Access Point #: MAFS.912.N-Q.1.AP.3a

Describe the accuracy of measurement when reporting quantities (you can lessen your limitations by measuring precisely).
Clarifications:

Essential Understandings

Concrete:

  • Match units of measurement with appropriate quantities (i.e., distance would be measured with inches, feet, miles; volume would be measured with cubic liters).
  • Order units of measure from smallest to largest and vice versa (i.e., inches, feet, yards, meters).
  • Round and estimate numbers to a specific digit.
  • Measure an object using different units (i.e., millimeters and centimeters).
Representation:
  • Understand the following concepts and vocabulary: accuracy, place value, precision, significant digits, and significant figures.
  • Choose a unit of measure from a list of units to determine the most appropriate for the task.
  • Select a larger or smaller unit of measure given a situation (i.e., the distance from the student to the classroom door – measured in feet; selecting inches or yards).
  • Describe the difference between an exact measurement and a rounded measurement.
General Information
Number: MAFS.912.N-Q.1.AP.3a
Category: Access Points
Date Adopted or Revised: 06/14
Cluster: Reason quantitatively and use units to solve problems. (Algebra 1 - Supporting Cluster) (Algebra 2 - Supporting Cluster)

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.

Related Standards

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Related Resources

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Element Cards

High School Math Element Cards:

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Type: Element Cards

Teaching Idea

Curriculum Resource Guide: Measurement and Geometry:

Complete Unit

Type: Teaching Idea

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