3Rd Grade: Measurement and Data

Performance Assessment Task

3rd Grade: Measurement and Data

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.

Materials and Directions:

Give each student a ruler clearly marked with halves and fourths of an inch.
Have students measure their pencil length to the nearest fourth of an inch.
Have students write their measurement on a post-it note and stick it to the chalkboard or on the document camera.
Create a line plot with the students without plotting the data collected.
Now have the students plot the pencil length data on their line plot.
Circulate while students are making the line plot to check for their understanding of lengths and line plots.
Discuss questions aloud: who has the longest/shortest pencil? What is the length seen the most? How many pencils were measured in our class?

Extensions:

Before measuring, have students hold up their pencils to make estimations about pencil lengths as well as estimate some of the questions in step 6.

Considerations:

Observe each student’s estimations and measurements.
Do they have a realistic idea of how long an item is?
Are they able to measure accurately to a fourth of an inch?
Observe students plotting the data on the line plot.
During questioning check to make sure students are able to accuratelyinterpret/read a line plot.

Teacher notes:
Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure / Got It: Student essentially understands the target concept.
0 Unsatisfactory:
Little Accomplishment
The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. / 1 Marginal:
Partial Accomplishment
Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. / 2 Proficient:
Substantial Accomplishment
Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. / 3 Excellent:
Full Accomplishment
Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

 Elementary Mathematics Office • Howard County Public School System • 2013-2014