Montana Math MT.CORE.ALG.MOD.4
The Standard
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities in modeling situations. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.
2026 Montana Mathematics Content Standards · Algebraic and Functional Reasoning
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students choose how precisely to report a model result based on the measurements behind it. They explain why extra calculator digits can give a false sense of accuracy.
What Mastery Looks Like
- A student reports 25 cm, not 25.37 cm, when a creek-depth model uses readings taken to the nearest centimeter. They can explain why the measurements do not support the extra digits.
Common Misconceptions
- Students often copy every digit from a calculator. Some round every answer to two decimal places, even when the original measurements are less precise.
How to Assess It
- Exit ticket: Creek depths were measured to the nearest centimeter, and a model predicts 25.37 cm tomorrow. What depth would you report, and why?
Lesson moves
Ways to Teach It
Measure a tilted cardboard ramp at three points with a centimeter ruler, fit a line, and report its predicted height at a fourth point.
Present a fictional creek model for Confederated Salish and Kootenai Tribes water staff: centimeter readings predict 25.37 cm. Ask what to report.
Play precision sort: pair 'nearest centimeter, 25.37 cm' and 'nearest millimeter, 25.37 cm' cards with 25 cm and 25.4 cm reports.
Post a local weather station's snow depth of 14 inches and a model prediction of 12.63 inches tomorrow; students draft a rounded forecast.
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Printable MT.CORE.ALG.MOD.4 Worksheet
A ready-to-print activity worksheet aligned to MT.CORE.ALG.MOD.4, with an answer key for the teacher on its own page. No account needed.
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Choose a level of accuracy appropriate to limitations on measurement when reporting quantities in modeling situations.
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