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Earn up to 5 stars for each level

The more questions you answer correctly, the more stars you'll unlock!

Each game has 10 questions.

Green box means correct.

Yellow box means incorrect.

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Grade 3 - Shape and Space

Standard 3.SS.3 - Practice finding the appropriate length of various objects. Understand the approximate scale of different metric units.

Included Skills:

Demonstrate understanding of linear measurement (cm and m) including:

• selecting and justifying referents

• generalizing the relationship between cm and m

• estimating length and perimeter using referents

• measuring and recording length, width, height, and perimeter.

• Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.

• Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m.

• Create models to generalize a numerical relationship between cm and m (i.e., 100 cm is equivalent to 1 metre).

• Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m.

• Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.

• Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth).

• Sketch a line segment of an estimated length and describe the strategy used.

• Draw a line segment of a given length and explain the process used.

• Relate measuring using a referent for 10 cm to skip counting quantities by 10s.

• Create a picture of a 2-D shape with specified length and width (or length and height) and explain whether the 2-D shape was constructed using estimates or actual lengths.

• Measure and record the perimeter of regular 2-D polygons and circles located on 3-D objects, and explain the strategy used.

• Measure and record the perimeter of a given irregular 2-D shape, and explain the strategy used.

• Construct or draw more than one 2-D shape for the same given perimeter (cm, m).

• Estimate the perimeter of a given 2-D shape (cm, m) using personal referents and explain the strategies used.

• Critique the statement "perimeter is a linear measurement".

• Sort a set of 2-D shapes into groups with equal perimeters.

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