Mathematics Assessment Map – Sample at Level 3
Marbles
Context
Students were asked to estimate and then measure the distance between a line scratched in the sand and two different marbles. They also estimated and then measured the area of an irregular shape by counting squares. Students had access to a transparent measurement grid (5mm squares).
The elements of the Measurement, chance and data standard addressed by the task are:
Students estimate and measure length, area … using appropriate instruments.
(Students) recognise and use different units of measurement … in appropriate contexts.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
In a game of marbles, Greta and Peta were arguing about who got their marble closer to a line scratched in the sand. The diagram below shows the marbles and the line.
1. Just by looking at the diagram, tick whose marble you think is closer to the line.
2. To help Greta and Peta settle their argument once and for all, measure the distances yourself. Draw lines to show where you made the measurements and label those lines with your measurements.
3. Tick whose marble was closer to the line, Greta’s or Peta’s marble.
Greta and Peta decide to play marbles in a circle instead. They scratched two wobbly circle shapes in the sand as shown below and decided to play in the one with the bigger area.
4. Tick whose shape you think covers the bigger area.
Measure the area of each shape using the grid provided for you.
5. Tick which shape has the bigger area. Explain your answer.
View text version
Measurement, chance and data – Level 3
- Although the student did not draw a perpendicular line, they still obtained reasonably accurate measurements of the distances from the marbles to the line, using fractional measurements (A and B).
- The student estimates, measures verifies and compares areas by counting squares on a grid (C and D) by counting whole and part squares using a transparent measurement grid (5 mm squares). Identifies that one shape has more squares than the other.
Elements of Measurement, chance and data
Students estimate and measure length, area … using appropriate instruments.
(Students) recognise and use different units of measurement … in appropriate contexts.
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