Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Curriculum, Formative Assessment
Level:
Lower Primary
Tags:
  • Cl6Additional
  • Cluster 6
  • Feet
  • Foot
  • Inches
  • Measure
  • Select
  • Tools
  • Unit
  • Unit 6
  • Yards
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Measuring Tools

    T4T Measuring Tools

    Overview

    This resource is from Tools4NCTeachers.

    This tasks calls for students to determine the most appropriate tool/unit of measure for measuring a specific item.  The teask may be used for instruction or assessment.  A scoring rubric and printable recording sheet is provided.   

    Please remix this resource to add additional tasks. Sharing is caring!

    Here is a sample of this resource.  Click the attachment to download the entire fully-formatted lesson and support materials.

    NC.2.MD.1

    Measuring Tool Cards

    Domain

    Measurement and Data

    Cluster

    Measure and estimate lengths in standard units

    Standard(s)

    NC.2.MD.1 Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

    Materials

    A variety of measuring tools such as a yardstick and a ruler to measure objects, a pencil to record the measured units.

    Task

    Measure the width of the door.

     

    Continuum of Understanding

    Not Yet Proficient

    Needs prerequisite concepts, shows evidence of misunderstanding

     

    Selects the correct tool

    • Selects an appropriate measuring tool
    • Explains why certain measuring tools are better to measure objects

     

    Progressing

    • Incorrectly chooses an appropriate tool to measure objects.
    • Recognizes that a yardstick is longer than a ruler, but the explanation is weak or nonexistent.
    • Does not recognize that the yardstick is longer than the ruler, but the justification indicates an understanding of the need for a longer tool for longer lengths/distances.

    Meets Expectation

    • States that the yardstick would be the more appropriate tool to measure longer lengths/distances.
    • Recognizes that a yardstick is longer than a ruler.
    • Provides an explanation that clearly justifies the use of a yardstick for longer lengths/distances. May include an understanding that the more often the tool must be iterated, the more likely there are to be mistakes in measuring.

     

    Standards for Mathematical Practice

    1.  Make sense and persevere in solving problems.

    2.  Reason abstractly and quantitatively.

    3.  Construct viable arguments and critique the reasoning of others.

    4.  Model with mathematics.

    5.  Use appropriate tools strategically.

    6.  Attend to precision.

    7.  Look for and make use of structure.

    8.  Look for and express regularity in repeated reasoning.

     

     

     

     

     

     

     

     

     

     

     

    Task 1

     

    What would be the better tool to use to measure the width of the door?

     

    • Ruler
    • Yardstick

     

    Why do you think this tool would work better?

     

     

     

     

     

    The width of the door is __________ 

     

     

    Task 1

     

    What would be the better tool to use to measure the width of the door?

     

    • Ruler
    • Yardstick

     

    Why do you think this tool would work better?

     

     

     

     

    The width of the door is __________