3.MD.4 - About the Math, Learning Targets, and Rigor

Full Standard

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.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Learning Targets

• Use a ruler to measure whole, half, and quarter inches.
• Record measurement data using whole, half, and quarter inches.
• Make a line plot with horizontal scale marked off in whole number, half, or quarter units.

About the Math

A line plot is a way to record data on a number line. You make a line plot by drawing a number line and showing each value and then placing an X over the appropriate value. Line plots show the range of data and how the data are distributed over that range. Line plots are useful when the range is small. It is easy to see on a line plot which number occurs most frequently because that is the highest stack of X's. The ability to measure with a ruler is a component of this standard. Students should understand that a ruler measures the difference between 2 points. Students do not have to begin measuring with the zero. Essential vocabulary for this standard includes: centimeter, fourth, half/halves, inch, length, line plot, millimeter, quarter, and scale. Visit the online dictionary Links to an external site. for vocabulary support.

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site. . Links to an external site. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Jon broke his ruler and lost one part of it. His ruler now goes from 4 to 12 inches. Jon told his teacher he could not use the ruler to measure his crayon. Is Jon correct or incorrect? Explain why or why not.
• Rebecca says that this ribbon is 3 inches. Frank said that it was 6 (½) inches. Whose measurement is correct? Picture?
• Measure objects around the room and use the data to complete a line plot.
• Alfred has a ruler that is only marked with ¼ inches. He says that he can’t use it to do his homework where he needs to measure to the nearest ½ inch. Explain to Alfred why he can or cannot use his ruler to measure.
• Measure the length of your desk to the nearest ½ inch. Find 3 objects in the room with the same measurement.
• Create a line plot that shows the measurements for at least 5 objects in the room. One should be measured to the nearest inch. Another should be measured to the nearest ¼ inch and another should be measured to the nearest ½ inch. How did you decide which objects to measure?
• When would it be important to measure an object to the nearest ¼ inch or ½ inch, instead of the nearest inch?  What might some of these objects be?
• When looking at a line plot showing measured objects, how can you tell which measurement is the most common? 
• On a line plot showing the lengths of objects, the longest object is 28 inches and the shortest object is 13 inches.  What is the difference between the length of these two objects?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• It’s in the Data Links to an external site. ( Georgia Department of Education, pg. 92-98)
• How Big Is A Foot? Links to an external site. (NCTM Illuminations Lesson)  

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Hands-On Standards	3-4	126 (Estimating and Measuring) 126-127 (Estimating and Measuring)
	NumberSense	3-4   4-6	191-195 199-200 125-127 187-195 199-201
	Developing Mathematics with Base Ten		82-84
	Puddle Questions	4	10 and 28
	Math In Practice Teaching Third-Grade Math	3	Module 13

More Ideas

• More Ideas Inspired by Teaching Student-Centered Mathematics

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Classroom Line Plot Download Classroom Line Plot
  (HCPSS-adapted resource)
• How Many Sides Line Plot Download How Many Sides Line Plot
  (HCPSS-adapted resource)
• Measuring Shoes Line Plot Download Measuring Shoes Line Plot
  (HCPSS-adapted resource)
• Measuring to the Nearest 1/2 Inch Task Cards Download Measuring to the Nearest 1/2 Inch Task Cards
  (pdf)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Use a Ruler to Measure Whole, Half and Quarter Inches Links to an external site.
• Make a Line Plot a Links to an external site.
• Make a Line Plot b Links to an external site.
• Measure to Half-Inch Links to an external site.
• Measure to Half-Inch_Line_Plot Links to an external site.
• Measure to Half-Inch_Line_Plot_2 (performance task) Links to an external site.
• Measure to Quarter-Inch (performance task) Links to an external site.
• Measure to Quarter-Inch_2 (performance task) Links to an external site.

Learning Targets

• Use a ruler to measure whole, half, and quarter inches.
• Record measurement data using whole, half, and quarter inches.
• Make a line plot with horizontal scale marked off in whole number, half, or quarter units.

Learning targets identify what students should be able to do.  This rubric can be applied to tasks and observations for assessment and/or grading. 

Rubric for Tasks Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.