Grade 3 Mathematics Module 2, Topic A, Overview
Time Measurement and Problem Solving
Students begin by learning to tell and write time to the nearest minute using analog and digital clocks in Topic A (3.MD.1). They understand time as a continuous measurement through exploration with stopwatches and use the number line, a continuous measurement model, as a tool for counting intervals of minutes within 1 hour (3.MD.1). Students see that an analog clock is a portion of the number line shaped into a circle. They use both the number line and clock to represent addition and subtraction problems involving intervals of minutes within 1 hour (3.MD.1).
Grade 3 Mathematics Module 2, Topic B, Overview
Measuring Weight and Liquid Volume in Metric Units
Kilograms and grams are introduced in Topic B, measured on digital and spring scales. Students use manipulatives to build a kilogram and then decompose it to explore the relationship between the size and weight of kilograms and grams (3.MD.2). An exploratory lesson relates metric weight and liquid volume measured in liters and milliliters, highlighting the coherence of metric measurement. Students practice measuring liquid volume using the vertical number line and graduated beaker (3.MD.2). Building on Grade 2’s estimation skills with metric length, students in Grade 3 use kilograms, grams, liters, and milliliters to estimate the liquid volumes and weights of familiar objects. Finally, they use their estimates to reason about solutions to one-step addition, subtraction, multiplication, and division word problems involving metric weight and liquid volume given in the same units (3.MD.2).
Grade 3 Mathematics Module 2, Topic C, Overview
Rounding to the Nearest Ten and Hundred
More experienced with measurement and estimation using different units and tools, students further develop their skills by learning to round in Topic C (3.NBT.1). They measure, and then use place value understandings and the number line as tools to round two-, three-, and four-digit measurements to the nearest ten or hundred (3.NBT.1, 3.MD.1, 3.MD.2).
Grade 3 Mathematics Module 2, Topic D, Overview
Two- and Three-Digit Measurement Addition Using the Standard Algorithm
Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated using standard algorithms. From their work with metric measurement students have a deeper understanding of the composition and decomposition of units. They bring this to every step of the addition and subtraction algorithms with two- and three-digit numbers as 10 units are changed for 1 unit or 1 unit is changed for 10 units (3.NBT.2). Both topics end in problem solving involving metric units or intervals of time. Students round to estimate, and then calculate precisely using the standard algorithm to add or subtract two- and three-digit measurements given in the same units (3.NBT.1, 3.NBT.2, 3.MD.1, 3.MD.2).
Grade 3 Mathematics Module 2, Topic E, Overview
Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm
Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated using standard algorithms. From their work with metric measurement students have a deeper understanding of the composition and decomposition of units. They bring this to every step of the addition and subtraction algorithms with two- and three-digit numbers as 10 units are changed for 1 unit or 1 unit is changed for 10 units (3.NBT.2). Both topics end in problem solving involving metric units or intervals of time. Students round to estimate, and then calculate precisely using the standard algorithm to add or subtract two- and three-digit measurements given in the same units (3.NBT.1, 3.NBT.2, 3.MD.1, 3.MD.2).
Time Measurement and Problem Solving
Students begin by learning to tell and write time to the nearest minute using analog and digital clocks in Topic A (3.MD.1). They understand time as a continuous measurement through exploration with stopwatches and use the number line, a continuous measurement model, as a tool for counting intervals of minutes within 1 hour (3.MD.1). Students see that an analog clock is a portion of the number line shaped into a circle. They use both the number line and clock to represent addition and subtraction problems involving intervals of minutes within 1 hour (3.MD.1).
Grade 3 Mathematics Module 2, Topic B, Overview
Measuring Weight and Liquid Volume in Metric Units
Kilograms and grams are introduced in Topic B, measured on digital and spring scales. Students use manipulatives to build a kilogram and then decompose it to explore the relationship between the size and weight of kilograms and grams (3.MD.2). An exploratory lesson relates metric weight and liquid volume measured in liters and milliliters, highlighting the coherence of metric measurement. Students practice measuring liquid volume using the vertical number line and graduated beaker (3.MD.2). Building on Grade 2’s estimation skills with metric length, students in Grade 3 use kilograms, grams, liters, and milliliters to estimate the liquid volumes and weights of familiar objects. Finally, they use their estimates to reason about solutions to one-step addition, subtraction, multiplication, and division word problems involving metric weight and liquid volume given in the same units (3.MD.2).
Grade 3 Mathematics Module 2, Topic C, Overview
Rounding to the Nearest Ten and Hundred
More experienced with measurement and estimation using different units and tools, students further develop their skills by learning to round in Topic C (3.NBT.1). They measure, and then use place value understandings and the number line as tools to round two-, three-, and four-digit measurements to the nearest ten or hundred (3.NBT.1, 3.MD.1, 3.MD.2).
Grade 3 Mathematics Module 2, Topic D, Overview
Two- and Three-Digit Measurement Addition Using the Standard Algorithm
Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated using standard algorithms. From their work with metric measurement students have a deeper understanding of the composition and decomposition of units. They bring this to every step of the addition and subtraction algorithms with two- and three-digit numbers as 10 units are changed for 1 unit or 1 unit is changed for 10 units (3.NBT.2). Both topics end in problem solving involving metric units or intervals of time. Students round to estimate, and then calculate precisely using the standard algorithm to add or subtract two- and three-digit measurements given in the same units (3.NBT.1, 3.NBT.2, 3.MD.1, 3.MD.2).
Grade 3 Mathematics Module 2, Topic E, Overview
Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm
Students measure and round to solve problems in Topics D and E (3.NBT.1, 3.MD.1, 3.MD.2). In these topics they use estimations to test the reasonableness of sums and differences precisely calculated using standard algorithms. From their work with metric measurement students have a deeper understanding of the composition and decomposition of units. They bring this to every step of the addition and subtraction algorithms with two- and three-digit numbers as 10 units are changed for 1 unit or 1 unit is changed for 10 units (3.NBT.2). Both topics end in problem solving involving metric units or intervals of time. Students round to estimate, and then calculate precisely using the standard algorithm to add or subtract two- and three-digit measurements given in the same units (3.NBT.1, 3.NBT.2, 3.MD.1, 3.MD.2).