Name: ___________________________________________

Date: ____________________
4.MD.4
Perry is very particular about his
pencils. He sharpens them often,
and measures them each day.

Perrys Pencils

On the resource sheet Perrys

Pencils are pictures of the
pencils in Perrys pencil case.
Measure each pencil to the
nearest eighth of an inch.
Then, plot data on the line to
represent the pencil lengths.
Perrys pencils wear down one-eighth of an inch each day.
If he uses his longest pencil every day, in how many days
will his longest pencil be the same size as his shortest pencil?
________ days

Name: ___________________________________________
Date: ____________________
4.MD.4
Perry is very particular about his
pencils. He sharpens them often,
and measures them each day.

Perrys Pencils

On the resource sheet Perrys

Pencils are pictures of the
pencils in Perrys pencil case.
Measure each pencil to the
nearest eighth of an inch.
Then, plot data on the line to
represent the pencil lengths.

Perrys pencils wear down one-eighth of an inch each day.

If he uses his longest pencil every day, in how many days
Elementary Mathematics Office Howard County Public School System 2013-2014

in

will his longest pencil be the same size as his shortest pencil?
________ days

Elementary Mathematics Office Howard County Public School System 2013-2014

in

Perrys Pencils
resource sheet

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 Perrys
Pencils resource sheet as well as a ruler that will allow them to measure to
the nearest one-eighth inch.
The students should add Xs to the line plot to reflect the following pencil
lengths:
6 in,
in,
in,
in,
in,
in, and
in
The line next to each pencil represents the pencils length. The students
should measure the line so that their measurements are accurate. This will
avoid problems with students having trouble measuring accurately to the
point. If students are unsure of what to do, you may instruct them that they
should measure the line next to each pencil and use that measurement as
the length of the pencil.
For the follow-up question, the answer is in 7 days.

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