EOG Review – Time, Mass, and Volume CCSS: 3.MD.1, 3.MD. 2 SFO: I can tell time and determine elapsed time. I can estimate mass and volume. Teacher Input: Review how to tell time. Review counting up minutes to determine elapsed time on a clock face and on a number line. Review the concept of mass and the metric units of gram and kilogram. Explain what a benchmark is and demonstrate using a benchmark to estimate the mass of objects. Review using an equation to determine the mass of an object. Review the concept of liquid volume and the metric unit of liter and millililter. Give the students a benchmark for a liter and a milliliter, and have them determine the volume of a bucket using these benchmarks. Review reading the measurement of volume using a cylinder. Review using an equation to determine the volume of an object. Independent: Exit Ticket.

Time, Mass, Liquid Volume Objectives: I can tell time on an analog clock and represent the time in writing. I can use a number line to represent the hours and minutes of a clock, and use it to solve elapsed time problems.

Review We use clocks every day. They display the hour and minute to give us the time. Minute Hand Hour Hand Hour Minutes Facts to remember: There are 60 minutes in 1 hour. There are 24 hours in a day.

Steps to Tell Time. What time is represented by this clock? Step 1: Find the hour. - The hour hand is pointing between 12 and 1. - Since the hour hand is past 12 but has not yet reached 1, the hour is 12. Step 2: Count the minutes by 5s. - The minute hand is pointing between 6 and 7. - Start at 12, and count the minutes by 5s until you reach the 6. 5, 10, 15, 20, 25, 30 Step 3: Count the additional minutes by 1s. - Continue to count by 1s for each minute past the 6. The minute hand shows 32 minutes. Step 4: Write the time: 12:32

Steps to Figure Out Elapsed Time Elapsed time is the amount of time that passes from the beginning to the end of an activity. Caleb played basketball this afternoon. The start and end time are shown below. How long did Caleb play basketball this afternoon? Start Time End Time Step 1: Find the start time – 12:32 Step 2: Find the end time – 1:19 Step 3: Count the minutes from the start time by 5s – 50 minutes Step 4: Count the remaining minutes – 2 minutes. Step 5: Find the total elapsed time – 50 minutes + 2 minutes = 52 minutes

Using a Number Line You might notice that a clock is like a number line. If you were to “cut” the number line right at 12, you could roll it out into a straight line. Here is what 1 hour would look like on a number line: How should I fill in the “little” notches? 5 10 15 20 25 30 35 40 45 50 55 60 12:00 1:00

Solving Word Problems We can even use a number line to solve word problems involving time. Here is one: 1. Ms. Harris went to a baseball game at 2:10. At 2:30 she got hit in the head by a home run ball and had to go home. How long was she at the game? First, I want to plot the starting time. What was the starting time? Next, I want to plot the ending time. What was the ending time? Now, I need to figure out how much time elapsed between the starting time and the ending time. We can skip count up to figure it out. 5 10 15 20 25 30 35 40 45 50 55 60 2:00 3:00

Solving Word Problems Sometimes a problem gives us the start time, and the elapsed time, but we need to figure out the end time. Let’s try one… 1. Ms. Harris went to a baseball game at 2:07. She stayed at the game until she got hit in the head by a home run ball 13 minutes later. What time did she get hit in the head? First, I want to plot the starting time. What was the starting time? Next, I want to count up 13 minutes. Now, I need to determine the ending time. 5 10 15 20 25 30 35 40 45 50 55 60 2:00 3:00

Solving Word Problems We can even use a number line to figure out problems that go beyond an hour. 1. Mr. Superawesomeshige was playing baseball. He started playing at 1:55. At 2:13, he hit a home run that ended up hitting a fan in the head. How long was Mr. Superawesomeshige playing baseball until he hit a home run? 5 10 15 20 25 30 35 40 45 50 55 60 5 10 15 20 25 30 35 40 45 50 55 60 1:00 2:00 3:00

Mass Mass is the amount of matter in a object. It is similar to weight, except that mass is not affected by gravity. Mass can be measure using a scale or a balance. Two metric units of mass are gram (g) and kilogram (kg). Grams are used to measure the mass of smaller objects. Kilograms are used to measure the mass of larger objects. Video: http://www.brainpopjr.com/math/measurement/gramsandkilograms/

Mass Mass is the amount of matter in a object. It is similar to weight, except that mass is not affected by gravity. Mass can be measure using a scale or a balance. Two metric units of mass are gram (g) and kilogram (kg). Grams are used to measure the mass of smaller objects. Kilograms are used to measure the mass of larger objects. Video: http://www.brainpopjr.com/math/measurement/gramsandkilograms/

Estimating We can estimate the mass of objects by using a benchmark. A benchmark is an object that you can use to compare other objects against. From the video, we saw a few objects that we can use as a benchmark. 1 gram Small paper clip 1 kilogram textbook

Estimating Based off those benchmarks… Is the mass of a pencil about 3 grams or 3 kilograms? Is the mass of a pumpkin about 5 grams or 5 kilograms?

Other Examples: Finding the missing mass. Emily measure the mass of a pumpkin and a watermelon. Together, they have a total mass of 16 kilograms. The pumpkin has a mass of 7 kilograms. What is the mass of the watermelon? Strategy: Write and solve an equation. Step 1: Write an equation that represents the problem. - Use w for the mass of the watermelon mass of pumpkin + mass of watermelon = total mass 7 + w = 16 Step 2: Solve the equation to find the mass of the watermelon. 7 + w = 16 7 + 9 = 16 w = 16

Other Examples: Finding the missing mass. Emily measure the mass of a pumpkin and a watermelon. Together, they have a total mass of 16 kilograms. The pumpkin has a mass of 7 kilograms. What is the mass of the watermelon? Strategy: Write and solve an equation. Step 1: Write an equation that represents the problem. - Use w for the mass of the watermelon mass of pumpkin + mass of watermelon = total mass 7 + w = 16 Step 2: Solve the equation to find the mass of the watermelon. 7 + w = 16 7 + 9 = 16 w = 16

Other Examples: Finding the missing mass. Jessica measure the mass of 5 cherries using a balance scale. What is the mass of 1 cherry? Strategy: Write and solve an equation. Step 1: Find the mass of 5 cherries Step 2: Find the mass of 1 cherry using an equation 10g 10g 10g 10g

Liquid Volume Liquid volume is the amount of liquid a container can hold. Liquid volume is also known as capacity. Milliliters (mL) and liters (L) are use to measure capacity. A milliliter is used to measure the capacity of smaller objects. A liter is use to measure the capacity of larger objects. A spoon holds about 5 milliliters A barrel holds about 120 liters

Benchmark Just like mass, we can use a benchmark to estimate volume. This dropper holds about 1 milliliter This water bottle holds 1 liter

Estimating Which of the following is the most reasonable liquid volume of the bucket? 5 milliliters 100 milliliters 10 liters 300 liters

Reading a Measurement We can use a cylinder to measure liquid volume. What is the measurement shown here?

Other Examples: Finding the missing volume. A park ranger uses 24 liters of water to fill 8 birdbaths in the park. Each birdbath hold the same amount of water. What is the liquid volume of each birdbath? Strategy: Write an equation. Step 1: Write an equation that represents the problem. 8 birdbaths have a total liquid volume of 24 liters. Use division to find the number of liters in 1 birdbath total number of liters ÷ number of birdbaths = number of liters in 1 birdbath 24 ÷ 8 = ? Step 2: Solve the equation. Use multiplication or division to solve the equation.

EOG Review - Picture graph, Bar graph, and Line plots CCSS: 3.MD.3 SFO: I can interpret picture graphs, bar graphs, and line plots. Teacher Input: 1. Review that picture graphs use symbols or pictures to show data.  Review that a key tells you how many things each symbol stands for. 2.Have students solve a few problems using a picture graph.. 3. Review that bar graphs use horizontal or vertical bars to show data.  The scale is a set of equally spaced numbers used as labels on a graph. Remind students about the key. 4.  Have students solve a few problems using a bar graph. 5. Review that a line plot is a way of showing data on a number line.  Data is information collect about people or things. 6.  Have the students solve a few problems using a line plot. Independent: Exit ticket.

Pictographs Objective(s): -I can understand and identify the parts that make up a pictograph. -I can read and understand a pictograph by correctly answering questions -I can create my own pictograph after collecting a set of data.

What do you notice about these pictographs? A graph that uses symbols to represent data. What do you notice about these pictographs?

Parts of a pictograph graph Title – Every pictograph should have a title that fits the data. Symbols - Pictographs have symbols or pictures to represent the data. Key – Pictographs have a key to show what each symbol/picture represents. Be careful because not every picture/symbol represents 1! Labels – Pictographs have labels for their pictures or symbols It is very important to look at the key and determine how many pieces each symbol represents.

It is very important to remember the symbol in the key represents multiple pieces. If the data does not match the number of the symbol, the symbol must be cut to represent the fraction of the piece. Cardinal Dove Crow Blue Jay Since each represents 2 birds, the half bird would represent one. There were 3 Cardinals, and 9 Crows. = 2 birds

Guided Practice Read and Interpret the Pictograph In January _______ apples were sold How many more were sold in February than in April? __________

Guided Practice How many members were part of the chess club? ________ How many more students were in the math club than the Hobby club? _______

Components to a Bar Graph Scale (dependent variable) Title of the Bar Graph Bar Categories (independent variable) Labels

Analyze the Data 1. How many students like hip hop? 2. How many students like rock? 3. How many more students like jazz than classical? 4. If Paramore (a rock band) and Jay-Z (a hip hop rapper) made a song together called Mr. H and the 19 misfits, how many more students are likely to listen to that song than a Jazz song?

Components to a Line Plot Title Scale Labels

Analyze the Data 1. How many students have 5 candy bars? 2. How many more students are there that have 5 candy bars than students with 3 candy bars? 3. How many students have 8 candy bars? 4. How many candy bars do they have total? How many more candy bars would they need in order to have 32 total?

EOG Book Work Do the lesson practice for the following lessons: Picture Graphs Bar Graphs Line Plots

Finding the Perimeter Day 3 SFO: I can find the perimeter of squares, rectangles, and irregular shapes.

What is Perimeter? Perimeter is the distance around a figure. It is the sum of the lengths of the sides of a figure. You can use perimeter in many ways. For example, to put a fence around a garden, you need to find the perimeter of the garden. Then you know the length of the fence you need.

Example Find the perimeter of the shape below. Since I know that this is a square and I know the length of one side is 6 inches, I know the rest of the sides will also be 6 inches since squares have all equal sides. To find the perimeter I would do: 6 + 6 + 6 + 6 – 24 OR I could do 6 x 4 (number of sides) = 24 6 in.

Another Example Sometimes, you may have to find the perimeter of irregular shapes. This may mean finding missing sides. Can you find the length of the two missing sides? When you’re done add up all the sides! Always, count the number of sides the shape has and the number of sides you added together to make sure they match!

You Try! Find the Perimeter.

Try More! 7 m. 2 m. 5 cm. 10 cm. 11 cm. 4 cm. 12 cm.

Exit Ticket Find the Perimeter

Day 4 Area SFO: -I can find the area of regular and irregular polygons.

Let’s Review…What is Area? Area is the measure of the amount of space that covers a figure. It is measured in square units. Remember, that area is different than perimeter. Area is the measure of what covers a figure. Perimeter is the distance around a figure.

How do I find the area? 1st Way: Use a Formula 2nd Way: Use a Formula Area = width x height A = 7 x 7 A = 49 square cm. 2nd Way: Use a Formula Count the number of square units in the shape. For a shortcut, you can count the number in each row and in each column and multiply. Area = 5 x 5 = 25 square units 7 cm.

You Try… Find the area.

Try some more! 12 m. 5 m. 4 in. 3 in. 2 mm. 10 mm. 13 in.

Area of Irregular Shapes

Example: How to find the area of irregular shapes Find any unknown sides Divide the irregular shape into squares or rectangles Find the area of each square or rectangle Add the areas together to find the total area of the shape See next slide for example! 9cm 6cm 5cm 10cm

How to find the area of irregular shapes Find any unknown sides Divide the irregular shape into squares or rectangles Find the area of each square or rectangle Add the areas together to find the total area of the shape 4 cm 16 + 50 = 66 (the sum of the area of the square and rectangle) Area = 66 square cm. A = l x w A = 4 x 4 A = 16 4 cm 9cm 6cm A = l x w A = 10 x 5 A = 50 5cm 10cm

2m 7m 2m 4m 12m

11cm 4cm 6cm 10cm 4cm 7cm

Example Work out the area shaded in each of the following diagrams 6 cm 4 cm 2 cm 8 cm

9m 7m 5m 5m 5m 34m

Find the Area of the Rectangle

More Practice

Finding missing sides when given the area or perimeter

The perimeter of the shape below is 14 in. What is the missing side?

The area of the shape below is 15 meters. What is the missing side?

The area of the shape is 10. What is the missing side? Exit Ticket Find the area. 2 cm. 3 in. 10 cm. The area of the shape is 10. What is the missing side? 5 mm.