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Measurement Standard
Instructional programs from prekindergarten through
grade 12
should enable all students to—
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Understand measurable
attributes of objects and the units, systems, and processes of measurement
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Pre-K–2
Expectations:
In
prekindergarten through grade 2 all students should– |
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recognize the attributes of length, volume, weight, area, and
time; |
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compare and order objects according to these attributes; |
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understand how to measure using nonstandard and standard units;
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select an appropriate unit and tool for the attribute being
measured. |
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Grades
3–5 Expectations:
In
grades 3–5 all students should– |
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understand such attributes as length, area, weight, volume,
and size of angle and select the appropriate type of unit for
measuring each attribute; |
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understand the need for measuring with standard units and become
familiar with standard units in the customary and metric systems;
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carry
out simple unit conversions, such as from centimeters to meters,
within a system of measurement; |
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understand that measurements are approximations and how differences
in units affect precision; |
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explore what happens to measurements of a two-dimensional shape
such as its perimeter and area when the shape is changed in
some way. |
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Grades
6–8 Expectations:
In
grades 6–8 all students should– |
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understand both metric and customary systems of measurement;
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understand relationships among units and convert from one unit
to another within the same system; |
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understand, select, and use units of appropriate size and type
to measure angles, perimeter, area, surface area, and volume.
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Grades
9–12 Expectations:
In
grades 9–12 all students should– |
| • |
make decisions about units and scales that are appropriate for
problem situations involving measurement. |
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Apply appropriate
techniques, tools, and formulas to determine measurements.
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Pre-K–2
Expectations:
In
prekindergarten through grade 2 all students should– |
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measure with multiple copies of units of the same size, such
as paper clips laid end to end; |
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use repetition of a single unit to measure something larger
than the unit, for instance, measuring the length of a room
with a single meterstick; |
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use tools to measure; |
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develop
common referents for measures to make comparisons and estimates.
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Grades
3–5 Expectations:
In
grades 3–5 all students should– |
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develop
strategies for estimating the perimeters, areas, and volumes
of irregular shapes; |
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select and apply appropriate standard units and tools to measure
length, area, volume, weight, time, temperature, and the size
of angles; |
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select and use benchmarks to estimate measurements; |
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develop,
understand, and use formulas to find the area of rectangles
and related triangles and parallelograms; |
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develop strategies to determine the surface areas and volumes
of rectangular solids. |
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Grades
6–8 Expectations:
In
grades 6–8 all students should– |
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use
common benchmarks to select appropriate methods for estimating
measurements; |
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select and apply techniques and tools to accurately find length,
area, volume, and angle measures to appropriate levels of precision;
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develop and use formulas to determine the circumference of circles
and the area of triangles, parallelograms, trapezoids, and circles
and develop strategies to find the area of more-complex shapes;
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develop strategies to determine the surface area and volume
of selected prisms, pyramids, and cylinders; |
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solve problems involving scale factors, using ratio and proportion;
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solve simple problems involving rates and derived measurements
for such attributes as velocity and density. |
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Grades
9–12 Expectations:
In
grades 9–12 all students should– |
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analyze precision, accuracy, and approximate error in measurement
situations; |
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understand and use formulas for the area, surface area, and
volume of geometric figures, including cones, spheres, and cylinders;
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apply
informal concepts of successive approximation, upper and lower
bounds, and limit in measurement situations; |
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use unit analysis to check measurement computations. |
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