Measuring Inch by Inch
Math Module
Grades K -2
by
Debbie Blaha and Brian McKenny
MAP Senior Leaders
Jefferson R-7 School District
St. Louis Regional MAP Center
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Purpose: This module can be used as a culminating activity
after studying units of measure, both standard and non-standard or after listening to the book, Inch by Inch by Leo
Lionni.
Composite Listing of Show-Me Standards Addressed:
Knowledge: MA 2, MA3
Performance: 1.8
Grade Level Range: K-2
Subject Area: Math
Time Needed for Module: two 45-50 minute class periods
Materials Needed: Module Packet (which includes the
student response sheets, the student prompt and scoring
guides), the book Inch by Inch by Leo Lionni, 6-inch ruler,
and pencil.
Instructions for Administration: Present students with the
Module Packet and make sure they understand what they
are to do. Go over the scoring guide so students know what
a quality product involves.
Pre-Assessment Instructions: Students will need to have
an understanding of basic measurement in both standard and
non-standard units, graphing, and charting.
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Student Response Sheet # 1
1.
In the book Inch by Inch, the inchworm measured the bird’s tail. Which
of the things shown below could be used to measure the bird’s tail?
a.
b.
c.
d.
a clock
2.
a ruler
a scale
a measuring cup
List at least 3 things in the classroom that are shorter than 3 inches.
___________________________________________
___________________________________________
___________________________________________
3.
Find 3 things in the classroom that are 6 inches or shorter. Use a ruler
to measure the items. List the names of the items and tell how long each
item is.
The ________________________ is ________ inch(es) long.
The ________________________ is ________ inch(es) long.
The ________________________ is ________ inch(es) long.
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Student Response Sheet # 2
4.
Use the space below to trace five items less than 6 inches that you find
in the classroom. Use a ruler to measure “how long” each item is.
Write the number of inches under each item. You will use the “length”
of the items to complete a graph as shown on Student Response
Sheet # 3.
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Response Sheet # 3
5.
Use the “length” of the 5 items you traced (on Student Response
Sheet # 2) to complete the graph to show “how many inches long”
each item is. Be sure to write the names of the items on the lines
and add a title.
Title: ___________________
Items
___________________________________________________
__________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________
________________________________________________
___________________________________________________
__________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________
1 2 3 4 5 6
Inches
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Response Sheet # 4
Performance Event
Part I: You are the inchworm in Inch by Inch and have decided to go into business
measuring things. You have been asked to come to the class to measure things. Complete the “T” chart below by listing 3 things you can measure and 3 things you cannot
measure. Be sure to give each side of the chart a title and list the correct things under
each title.
Part 2: Choose one thing that can be measured and trace it on a separate piece of
paper. Measure the item two ways---- using a ruler and using another object (e.g. a
paper clip, a paper strip, etc.) When you are finished measuring, complete the sentences below to tell what you learned.
# 1: Using a ruler, the __________________________ is _________ inches long.
# 2: Using a (an) __________________________ to measure with,
the ______________________ is _____________________________ long.
Part 3: Choose one thing that you cannot measure. Finish the sentence to explain why
you cannot measure it.
I cannot measure the ____________________________ because:
_________________________________________________________________
__________________________________________________________________
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Reproduce as needed.
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
Item 1: Selected Response
Correct answer: b
Measuring Inch by Inch
Scoring Guides
Scoring Guide:
1
Correct Answer
0
Other
Item 2: Constructed Response
Scoring Guide:
2
3 things that are shorter than 3 inches have been listed
1
1 - 2 things that are shorter than 3 inches have been listed.
Item 3: Constructed Response
Scoring Guide:
2
3 appropriate things have been listed with accurate measurements
1
1- 2 appropriate things have been listed with accurate measurements
0
Other
Item 4: Constructed Response
Scoring Guide:
3
5 appropriate items have been traced and have accurate measurements
2
3 - 4 appropriate items have been traced and have accurate measurements
1
1- 2 appropriate items have been traced and have accurate measurements
0
Other
Item 5: Constructed Response
Scoring Guide: Graphing
3
5 items have been accurately graphed
2
3 - 4 items have been accurately graphed
1
1- 2 items have been accurately graphed
0
Other
Scoring Guide: Title
1
Appropriate title has been written.
0
Other
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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Measuring Inch by Inch
Scoring Guide Performance Event
Part 1: “T” Chart
Scoring Guide:
2
The student has used the “T” chart accurately to show 3 things that
can be measured and 3 things that cannot be measured. Titles are
appropriate.
1
The student has used the “T” chart accurately to show 1-2 things that
can be measured and 1-2 things that cannot be measured. Titles may or
may not be appropriate.
0
Other
Part 2: Using Standard and Non-standard Measurements
Scoring Guide:
2
Both standard and non-standard units have been used to accurately
measure and both measurements have been accurately recorded.
1
Either standard or non-standard units have been used to accurately
measure and the measurement is accurately recorded.
0
Other
Part 3: Explanation
Scoring Guide:
2
The response includes a name of something that cannot be measured
and gives a reasonable explanation.
1
The response includes a name of something that cannot be measured.
0
Other
Fourth Edition: Performance-Based Assessments for Classroom Use: Missouri Assessment Program 2001 - 2002
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