Material Type:
Activity/Lab, Assessment, Formative Assessment
Lower Primary
  • Cl6Assessment
  • Cluster 6
  • Measure
  • Twice
  • Unit 6
  • Units
    Creative Commons Attribution
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Measuring Lengths with Different Units (MD.2)

    T4T Measuring Lengths with Different Units (MD.2)


    This resource is from Tools4NCTeachers. 

    This file contains a set of 2 tasks (including scoring rubric).  The tasks may be used for instruction or assessment. Remix this resource to include student work samples or addtional tasks.

    Here is a sample of this resource. Click the attachments to download the fully-formatted collection of assessments and support materials.


    Measuring Books with CM & Paperclips


    Measurement and Data


    Measure and estimate lengths in standard units


    NC.2.MD.2 Measure the length of an object twice, using length units of different lengths

    for the two measurements; describe how the two measurements relate to the size of the unit chosen.


    Book that measures less than 12 inches, pencil, ruler (centimeters), 12 large paperclips


    Provide materials to the student. Read the problem to the student: Measure the length (or width) of the book in centimeters. About how many centimeters is the book?

    Now measure the book using these paperclips. About how many paperclips did you need do measure the length (or width) of the book?

    Are your two measurements the same or different? Why do you think that you have two

    “repeat student answer (same/different)” measurements?


    NOTE: Depending on the size of the book and the size of the paper clips used, the student may need to state measurement as “about 24 centimeters” or “about 8 paperclips”.


    Continuum of Understanding

    Not Yet Proficient

    • Instruct students on iterating with no gaps or overlaps (NC.1.MD.2)
    • Instruct students on expressing length as a whole number of non-standard length units such as paperclips (NC.1.MD.2)

    Measures accurately and explains the different measurements:

    • Uses the tools correctly, lining up the end of the book with the zero point on the ruler and the end of the first paperclip
    • Iterates correctly lining up paperclips end to end
    • Explains the difference in measurement using the compensatory principle and recognizing that the length of the book has not changed by the different measurements


    • Incorrectly measures one or both items.
    • Provides justification that is weak or minimal.
    • Provides justification, but does not indicate an understanding of why the measurement results were different.

    Meets Expectation

    • Accurately measures the book with both units of measure including lining up the zero point on the ruler
    • Provides detailed justification that indicates an understanding that the smaller the unit of measure, the more that unit is needed (compensatory principle).


    Standards for Mathematical Practice

    1. Makes sense and perseveres in solving problems.

    2. Reasons abstractly and quantitatively.

    3. Constructs viable arguments and critiques the reasoning of others.

    4. Models with mathematics.

    5. Uses appropriate tools strategically.

    6. Attends to precision.

    7. Looks for and makes use of structure.

    8. Looks for and expresses regularity in repeated reasoning.