Measurement

Task: Broken Ruler Item

This instructional activity asks teachers to engage a group of students in a whole class discussion where
different student solutions are compared and discussed. Through the discussion, students will develop
an understanding of key features related to measurement, such as the zero point and its flexibility, and
iteration.

This task contains 2 questions. The first question (Part A) asks students whether it is possible to measure
a given line with a broken ruler. The second question (Part B) shows a longer line that exceeds the
length of the broken ruler, and asks whether it is possible to use the ruler to measure the new line. For
grade 3, you may decide to only do Part A to ensure that the discussion does not last too long.
Target grade/cycle: Grades 3-6

Mathematical Instructional Goals (goals for students learning of math concepts):

Students will develop an understanding that when we measure, the point of origin begins at zero,
which we call the zero point.
Students will develop an understanding that the starting point is flexible and can be shifted to
measure. This entails understanding that linear measure is a measure of distance traveled.
(For Part B) Students will develop an understanding that units can be iterated, meaning that they
can be re-used to measure.
The task to present to the students is shown on the next page. Please note that the task can be

slightly modified. For example, for Grade 3, the broken ruler could start at 1 instead of 3. Please speak to
your instructor if you have questions about how to modify the task.

* Modified from Rich Lehrers Data Modeling project, 2012.

Tom wants to measure the lengths of two lines, but his ruler fell on the floor and broke.

5
3

(a) Can he use this ruler to measure the short line below? Please circle either answer A or answer
B, and then explain.
A. No, he cannot use the ruler to measure the short line.
Explain why:

B. Yes, he can use the ruler to measure the short line.

Explain how:

(b) Can he use the ruler to measure the long line below? Please choose either answer A or answer
B, and then explain.
A. No, he cannot use the ruler to measure the long line.
Explain why:

B. Yes, he can use the ruler to measure the long line.

Explain how:

* Modified from Rich Lehrers Data Modeling project, 2012.