Name: ______Date: ______
4.MD.4
Perry is very particular about his
pencils. He sharpens them often,
and measures them each day.
On the resource sheet Perry’s
Pencils are pictures of the
pencils in Perry’s pencil case.
Measure each pencil to the
nearest eighth of an inch.
Then, plot data on the line to
represent the pencil lengths.
Perry’s pencils wear down one-eighth of an inch each day.
If he uses his longest pencil every day, in how many days
will his longest pencil be the same size as his shortest pencil? in ______days
Name: ______Date: ______
4.MD.4
Perry is very particular about his
pencils. He sharpens them often,
and measures them each day.
On the resource sheet Perry’s
Pencils are pictures of the
pencils in Perry’s pencil case.
Measure each pencil to the
nearest eighth of an inch.
Then, plot data on the line to
represent the pencil lengths.
Perry’s pencils wear down one-eighth of an inch each day.
If he uses his longest pencil every day, in how many days
will his longest pencil be the same size as his shortest pencil? in ______days
Elementary Mathematics Office • Howard County Public School System • 2013-2014
Perry’s Pencils
resource sheet
Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:• In order to complete this task, each student needs a copy of the Perry’s Pencils resource sheet as well as a ruler that will allow them to measure to the nearest one-eighth inch.
• The students should add Xs to the line plot to reflect the following pencil lengths:
6 in, in, in, in, in, in, and in
• The line next to each pencil represents the pencil’s length. The students should measure the line so that their measurements are accurate. This will avoid problems with students having trouble measuring accurately to the point. If students are unsure of what to do, you may instruct them that they should measure the line next to each pencil and use that measurement as the length of the pencil.
• For the follow-up question, the answer is “in 7 days”.
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