Year 3 Length Assessment Semester 1

Name:_________________ Date:__________

Can you find a number of objects that have a total length of 1 metre?
Find at least 3 objects which will measure a total length of 1m Estimate the length of each object and record your estimate in the table provided Measure the objects with your ruler Draw the objects and label the length of each one Use your own recording strategies to demonstrate that the total length is 1m Compare the length of at least 2 of the objects you used and write about why you chose your objects over other objects.

What is my teacher looking for? What do I need to put in my answer to achieve my best work? Criteria
Estimates lengths using centimetres and metres

E
Cannot estimate the length of an object using centimetres or estimate that the combined length of a group of objects are equal to approximately one metre

D
Makes an unreasonable estimate of the length of an object using centimetres or estimates with less accuracy the approximate length of one metre States that the length of one object is longer or shorter than another without explanation

C
Makes a reasonable estimate of the length of an object using centimetres and estimates the approximate length of one metre

B
Estimates, with greater accuracy, the length of an object using centimetres and the approximate length of one metre States that the length of one or more object is longer or shorter than another and explains why they chose one object over another in order to make their metre. Uses a cm ruler to measure lengths to the nearest mm and a metre ruler to measure lengths to the nearest cm. Starts their measurement from 0 on the ruler. Uses m for metres and cm for centimetres when recording lengths and can record m as cm. Uses drawings, symbols and/or language correctly to clearly represent their ideas, strategies and mathematical reasoning.

A
Estimates, with greater accuracy, the length of an object using centimetres and the approximate length of one metre and explains effective strategies/markers used when estimating. States that the length of one or more object is longer or shorter than another and explains why they chose one object over another in order to make their metre, with reference to exact measurements. Uses a cm ruler and a metre ruler to measure lengths to the nearest mm. Starts their measurement from 0 on the ruler and can compensate if measurement of an object began at a different point on the ruler. Uses m for metres and cm for centimetres when recording lengths and can record m as cm and cm as mm.

Compares lengths using centimetres

Cannot compare or differentiate between the lengths of two or more objects.

States that the length of one object is longer or shorter than another and explains why.

Measures lengths in centimetres and metres

Uses informal units only to measure lengths. Cannot use a centimetre ruler or metre ruler and does not start at 0. Does not use m for metres or cm for centimetres when recording lengths. Does not use appropriate drawings, symbols and/or language to adequately represent ideas, strategies and mathematical reasoning.

Uses a centimetre ruler or a metre ruler to measure lengths to the nearest cm or m. Does not start their measurement from 0 on the ruler. Uses m for metres or cm for centimetres when recording lengths. Uses drawings, symbols and/or language. However ideas, strategies and mathematical reasoning, are not clearly communicated.

Uses a centimetre ruler and a metre ruler to measure lengths to the nearest cm or m. Starts their measurement from 0 on the ruler. Uses m for metres and cm for centimetres when recording lengths. Uses appropriate drawings, symbols and/or language to adequately represent their ideas, strategies and mathematical reasoning.

Records lengths using metres and centimetres Uses appropriate recording strategies to communicate mathematical ideas

Uses drawings/symbols and language correctly to skilfully represent their ideas, strategies and mathematical reasoning.