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5-GM-3-2

Page history last edited by Brenda Butz 6 years, 2 months ago

5.GM.3.2 Choose an appropriate instrument and measure the length of an object to the nearest whole centimeter or 1/16-inch.

In a Nutshell

In objective 5.GM.3.2, students will learn how to measure with a ruler, a measuring tape, a yardstick, and a meter stick. The students will know the difference between metric and customary units of length and be able to choose the most appropriate instrument to measure for any given situation. When working with metric units, they will measure to the nearest whole centimeter and when working with customary units they will measure to the nearest 1/16-inch. In fourth grade, they measured to the nearest whole centimeter as well, but only to the ¼- inch. In fifth grade we will expand on that by making a more precise measurement to the ⅛-inch and 1/16-inch.

Student Actions	Teacher Actions
Develop the Ability to Make Conjectures, Model, and Generalize by determining the appropriate tool for measuring. They will recognize the strengths and limitations of each tool. Develop a Productive Mathematical Disposition by checking to see if an answer makes sense within the context of a situation. Develop Mathematical Reasoning by specifying units of measure and explaining why the specific measurement tool was chosen. Develop Accurate and Appropriate Procedural Fluency by measuring with precision to the nearest cm or 1/16 in.	Build procedural fluency from conceptual understanding by modeling the use of tools as needed, e.g., using a large model, overhead, or a document camera with precision. Implement tasks that promote reasoning and problem solving by allowing students to explore and choose appropriate learning tools. Facilitate meaningful mathematical discourse by encouraging students to justify their mathematical thinking for the chosen tool. Pose purposeful questions that will remind students to assess the reasonableness of their results. Support productive struggle in learning mathematics by allowing students to explore what they would do if some tools are not available.
Key Understandings	Misconceptions
Choose an appropriate instrument ie. ruler, measuring tape, yard/meter stick to measure the length of an object Use a measuring instrument correctly by placing the end of the object to be measured at “0” Calculate an accurate measurement without starting at 0 EX. measuring with a “broken ruler” Understand which side of the measuring instrument to use whether measuring customary or metric units Know the difference between customary and metric units Read the measuring instrument and understand increments as parts of a whole Round the measurement to the nearest whole centimeter or 1/16 inch Understand the connection between measurement values and fractional and decimal increments.	Begin measuring at the end of the ruler instead of at zero Count the lines instead of the spaces when measuring Begin measuring at the number 1 instead of at zero and does not compensate Count intervals shown on the ruler as the desired interval regardless of their actual value Fail to interpret interval marks appropriately Restrict his definition of fractional parts on the ruler so that he thinks that an inch is the specific distance from 0 to 1 and does not understand that an inch unit of length is an inch, anywhere on the ruler. Read the marks on the ruler as whole numbers Believe that a ruler has to be longer than the object being measured