While watching the students answer the questions, I noticed that several of them never lined up the paper slip with the bat or any of the other objects they were measuring. Their endpoints never lined up, causing them to incorrectly answer the first six questions. This lack of knowledge went to further diminish their conceptual understanding of how to take the third object and measure the first two objects to compare them. This lack understanding also affected their ability to correctly order three objects from shortest to longest. The mathematical reasoning was either a hit or miss with the students. Some that struggled with the procedural and conceptual knowledge of the assessment could answer question 7 about other non-unit measuring tools, but could not explain why the pencil or the paperclip was
While watching the students answer the questions, I noticed that several of them never lined up the paper slip with the bat or any of the other objects they were measuring. Their endpoints never lined up, causing them to incorrectly answer the first six questions. This lack of knowledge went to further diminish their conceptual understanding of how to take the third object and measure the first two objects to compare them. This lack understanding also affected their ability to correctly order three objects from shortest to longest. The mathematical reasoning was either a hit or miss with the students. Some that struggled with the procedural and conceptual knowledge of the assessment could answer question 7 about other non-unit measuring tools, but could not explain why the pencil or the paperclip was