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Remarks
Students recognize that a smaller unit provides a more precise measure and that precision is determined by the measure being used (for example, if using inches, you can measure to fractional parts of inches).Example: Find the measure of an angle using a protractor.
Example: A student measures a table to the nearest foot and then measures the same table to the nearest inch to get a more precise measure.
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Item Type(s):
This benchmark may be assessed using:
MC
item(s)
- Clarification :
Students will determine when an approximate measure or a more precise measure is more appropriate.
Students will select the appropriate measurements, unit of measure, or tool needed for measures of weight/mass, capacity/volume, length, area, temperature, and time.
- Content Limits :
Linear measures in inches may be to the nearest inch.
Items may include measurement tools such as: scales, rulers, yardsticks, tape measures, meter sticks, measuring cups, analog and digital clocks, thermometers, and their related units of measure. For a complete list of units for items involving measurement, see the Grade 5 FCAT 2.0 Mathematics Reference Sheet located in Appendix G.
Items dealing with length should focus on precision, not on the tool used to measure length.
Metric measures of mass may be to the nearest milligram.
Linear metric measures may be to the nearest millimeter.
Capacity metric measures may be to the nearest milliliter.
Elapsed time may be to the nearest minute.
- Stimulus Attributes :
A linear measurement may be indicated with a dimension line in a graphic.
Items that are set in real-world context may use length and width as dimensions as well as base and height as dimensions.
Items will not require students to measure.
- Test Item #: Sample Item 1
- Question: A carpenter is measuring the width of a window in a house. Which of the following methods would provide him with the most precise measurement?
- Difficulty: N/A
- Type: MC: Multiple Choice
