# Generate measurement data by measuring lengths using rulers marked with halves and fourths of an ### Cluster

Represent and interpret data.

Evidence of Learning Statements

 Students with a level 1 understanding of this standard will most likely be able to: Students with a level 2 understanding of this standard will most likely be able to: Students with a level 3 understanding of this standard will most likely be able to: Students with a level 4 understanding of this standard will most likely be able to: Generate measurements of data by measuring lengths using rulers to the nearest whole unit.  Represent the data by making a line plot, where the horizontal scale is marked off in whole number units. Generate measurements of data by measuring lengths using rulers marked with whole numbers and halves of an inch.  Represent the data by making a line plot, where the horizontal scale is marked off in whole number and half number units. Generate measurements of data by measuring lengths using rulers marked with halves and fourths of an inch.  Represent the data by making a line plot where the student must generate the appropriate horizontal markings for the scale of the line plot. Generate measurements of data by measuring lengths using rulers marked with halves and fourths of an inch where there is a wide diversity of lengths being included in the set. Represent the data by making a line plot where the student must generate the appropriate horizontal markings for the scale of the line plot. Create several one and two-step “how many more” and “how many less” real-world problems that could be answered by looking at the data.

Instructional Focus Statements

Level 3:

Students should be using their developing knowledge of fractions and number lines to work with measurement data involving fractional measurement values in halves and fourths of an inch. This standard supports and gives an application for 3.NF.A.2. Students are being exposed to two key concepts within this standard:  the ability to measure to the quarter inch and also to create a line plot to represent their data. To make a line plot from data which they have either generated or has been provided in a table, the student should be able to ascertain the greatest and least values in the data and self-create the line plot within those bounds. One important note, there is no need to sort the observations, or to count them, before producing the line plot.

Level 4:

In extending their understanding of this standard, students should be exposed to generating measurements from a wide diversity of lengths. Students can use data from a graph in order to create one- and two-step "how many more" and "how many less" problems. This work will support standard 3.OA.D.8.