Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Examples of Opportunities for In-Depth FocusContinuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.2.4c, 5.NF.2.7c, 5.NF.2.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole- number problems involving such quantities.
- Assessment Limits :
Standard rulers may not be used; only special rulers that are marked off in halves or quarters are allowed. Measurements are limited to inches. - Calculator :
No
- Context :
Allowable
- Test Item #: Sample Item 1
- Question:
A pencil is shown.
What is the length of the pencil to the nearest whole inch?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 2
- Question:
A pencil is shown.
What is the length of the pencil to the nearest half inch?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 3
- Question:
A pencil is shown.
What is the length of the pencil to the nearest quarter inch?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 4
- Question:
The line plot shown displays the lengths of the pieces of ribbon that Johnny measured.
Which could be one of the ribbons that Johnny measured?
- Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
Related Access Points
Related Resources
Assessment
Formative Assessments
Lesson Plans
Model Eliciting Activity (MEA) STEM Lessons
Original Student Tutorials
Professional Development
Teaching Idea
STEM Lessons - Model Eliciting Activity
During this activity, students will look at data from a fictional town, Thrift Town and develop a strategy of choosing which material would be the best to help insulate an ice cream container. The students will utilize higher order thinking skills, as well as deduction to find a solution.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students are asked to measure their pencils to the nearest quarter inch.
Students make a line plot from a set of measurement data that includes measurements to the nearest fourth of an inch.
Students determine the length of the teacher's shoe to the nearest quarter inch.
Students make a line plot displaying measurements found in Part One of this task.
Original Student Tutorials Mathematics - Grades K-5
Join us as Breanna learns to use a line plot to examine measurement data she needs to create bracelets for her friends, in this interactive tutorial.
Student Resources
Original Student Tutorials
Join us as Breanna learns to use a line plot to examine measurement data she needs to create bracelets for her friends, in this interactive tutorial.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, students will make observations based on the property of size, specifically length. Students will learn about the metric and customary measurement systems and use line plots to organize and sort data.
Type: Original Student Tutorial