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 whole centimeter or 1/16 inch.

• Build procedural fluency from conceptual understanding by modeling the use of tools as needed, e.g., ruler, measuring tape, yardstick, and meter stick. 

• 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 or 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

• 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 the definition of fractional parts on the ruler so 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 

  Knowledge Connections

Prior Knowledge

Leads to 

• Choose an appropriate instrument to measure the length of an object to the nearest whole centimeter or quarter inch. (4.GM.2.4) 

• Recognize and use the relationship between inches, feet, and yards to measure and compare objects. (4.GM.2.5)

• Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. (4.GM.2.6)

• Determine and justify the best use of customary and metric measurements in a variety of situations. (4.GM.2.7)

• Solve problems that require the conversion of lengths within the same measurement systems using appropriate units. (6.GM.4.2)

Sample Assessment Items

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 5.GM.3.2 Nearest Sixteenth Inch