Name: ______Date: ______
4.MD.4
For math homework, Zack’s teacher asked the class to find objects around the house and measure them to the nearest quarter-inch. Zack decided to measure the crayons in his crayon box.
Zack made the line plot
to the right and added an X
to represent the length of
his pink crayon. The resource
sheet Zack’s Crayons shows
seven othercrayons that
Zack measured.
Measure the crayons on the
resource sheet and add data
to the line plot to represent
their lengths.
Name: ______Date: ______
4.MD.4
For math homework, Zack’s teacher asked the class to find objects around the house and measure them to the nearest quarter-inch. Zack decided to measure the crayons in his crayon box.
Zack made the line plot
to the right and added an X
to represent the length of
his pink crayon. The resource
sheet Zack’s Crayons shows
seven other crayons that
Zack measured.
Measure the crayons on the
resource sheet and add data
to the line plot to represent
their lengths.
Elementary Mathematics Office • Howard County Public School System • 2013-2014
Zack’s Crayon Box
Resource Sheet
Red:
Blue:
Yellow:
Green:
Orange:
Black:
Purple:
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 resource sheet Zack’s Crayon Box as well as a ruler that will allow them to measure to the nearest quarter inch.
• The students should add Xs to the line plot to reflect the following crayon lengths:
3 in, in, in, in, in, 4 in, and 4 in
• The line below each crayon represents the length of the crayon. The students should measure the line so that their measurements are accurate. This will avoid problems caused if students don’t know whether to measure just the top of the crayon or from the back to the end of the crayon’s point. If students are unsure of what to do, you may instruct them that they should measure the line below each crayon and use that measurement as the length of the crayon.
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