options: Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
problem_activity: Activity
In the warm-up, students learned that measurement error can result from the level of precision in a measuring device. In this activity, students learn about how real-world limitations on humans using measuring devices can introduce measurement errors. They discuss possible sources of error and express the error both as an amount and as a percentage. This is their first introduction into the concept of measurement error and how we use that to calculate percent error.
Launch
Keep students in groups of 2. Tell students that a soccer field is 120 yards long and ask them how they can measure that length using a 30-foot-long tape measure. (Note the use of two different units of measure, here.) If not mentioned by students, suggest measuring off 30 feet, making a mark, measuring off another 30 feet, and so on. Ask the class if they would all get exactly the same answer by this method. Tell students they are going to think more deeply about a specific measurement made by a person. Give the students 1–2 minutes of quiet work time to calculate the amount of the error and the percent error followed by partner and whole-group discussions.
Student Facing
A soccer field is 120 yards long. Han measures the length of the field using a 30-foot-long tape measure and gets a measurement of 358 feet, 10 inches.
What is the amount of the error?
Express the error as a percentage of the actual length of the field.
Student Response
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Anticipated Misconceptions
If students fail to see the need for converting units of measure, ask them how many feet are in 120 yards? How many inches?
Activity Synthesis
Ask students, "What is a possible cause of the error?" Possible reasons include:
He did not position the tape measure precisely every time he measured another 30 feet.
He didn't go in a completely straight line. (Although this would result in a longer measurement.)
Han did not correctly use the measuring tape.
Ask a few students to share their solutions for the last problem.
Explain to students,
measurement error
is the positive difference between the measurement and the actual value. The
percent error
is the error expressed as a percentage of the actual value. We always use a positive number to express percent error and, when appropriate, use words to describe whether the measurement is greater than or less than the actual value. In this case, we might say that the measured length was less than the actual length with a percent error of 0.32%.
Ask, "When might percent error be more useful than measurement error?" If needed, give an example of measuring a student's height and being incorrect by an inch versus measuring the height of a skyscraper and being incorrect by an inch. Although the measurement error is the same (1 inch), the percent error is very different since the 1 inch difference is significantly more important when measuring shorter distances.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Invite students to suggest language or diagrams to include that will support their understanding of: measurement error and percent error.
Supports accessibility for: Memory; Language
Speaking: MLR7 Compare and Connect.
Use this routine when students present their strategies for calculating the percent error. Ask students to consider what is the same and what is different about each approach. Draw students' attention to the associations between the measurement, measurement error, and percent error. As students share what they noticed between the strategies, revoice their statements using the terms “measurement error” and “percent error.” These exchanges can strengthen students' mathematical language use and reasoning based on measurement errors.
Design Principle(s): Maximize meta-awareness


correct_option_index: 3