Estimating distances
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Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about estimating and measuring length.
Practical task
Your teacher will give you instructions about estimating then measuring.
Task administration:
Equipment
Metre ruler; suitable marker, e.g., chalk, masking tape; answer card.
- Prior to students carrying out this task, draw 2 sets of parallel lines on the playground or mark them inside with masking tape. The first set of lines should be 70 cm apart and labelled "Step". The second set of lines should be 110 cm apart and labelled "Jump".
- To carry out this assessment, you will need to observe students making their actual measurements. (See note on scoring guide).
- Show students the first set of lines and say "I have marked out the length of a step I made earlier today. Next to the word Estimate on Table 1 of your Answer Card, write down how far you think I stepped." Give students time to record their estimates.
- Show students the second set of lines and say "I have marked out the length of a jump I made earlier today. Next to the word Estimate on Table 2 of your Answer Card, write down how far you think I jumped." Give students time to record their estimates. Throughout the day, provide the opportunity for one student at a time to measure and record the actual distances. Remind students to record the unit of measurement used, e.g., mm, cm, m when recording results.
- Students use metre rulers to measure and record the actual distance of the step in Table 1.
- Students use metre rulers to measure and record the actual distance of the jump in Table 2.
Level:
2
Curriculum info:
Keywords:
Description of task:
In this practical task, students estimate and then measure how far they can jump.
Curriculum Links:
This resource can help to identify students' understanding of estimation and measurement of length using and standard units.
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Answers/responses:
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2 marks |
a) |
Estimate is ± 20 cm. (50 cm-90 cm) |
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2 marks |
b) |
Estimate is ± 20 cm. (90 cm-130 cm) |
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c) |
Measurement is taken accurately:
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d) |
Measurement is taken accurately:
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* This mark can only be given if someone is there to check that the zero mark on the ruler is placed against the starting mark. If the student does this incorrectly, then it should be corrected before proceeding.