Math Grade 3 Quiz Measuring Lengths and Line Plots – 3.MD.B.4
This standard focuses on students generating measurement data by measuring lengths. They are expected to use rulers that have markings indicating halves and fourths of an inch. After collecting this data, students should display their findings using a line plot. The line plot’s horizontal scale should be appropriately marked off in whole numbers, halves, or quarters to align with the measurements taken.
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Question 1 of 10
1. Question
If 6 students measured the length of a pencil to be 2½ inches and 4 students measured it to be 2¾ inches, which measurement will have more X’s on the line plot?
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Question 2 of 10
2. Question
Sarah measured the length of her pencil and found it to be 5½ inches long. On a line plot, how should she represent this measurement?
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Question 3 of 10
3. Question
If a line plot shows lengths marked in halves and the most frequent length measured is 4 inches, which value should have the highest number of X’s above it?
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Question 4 of 10
4. Question
Tom measured 3 objects: 4¼ inches, 4 inches, and 4¾ inches. Which of these represents the longest measurement?
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Question 5 of 10
5. Question
On a line plot that marks lengths in quarters, how many ticks are between 3 inches and 4 inches?
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Question 6 of 10
6. Question
If five students measured a rod and all found it to be 6½ inches, how many X’s should be placed above 6½ on a line plot?
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Question 7 of 10
7. Question
In a class activity, 3 students measured an object to be 7¼ inches while 4 students measured it to be 7½ inches. Which measurement will have more X’s on the line plot?
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Question 8 of 10
8. Question
How should a measurement of 8¾ inches be represented on a line plot marked in quarters?
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Question 9 of 10
9. Question
Lucy measured the length of her book as 5¼ inches. How should this be represented on a line plot marked in halves?
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Question 10 of 10
10. Question
On a line plot marking lengths in quarters, what comes immediately after 3½?
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