Standard #: MAFS.912.N-Q.1.3 (Archived Standard)


This document was generated on CPALMS - www.cpalms.org



Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Number & Quantity: Quantities
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Reason quantitatively and use units to solve problems. (Algebra 1 - Supporting Cluster) (Algebra 2 - Supporting Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

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Related Resources

Formative Assessments

Name Description
Density

Students are given a scenario in which density is calculated and are asked to select the answer that is most appropriate given the degree of accuracy in the initial measurements.

Tree Size

Students are asked to determine if a diameter calculated to seven decimal places is appropriate given the degree of accuracy in the circumference measure used in its calculation.

Lesson Plans

Name Description
Compacting Cardboard

Students investigate the amount of space that could be saved by flattening cardboard boxes. The analysis includes linear graphs and regression analysis along with discussions of slope and a direct variation phenomenon.

Crime Scene Measurements

Using a crime scene scenario, students will measure length, mass, volume and temperature. They will calculate area and shoe size using a chart. Students will analyze soil samples using a microscope. Students will use the process of elimination based on their data to determine a suspect.

Mass Mole Relationships: A Statistical Approach To Accuracy and Precision

The lesson is a laboratory-based activity involving measurement, accuracy and precision, stoichiometry and a basic statistical analysis of data using a scatter plot, linear equation, and linear regression (line of best fit). The lesson includes teacher-led discussions with student participation and laboratory-based group activities.

Mole Relay

To be successful in chemistry, students need a solid foundation in solving multi-step (sequential) problems. This activity uses inexpensive materials to strengthening students understanding of stoichiometry problems during an engaging group competition. A student-centered approach develops the reasoning skills needed for scientific thinking. Each student assumes a different role as they complete work in a complex stoichiometry problem. Students may receive immediate feedback from their teammates so that success is felt by all learners.

Farming in the Gilded Age: A Simulation This video is about a simulation created by a teacher to show the hardships of "gambling" in the world of farming, especially in a past, less civilized time. The students were given 2000 and had to put 500 aside for various expenses. They were then given a list of 11 objects (crops and livestock) that they could chose from to purchase with the remaining 1500. The catch is, they only have a certain amount of space to use, and must plan which items will be more efficient in a set area. To simulate the purchasing of the crops and livestock, the teacher cut out squares with each item on it. He then had each group come up to spend their money on what they found fit for their particular group. After each group chose their ratios of crops and livestock, there was then a simulated growing season that had problems with certain crops and benefits of others. They then repeat the process for the following year with a different scenario for the growing season. At the end of the simulation, the teacher acted as if he was the banker that loaned the 2000 in the beginning. This is where it comes full circle to show why farming was so difficult in the past, and how it declined due to poor weather and the lack of the ability to pay off loans given to start farming in the first place.
BIOSCOPES Summer Institute 2013 - Mechanical Energy

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Motion: Speed and Velocity

In this lesson students should be able to :

  • Identify appropriate SI units for measuring speed.
  • Compare and contrast average speed and instantaneous speed.
  • Interpret position-time graphs.
  • Calculate the speed of an object using slopes.
Ramp It Up

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Forced To Learn

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Riding the Roller Coaster of Success

Students compete with one another to design and build a roller coaster from insulation tubing and tape that will allow a marble to travel from start to finish with the lowest average velocity. In so doing, students learn about differences between distance and displacement, speed and velocity, and potential and kinetic energy. They also examine the Law of Conservation of Energy and concepts related to force and motion.

Making Menus

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Amusement Park Physics

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Perspectives Video: Teaching Idea

Name Description
Rubber Band Races for Testing Measurement Accuracy <p>This activity will send your measurement lab to new distances.</p>

Problem-Solving Tasks

Name Description
Dinosaur Bones

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

Bus and Car

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At a higher level, the task addresses MAFS.912.N-Q.1.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgments about the level of accuracy with which to report the result.

Accuracy of Carbon 14 Dating I

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating II

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Felicia's Drive

This task provides students the opportunity to make use of units to find the gas needed (). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Calories in a Sports Drink

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers have been rounded in a very odd way.

Teaching Ideas

Name Description
Now That is a Dense Graph

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Pump Up the Volume

This activity challenges students to analyze the statistical distribution of volume measurements from a partially filled graduated cylinder. The free app, GeoGebra is used to create a box plot to aid in the analysis.

Pump Up the Volume

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Now That is a Dense Graph

In this activity, the density of ethanol is found by graphical means. In the second part, the density of sodium thiosulfate is found, also by graphical means. The values found are then analyzed statistically.

A Certain Uncertainty

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All Numbers Are Not Created Equal

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Unit/Lesson Sequence

Name Description
Sample Algebra 1 Curriculum Plan Using CMAP

This sample Algebra 1 CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the Algebra 1 Course. The units and standards are customizable and the CMAP allows instructors to add lessons, worksheets, and other resources as needed. This CMAP also includes rows that automatically filter and display Math Formative Assessments System tasks, E-Learning Original Student Tutorials and Perspectives Videos that are aligned to the standards, available on CPALMS.

Learn more about the sample Algebra 1 CMAP, its features and customizability by watching the following video:

Using this CMAP

To view an introduction on the CMAP tool, please .

To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account.

To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app.

To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu.

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Student Resources

Problem-Solving Tasks

Name Description
Dinosaur Bones:

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip.

At a higher level, the task addresses MAFS.912.N-Q.1.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgments about the level of accuracy with which to report the result.

Accuracy of Carbon 14 Dating I:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating II:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas needed (). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers have been rounded in a very odd way.



Parent Resources

Problem-Solving Tasks

Name Description
Dinosaur Bones:

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip.

At a higher level, the task addresses MAFS.912.N-Q.1.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgments about the level of accuracy with which to report the result.

Accuracy of Carbon 14 Dating I:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating II:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas needed (). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers have been rounded in a very odd way.



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