Name: ___________________________________________

Date: ____________________
4.MD.4
For math homework, Zacks teacher asked the class to find objects
around the house and measure them to the nearest quarter-inch. Zack
decided to measure the crayons in his crayon box.
Zack made the line plot
to the right and added an X
to represent the length of
his pink crayon. The resource
sheet Zacks Crayons shows
seven other crayons that
Zack measured.

Zacks Crayons

Measure the crayons on the

resource sheet and add data
to the line plot to represent
their lengths.

Name: ___________________________________________
Date: ____________________
4.MD.4
For math homework, Zacks teacher asked the class to find objects
around the house and measure them to the nearest quarter-inch. Zack
decided to measure the crayons in his crayon box.
Zack made the line plot
to the right and added an X
to represent the length of
his pink crayon. The resource
sheet Zacks Crayons shows
seven other crayons that
Zack measured.

Zacks Crayons

Measure the crayons on the

resource sheet and add data
to the line plot to represent
Elementary Mathematics Office Howard County Public School System 2013-2014

their lengths.

Elementary Mathematics Office Howard County Public School System 2013-2014

Zacks Crayon Box

Resource Sheet
Red:

Blue:

Yellow:

Green:

Orange:

Black:

Purple:

Elementary Mathematics Office Howard County Public School System 2013-2014

Teacher notes:
In order to complete this task, each student needs a copy of the resource
sheet Zacks Crayon Box as well as a ruler that will allow them to measure
to the nearest quarter inch.
The students should add Xs to the line plot to reflect the following crayon
lengths:
3 in,

in,

in,

in,

in, 4 in, and 4 in

The line below each crayon represents the length of the crayon. The
students should measure the line so that their measurements are accurate.
This will avoid problems caused if students dont know whether to measure
just the top of the crayon or from the back to the end of the crayons point.
If students are unsure of what to do, you may instruct them that they should
measure the line below each crayon and use that measurement as the
length of the crayon.

Not yet: Student shows evidence of

misunderstanding, incorrect concept or
procedure.
0 Unsatisfactory:
1 Marginal:
Little
Partial
Accomplishment
Accomplishment
The task is attempted
and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.

Part of the task is

accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding. Further
teaching is required.

Got It: Student essentially understands the

target concept.
2 Proficient:
Substantial
Accomplishment
Student could work to
full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.

3 Excellent:
Full Accomplishment
Strategy and execution
meet the content,
process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor errors
that do not impact the
mathematics.

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

Elementary Mathematics Office Howard County Public School System 2013-2014