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# Common Core Standards: Math

# Math.CCSS.Math.Content.HSN-Q.A.3

**3. Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.**

Timmy and Teddy are in kindergarten. They're best friends, which means, of course, that they sometimes argue like worst enemies. At the moment, they're arguing over who is the number one fan of the Chicago Bulls. Their conversation goes something like this:

Timmy: I'm the best fan. I'm a hundred times better than you.

Teddy: No, I'm the best fan. I'm a hundred million times better than you.

Timmy: Oh yeah? I'm a bazillion times better than you.

Teddy: Oh yeah, I'm infinity times better than you.

Let's not even address the fact that infinity, since it isn't a number, can't multiply anything. But let's talk about how either boy could prove his point. They're five. Neither one has season tickets or has even actually been to a game. Neither one is part of the Chicago Bulls' official fan site. Neither one could tell you the difference between a lay-up and a foul shot. Neither one could tell you any significant statistics. Neither one knows Dennis Rodman from Dennis the Menace.

In short, the odds are good that neither one has a very accurate appraisal of what it means to be "the number one fan of the Chicago Bulls," because neither has an accurate way to measure it.

It's the same in the world of real measurement. A measurement is only as accurate as its weakest part—its "weakest link" in a manner of speaking. The level of accuracy in any measurement depends on both the *methods* used to obtain that measurement and the *units* being provided.