Clarifications
Clarification 1: Instruction includes seeing rulers and tape measures as number lines.Clarification 2: Instruction focuses on recognizing that when an object is measured in two different units, fewer of the larger units are required. When comparing measurements of the same object in different units, measurement conversions are not expected.
Clarification 3: When estimating the size of an object, a comparison with an object of known size can be used.
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Formative Assessments
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MFAS Formative Assessments
Students measure the length of a line segment twice and are given an opportunity to explain why the line segment measures in fewer meters than centimeters.
Students are asked to estimate the length of a line segment in centimeters.
Students measure the length of a line twice and are given an opportunity to explain why the line measures in fewer feet than inches.
Students are given the length of an alligator in both feet and yards and are asked to explain why the measure given in feet is greater than the measure given in yards.
Students measure the length of a line segment twice, once using inches and again using centimeters, and are asked to explain why the two measures are different.
Students use a ruler to measure a 17 inch segment to the nearest inch.
Students use a ruler or yardstick to measure a length to the nearest foot.
Students use a ruler to measure one segment to the nearest inch and one segment to the nearest centimeter.
Original Student Tutorials Mathematics - Grades K-5
A 6 foot bug? No way! Learn how to estimate length using inches, feet and yards by using objects around you in this interactive tutorial.
Student Resources
Original Student Tutorial
A 6 foot bug? No way! Learn how to estimate length using inches, feet and yards by using objects around you in this interactive tutorial.
Type: Original Student Tutorial