options: Geometric measurement: understand concepts of angle and measure angles.

Measure lengths indirectly and by iterating length units.

Relate addition and subtraction to length.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

Tell and write time.

Work with time and money.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Describe and compare measurable attributes.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Represent and interpret data.
problem_activity: Problem 1
The table below shows the distance that Ms. Smith's fourth graders ran before stopping for a rest.
| Student | Distance (in miles) |
|---------|---------------------|
|   Joe   |  $${2{1\over2}}$$   |
| Arianna |  $${1{3\over4}}$$   |
|  Bobbi  |  $${2{1\over8}}$$   |
| Morgan  | $${1{{5\over8}}}$$  |
|  Jack   | $${2{{5\over8}}}$$  |
|  Sasha  |  $${2{1\over4}}$$   |
|  Tyler  |  $${2{2\over4}}$$   |
|  Jenny  |   $${{5\over8}}$$   |
|  Anson  |  $${2{2\over8}}$$   |
| Chandra |  $${2{4\over8}}$$   |
Using the information in the table, answer the following questions:
a.   What was the longest distance a student ran?
b.   What was the shortest distance a student ran?
c.   What was the most common distance that students ran?
Problem 2
Use the data from Anchor Task #1 to create a line plot.
Problem 3
a.   With a partner or group, gather a handful of round buttons from a diverse collection and use a ruler to measure the diameter of each button to the nearest eighth inch.
b.   Make a dot plot of button diameters, marking your scale in eighth-inch increments.
c.   What is the most common diameter in your collection? How does that compare with the collection from another group?
d.   Now measure the diameters of these same buttons to the nearest quarter inch.
e.   Make a dot plot of button diameters, marking your scale in quarter-inch increments.
f.   Describe the differences between the two dot plots you created. Which one gives you more information? Which one is easier to read?


correct_option_index: 14