Look for and make use of structure. Use the patterns in measurement systems to make sense of problems. Use the relationships demonstrated in the measurement system to solve problems. Look for and express regularity in reasoning Use the patterns illustrated in measurement systems to verify a solution. Use the relationships demonstrated in a measurement system to compare results. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Essential Skills and Knowledge • Knowledge of capacity units should also include cups, pints, quarts, and gallons. • Knowledge of length should also include inches, feet, and yards. • Ability to use visual aids with conversion of measurement children to make their own measuring cups, analog clocks, and other measuring instruments to develop a better understanding of the units they are measuring. The units of measure that have not been addressed in prior years are pounds, ounces, kilometers, milliliters, and seconds. Students’ prior experiences were limited to measuring length, mass, liquid volume, and elapsed time. Students did not convert measurements. Students need ample opportunities to become familiar with these new units of measure. Students may use a two-column chart to convert from larger to smaller units and record equivalent measurements. They make statements such as, if one foot is 12 inches, then 3 feet has to be 36 inches because there are 3 groups of 12.
Sample Assessment Items: The items included in this component will be aligned to the standards in the unit and will include: Items purchased from vendors PARCC prototype items PARCC public released items Maryland Public release items Formative Assessment Topic Standards Addressed Link Notes Who Is the Tallest? 4.MD.A.1 This task provides a context for translating between different While there are in principle multiple approaches (using each of the different units for measurement), the 4.MD.1 standard calls for converting a larger unit to a smaller unit. Students who convert all of the heights to inches are meeting the expectations of the standard, and students solving it in other ways are exceeding the expectations of the standard. Margie Buys Apples 4.MD.A.2 This task gives students an opportunity to work with familiar fractions and decimals in a context involving money. This task could be used early in the year for formative assessment or as a transition to more complex problems. It also provides a good opportunity to review the connection between familiar fractions and decimals. Karl’s Garden 4.MD.A.3 4.OA.A.3 The purpose of the task is for students to solve a multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication.