SS3.3: Demonstrate understanding of linear measurement (cm and m), including…
Demonstrate understanding of linear measurement (cm and m), including estimating length and perimeter using referents and measuring and recording length, width, height and perimeter.
The Saskatchewan Mathematics curricula, Kindergarten to Grade 9 outcome SS3.3 (Shape and Space) for Grade 3 says: “Demonstrate understanding of linear measurement (cm and m), including estimating length and perimeter using referents and measuring and recording length, width, height and perimeter.” These 2 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Saskatchewan Mathematics curricula, Kindergarten to Grade 9.
Measure It: Length, Time and Mass in the Real World Grade 3
Whose foot is the right ruler? How long is a minute, really? Is a kilogram of feathers lighter than a kilogram of rocks? Four lessons where students measure length, time and mass with real tools, then use their own data to settle an argument.
- Whose foot is the right ruler? 50–60 min
Teams measure the same taped line on the floor in heel-to-toe steps and get different answers, then measure it again with metre sticks and all agree. Students explain why the world needs standard units, and measure their own feet to build a class line plot.
- How long is a minute, really? 50–60 min
With eyes closed, students raise a hand when they think one minute has passed while a partner times them to the second. The class builds a line plot of its guesses, tries again with a counting strategy, then solves elapsed-time problems taken from its own school day.
- Which weighs more, a kilogram of feathers or a kilogram of rocks? 55–60 min
Teams build a coat-hanger balance to compare classroom objects, estimate masses in grams and check them on a kitchen scale, then heft three bags that look very different but may or may not have the same mass. Students explain why size doesn't tell you mass.
- Can we design the best paper airplane? 55–60 min
Teams fold a classic dart and their own design, fly each one five times from the same line, and measure every flight with a tape measure. Students find the middle value for each design, plot the class results, and use the data to argue which design really flies farther.
Fence It, Fill It: Area and Perimeter Grades 3–4 · partly supports this outcome
Which mat is really the biggest? Does the same fence always hold the same garden? Can the same rug need more edging? Four lessons where students tile, stretch rope and chalk the schoolyard to find out that area and perimeter measure different things.
- Does the same fence always hold the same garden? 50–60 min
Teams stretch the same 12 m rope loop into different rectangles in the schoolyard and find that a fence of the same length can hold 5, 8 or 9 square metres. Students find perimeter by adding the sides, find area by multiplying, and recommend a shape for a school garden.
- How much turf for an L-shaped playground? 50–60 min
Teams chalk a real L-shaped playground in the schoolyard, split it into rectangles to find its area, and discover that cutting a corner off a rectangle takes away area but leaves the perimeter exactly the same. Then they design their own playground to a set of criteria.
More Saskatchewan Grade 3 math outcomes we teach
Every Saskatchewan Grade 3 math curriculum outcome we teach
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