Materials Estimating Measurements handouts, pencils Task Part 1: Distribute Estimating Measurements handout to students. Draw students’ attention to data on the handout: Read task: Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot. Part 2: Prompt students to use data from the line plot to answer each question. Read each question aloud: How many students’ lines were exactly five inches long? How many students drew a line longer than five inches long? What was the length of the shortest line drawn? How many students drew a line that was either 4 ½ inches long or 5 ½ inches long? What other questions do you have about the data collected? Performance Task Scoring Rubric: 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Level 5: Distinguished Level 4: Strong Level 3: Moderate Level 2: Partial Level 1: No Command Command Command Command Command Student gives all 5 Student gives all 5 Student gives all 4 Student gives 3 Student correct answers. correct answers. correct answers. correct answers. gives less than 3 Clearly constructs and Clearly constructs and Constructs and Constructs and correct communicates a complete communicates a communicates a communicates an answers. response based on complete response complete response incomplete response explanations/reasoning based on based on based on The student using the: explanations/reasoning explanations/reasoning explanations/reasoning shows no work using the: using the: using the: or justification. properties of operations properties of properties of properties of
Materials Estimating Measurements handouts, pencils Task Part 1: Distribute Estimating Measurements handout to students. Draw students’ attention to data on the handout: Read task: Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot. Part 2: Prompt students to use data from the line plot to answer each question. Read each question aloud: How many students’ lines were exactly five inches long? How many students drew a line longer than five inches long? What was the length of the shortest line drawn? How many students drew a line that was either 4 ½ inches long or 5 ½ inches long? What other questions do you have about the data collected? Performance Task Scoring Rubric: 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: No Command Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of operations Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of Student gives all 4 correct answers. Constructs and communicates a complete response based on explanations/reasoning using the: properties of Student gives 3 correct answers. Constructs and communicates an incomplete response based on explanations/reasoning using the: properties of Student gives less than 3 correct answers. The student shows no work or justification.
3rd%20Grade%20UNIT%204%20PLAN%202016-2017.docx