ICANyons Parent Toolkit for Third Grade Mathematics
Measurement and Data: I can...
Standard 
Core Standard 
In Other Words... 
If Mastered 
If Not Yet Mastered 
Solve problems involving time intervals to the nearest minute.

3.MD.1 Tell and write to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Your child should be able to write the time in different ways and also be able to tell you the time to the nearest minute. Using time student will solve word problems in different ways.

Multiple websites to support time mastery:
Click Here 
Assess where your child's understanding of time is at. If they can't tell time to the nearest hour, half hour, or five minutes, you need to start there before you can begin on the 3rd grade material. Get students as much exposure to time as possible. Have them use an analog clock or watch to tell time. Have them tell you what time you need to start getting ready for school or other activities. Ask them to tell you what time the movie will get done if it is 3 hours and 20 minutes long. Have your child tell you how long you stayed at appointments or where out shopping.
Make baskets and tell time to the nearest minute on this website. Click Here This website lets students practice those vocabulary words. Click Here. This website is like a Pacman that allows you to practice elapsed time. Click Here 
Standard 
Core Standard 
In Other Words... 
If Mastered 
If Not Yet Mastered 
Solve problems involving volume and mass.

3.MD.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 onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as beaker with a measurement scale) to represent the problem.

Students will be exposed to what a gram, kilogram, and liter are. Then they will be asked to estimate whether a bathtub could hold 5 liters or 100 liters. Whether a couch would way 4 grams or 40 kilograms. Given word problems relating to weight (gram and kilogram) and capacity (liters), students will be able to solve them whether they relate to adding, subtracting, multiplying, or dividing.

This website goes beyond what we do, but with deduction from what they know they should be able to do it. Click Here.
Here are some metric problem solving worksheets. Click Here. 
This website give students the opportunity to say whether something is greater than or less than a kilogram. Click Here. Go to the metric part of this website and do some of the worksheets. Click Here. Do the estimating weights under the metric section of this website. Click Here. Here are some good word problem worksheets. Click Here.

Standard 
Core Standard 
In Other Words... 
If Mastered 
If Not Yet Mastered 
Generate, represent, and interpret data using scaled graphs and line plots.

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve ones and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters. 
Students must be able to draw a pictograph and bar graph based on data. They need to be able to do a scale where the interval isn't always one. For example, if I was graphing temperatures, I wouldn't want to have to count by one all the way to 105, so I do intervals of 5 or 10. Students will also be able to gather information and solve problems from a pictograph or bar graph. They will be able to do multistep problems meaning they have to add how many are on basketball and baseball together before they can subtract it from how many are on soccer. Students will be given information about lengths. From that, they take the measurements and make a line plot. For definitions of the different types of graphs see (pictographs) Click Here, (bar graph) Click Here, (line plot) Click Here

Interpret and create a pictograph:
Click Here Pictographs worksheets: Click Here Bar Graphs: Click Here Reading and interpreting a line plot: Click Here 
What is a pictograph and how do you make one? Click Here
Pictograph Questions: Click Here Pictograph worksheets: Click Here Bar Graphs: Click Here Creating Pictographs Click Here Reading and Interpreting line plots: Click Here 
Standard 
Core Standard 
In Other Words... 
If Mastered 
If Not Yet Mastered 
Understand and apply area and perimeter.

3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems. 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 
3.MD.5 The difference between area and perimeter can be viewed at Click Here. The student will be able to understand what area is. They will recognize that it is squares that make up an area or a figure (triangle, square, rectangle, etc.
3.MD.6 The student will be able to figure out the area of a figure by counting the squares. 3.MD.7 In finding the area of rectangles, the student will be able to show how counting squares and multiplying the sides gives the same answer. This concept can then be applied to real world situations and story problems. The distributive property says that if my rectangle is 7 X 8, that I can make it into two smaller areas and then add those two answers together. So, 7 can be split up into 5 and 2. Now we have (5 X 8) + (2 X 8) which still gives the answer of 56. 3.MD.8 Solve real world problems using perimeter and area. 
The following sites support the measurement and data standards:
3.MD.5 Click Here 3.MD.6 Click Here 3.MD.7 Click Here 3.MD.8 Click Here 
Work through some of the easy worksheets on this website. On the one where they have to determine the area of full blocks only, work with your child to come up strategies so they are not counting each block to try to find the answer. Click Here.
Here is a youtube video on finding the area of an L shape. Click Here 