# 3.MD.2 Math 3rd Grade NO PREP Task Cards—MEASUREMENTS PRINTABLES

Created ByClass around the Corner

Subject

Grade Levels

Resource Type

File Type

PDF (1 MB)

Standards

CCSSMP6

CCSSMP4

CCSSMP1

CCSS3.MD.A.2

You can add an interactive layer to this PDF and assign it to your students through Google Classroom. Learn more

- Product Description
- Standards

Included are: 24 Math Printable Task Cards—to reinforce students’ practice and mastery of 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (mL) and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings to represent the problem.

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Click here for a short video: Your students will love this math mastery resource.

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• CCSS aligned with careful adherence to state and district standards.

• No Prep format: Print and go.

• Over 50 unique problems that promote math fluency, collaboration and

accountable talk.

• Answer keys are included.

• Write Your Own Math Story

• Student work-space “Show Your Work” printouts are included.

You will see your students become participants as they problem-solve and receive instant reinforcement on correct thinking about math.

I can measure and estimate liquid volumes.

I can measure the capacity of an object with milliliters and liters.

I can estimate the mass of an object with grams and kilograms.

I can measure the mass of an object with grams and kilograms.

I can show measures of volume and mass in drawings and word problems.

3.MD.2.

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (mL) and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings to represent the problem.

Ways to use this resource: supplement whole-class math instruction; use in math centers, in small groups—for intervention and reteaching.

Print in color or grayscale.

Option: Task cards can be cut out and laminated. Hole-punch and put them on a ring or store them in plastic bags—to use over again.

Copyright information:

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional license.

~~~~~~~~~~~~

Click here for a short video: Your students will love this math mastery resource.

~~~~~~~~~~~~

• CCSS aligned with careful adherence to state and district standards.

• No Prep format: Print and go.

• Over 50 unique problems that promote math fluency, collaboration and

accountable talk.

• Answer keys are included.

• Write Your Own Math Story

• Student work-space “Show Your Work” printouts are included.

**Kid Tested--Educator Approved:**These products have generated excellent feedback. A quote: “I couldn’t believe how engaged the kids were in talking about math.” They support research and best practices.You will see your students become participants as they problem-solve and receive instant reinforcement on correct thinking about math.

**These 24 task cards progressively develop the 5 “I can” statements and clarify the entire 3.MD.2.**I can measure and estimate liquid volumes.

I can measure the capacity of an object with milliliters and liters.

I can estimate the mass of an object with grams and kilograms.

I can measure the mass of an object with grams and kilograms.

I can show measures of volume and mass in drawings and word problems.

3.MD.2.

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), milliliters (mL) and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings to represent the problem.

Ways to use this resource: supplement whole-class math instruction; use in math centers, in small groups—for intervention and reteaching.

Print in color or grayscale.

Option: Task cards can be cut out and laminated. Hole-punch and put them on a ring or store them in plastic bags—to use over again.

Copyright information:

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional license.

Log in to see state-specific standards (only available in the US).

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

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Answer Key

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