[carriew]

Yes, I just meant in a marked container for one measurement at a time. Thank you, Cathy!

[carriew]

Thanks Cathy, that makes sense!

As far as the measurements in liters, for having the kids actually do this in real life, is it okay for them to measure just 1 or 2 liters? Most containers I can find for liquid measurements only go up to 2 at the most.

Thanks again for the help! I appreciate it!

Cheers!
Carrie

[carriew]

I do have a question about the units used in 3rd. I know, as Bill said, we need to stick to g, kg, and L, but how do children have a reference for liters? I know you can physically show them what a liter is, or examples of things that hold approximately one liter. What I mean is how do you assess that they know what a liter is when they have no liquid volume units to compare it to? Does this just involve comparing it to obvious things that aren’t near a liter like bath tubs, pools, or a spoon full of liquid?

There are no liquid volume units introduced in 2nd grade, and liter is the only one in 3rd. I know they aren’t supposed to be converting anything yet, but could you have them compare liters to pictorial representations of mL, cups, or gallons?

Thank you for any suggestions or advice! Just trying to be sure I’m interpreting this correctly!

Cheers!

Carrie

[carriew]

Thanks Cathy! That sounds reasonable to me!

[carriew]

Okay, I get the 3:30 – 4 is 30, and 4 – 5 is 60 more, etc… But I think I’m getting confused on the “no number line” part. The standards example given says to use a number line, so that’s why I was thinking you needed to use one.

“…Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.”

I figure they can also use the clock face itself, like you had mentioned, but I figured since it was the prime example given, that you should use number lines. Is that not necessary? If it can be done in the way you suggested (30 minute jump + 60 minute jump = 90 minutes total) that’s fine, and I can see them using a clock face to help. So does that mean you do not need to use a number line?

Sorry, just clarifying to be sure!!! Thanks again for the help, Cathy! I appreciate it!

Cheers!
Carrie

[carriew]

Thank you for the info, Cathy.

So they do need to use a number line diagram to calculate the minutes, right? (Because it isn’t in base ten and they aren’t converting units yet.) Are they doing any straight addition/subtraction calculations, or is it all on number lines? I was wondering about the hours vs. minutes because a lot of time number lines have the hours marked on them so students can find one time on a number line and jump up or down to the other given time. Some students may see that they have jumped 1 hour and 30 minutes and write that instead of 90 minutes. So I just wanted to be sure that we emphasize that their answers should strictly be in minutes, right?

Sorry, hope that makes sense!

Cheers!
Carrie

[carriew]

Also, I meant to ask, do students need to do intervals in 5s, or more specific like 12:37 pm to 2:34 pm? Thanks! Trying to figure out how to format the number lines.

Cheers!
Carrie

[carriew]

Building on this question, if you did say “How many minutes is the interval from 3:00 pm to 5:30 pm?” Would 3rd graders need only answer in minutes Ex: 150 minutes or using a number line, would they answer “2 hours and 30 minutes?” Or do we not expect that conversion at this grade? I figured with number lines it would be easier for them to see the number of hours and minutes, but wanted to ask if that was up to interpretation or if we want them specifically answering in minutes. Or if both answers are acceptable?

Thanks!
Carrie

[carriew]

Thanks Cathy, I think I was getting confused since parallelograms were used in the classification example as well.

Thanks for the insight!

Carrie

[carriew]

Thank you, Cathy!

Cheers!
Carrie

[carriew]

One more question (sorry that the earlier post was doubled, I thought it was lost and retyped what I remembered): If you do a place value review as mentioned above, do you go over the thousands place? Since 3rd graders are working within 1,000 for adding/subtracting and 100 for multiplication/division, I didn’t know if they were expected to know that. Assuming they round a 9 in the hundreds place up, they would obviously need to know the thousands. Just wanted to see what you all thought. Thanks!

Carrie

[carriew]

I had this question as well. I think what Karen is referring to are the usual “Place Value” standards such as writing numbers in word form, comparing them, and ordering them. These are mentioned in grade 2 and again in grade 4, but aren’t mentioned directly in the 3rd grade base ten standards. Only rounding is mentioned (besides getting into the operations themselves).

Would you suggest doing these as a way to review/practice the meanings of place and their values? This would obviously help bridge between grades 2 and 4 and also help them remember place value for when they use the operations. (Sorry if this posts more than once, the first time I hit Submit, nothing happened and my reply was lost.)

[carriew]

I had this question as well. I didn’t see anything about comparing numbers (within 1,000), ordering numbers, or writing numbers in their various forms. It is mentioned in 2nd and 4th, but not in 3rd. Is it good practice to have them do this as a review of place value to help them remember the meaning of the places and their values? The only straight out “place value” standard calls for the students to round. Comparing and ordering and word forms aren’t mentioned, but I would assume to help them bridge over from 2nd to 4th you would do this as a practice/review?

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