm, m, inches and feet; Add and subtract within 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is 100 less than 344? → 244Prompt: Which digit changes when you subtract 100?
- What is the best estimate for the length of a door? (2 cm / 200 m / 20 m / 2 m) → 2 mPrompt: A centimetre is about the width of a finger nail.
- What is 100 more than 520? → 620Prompt: Which digit changes when you add 100?
Hook · 6 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Mass and capacity. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Aisha puts 561 g of flour and 326 g of sugar in a bowl. What is the total mass in grams?
- Step 1: 561 + 326 = 887 g
- Answer: 887
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Hana puts 152 g of flour and 178 g of sugar in a bowl. What is the total mass in grams? → 330Prompt: Both amounts use the same unit, so you can add them.
- Ines pours 426 ml of juice and 422 ml of water into a jug. How many millilitres are in the jug? → 848Prompt: Both amounts use the same unit, so you can add them.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Zoe puts 452 g of flour and 440 g of sugar in a bowl. What is the total mass in grams? → 892Prompt: Both amounts use the same unit, so you can add them.
- Chloe pours 679 ml of juice and 206 ml of water into a jug. How many millilitres are in the jug? → 885Prompt: Both amounts use the same unit, so you can add them.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Measure in cm, m, inches and feet.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Convert units of length, mass, capacity and time; Grams and kilograms problems; Litres and millilitres problems.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder