Read Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 for Free Online Page A

basic unit for measuring capacity in the metric system. Capacity is the amount a container can hold. Ask your students if they can name some items that might be measured in liters. Offer some examples, such as those provided in the Background.
2. Explain to your students that you have five containers filled with water.
3. Ask students to decide how much water, in liters, is in each container. On their sheet of unlined paper, they should sketch each container with its water level so that they have a representation of its contents. They should then record their estimates for container 1, container 2, and so on beneath their sketches.
4. After your students have recorded their estimates, find the capacity of container 1 by pouring the contents into the liter beakers. Have a student volunteer come up, read the volume, and write the amount on the board, along with the container number.
5. Ask your students to compare their estimates with the actual measurement. They should write the actual measurement next to their estimate.
6. Empty the beaker either by pouring the contents into a sink or back into its original container.
7. Follow this same procedure (Steps 3 to 5) for the next four containers.
8. Instruct your students to refer to their sketches, estimates, and the actual measurements, and write a one-step word problem involving either addition, subtraction, multiplication, or division.
Closure
Ask your students how their estimates compared to the actual measurements. Who was closest? Ask for volunteers to share their problems with the class so that other students may solve the problems. Discuss the problems and their answers.
Names _____________________________________ Date _____________
Recording the Metric Monster Mass

Total Mass ________________

Measurement and Data: 3.MD.3
    “Represent and interpret data.”
3. “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ‘how many more’ and ‘how many less’ problems using information presented in scaled bar graphs.”
    Background
    Picture graphs and bar graphs are two very common methods of displaying data. A picture graph is a graph that uses pictures or symbols to display data. A bar graph is a graph that uses horizontal or vertical bars to display data.
Activity: Picture Graphs and Bar Graphs
This activity begins with the teacher gathering data by conducting a poll of the class. Working in pairs or groups of three, students will create scaled picture graphs and bar graphs to represent the data. They will also solve problems based on the graphs.
Materials
Unlined white paper; rulers; markers; crayons; colored pencils for each pair or group of students.
Preparation
Conduct a poll of favorites of your students. You might ask students what their favorite flavor of ice cream is (for example, chocolate, vanilla, strawberry, cherry, other); their favorite sport (baseball, football, soccer, basketball, hockey, other); their favorite type of school lunch (pizza, hamburger, hot dog, taco, pasta, other). Of course, you may choose other topics, but whichever topic you choose, limit the possible choices to 5 or 6.
Procedure
1. Conduct the poll and write the data on the board.
2. Explain that picture graphs display data as pictures or symbols. Each picture or symbol represents a specific quantity, which is shown in a legend on the graph. Show your students examples of picture graphs in their math or other texts. You may also find many examples online by searching for “picture graphs.” Discuss the graphs and point out how they are constructed.
3. Explain that a bar graph displays data using vertical or horizontal bars. The scale of a bar graph typically represents numerical data. Note that the data is labeled and the bars are separated by a space. Show your students examples of bar graphs in their math or other texts. You may also find many examples online by searching for “bar graphs.” Discuss the