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Chapter 19: Developing Measurement Concepts
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
1) When helping students to develop measurement concepts
a) It’s important to make sure they know they should always use standardized measurement units.
b) You should always use precise language.
c) Use as many abstract examples as possible.
d) Keep in mind that simple measurement instruments are easy for kids to use and that you don’t
need to devote class time to practicing using them.
2) Which of the following is NOT a benefit of using nonstandard units?
a) They make it easier for the student to focus directly on the attribute being measured.
b) It clarifies the learning goal when the objective is about measuring an attribute and not about the
unit of measurement itself.
c) The fact that they are not consistent makes students realize why standardized units are so
important.
d) They give students practice with using simple standardized instruments.
3) A child who truly has an understanding of standard units
a) Has had lots of experience using them.
b) Knows that measurements always have to be calculated precisely to the nearest unit.
c) Knows how to choose the unit that is appropriate for a given situation.
d) Knows how units are related to one another.
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
4) Because the United States still uses customary units, it’s not necessary for U.S. students to understand the
metric system.
5) According to the NCTM position statement on the metric system, it is important that schools equip students
to deal with diverse situations in both metric and customary systems while developing their ability to solve
problems in either system.
6) Customary units of measure should always be converted to metric measures because it is so much easier to
operate in metric.
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question
7) One method of enhancing students’ familiarity with units is to compare units to common items that they
can use as ________________________________.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
8) Which does NOT describe one of the roles estimation plays in measurement?
a) It can provide intrinsic motivation when students measure and see how close their previously
determined estimates are.
b) It helps familiarize students with standard units when they check their estimates against real
measurements.
c) It’s really not necessary, because so many measurement tools allow precise measurements.
d) There are many situations where an exact measurement is not needed and an estimate is enough.
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
9) Name two strategies or methods for helping students to develop estimation skills. Describe how these
strategies/methods would contribute to conceptual understanding.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
10) Which of the following is an important principle of iterating units of length?
a) They must always be standard measurement units.
b) There must be no overlapping or gaps between the units.
c) The units can be of different lengths.
d) Rulers are the best tool to measure any length.
11) Challenges with students’ use of rulers include all EXCEPT
a) Deciding whether to measure an item beginning with the end of the ruler
b) Deciding how to measure an object that is longer than the ruler
c) Properly using fractional parts of inches and centimeters
d) Converting between metric and customary units
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
12) Early comparison activities with area are meant to distinguish between size (area) and shape.
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question
13) To help students compare the areas of two different shapes, ________________________, in which the
area of a shape is cut apart and rearranged, can be used.
14) Newspaper, color tiles, playing cards, and other items that can be laid flat can be used to model
____________________________.
15) A _______________ can do for area what a ruler does for length, show units.
TRUE/FALSE. Write “T” if the statement is true and “F” if the statement is false.
16) Students rarely struggle with keeping straight the formulas for area and perimeter.
17) Students should never use formulas without participating in the development of those formulas.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
18) Which is NOT an illustration of the relationships between the various area formulas?
a) A rectangle can be cut along a diagonal line and rearranged to form a non-rectangular
parallelogram. Therefore the two shapes have the same formula.
b) A rectangle can be cut in half to produce two congruent triangles. Therefore, the formula for a
triangle is like that for a rectangle, but the product of the base length and height must be cut in
half.
c) The area of a shape made up of several polygons (a compound figure) is found by adding the sum
of the areas of each polygon.
d) Two congruent trapezoids placed together always form a parallelogram with the same height and a
base that has a length equal to the sum of the trapezoid bases. Therefore, the area of a trapezoid is
equal to half the area of that giant parallelogram, 1/2h(b1 +b2).
SHORT ANSWER. Write the word or phrase that best completes each statement or
answers the question
19) The attribute of ____________________ relates to how much a container holds.
20) A ________________________ with a base and height congruent to that of a given cylinder has 1/3 of the
volume of a cylinder.
21) The most conceptual way to compare weights of objects is to _____________________________.
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
22) One source of confusion regarding angle measurement is
a) Students’ belief that angles with different side lengths sometimes have the same degree
measurement.
b) Degrees are very small units.
c) The way that a student reads a protractor depends on the direction in which the angle opens.
d) That the Core Content State Standards don’t mention angles.
23) Steps for teaching students to understand and read analog clocks include all of the following EXCEPT
a) Begin with a one-handed clock.
b) Teach time after the hour in one-minute intervals.
c) Discuss what happens with the big hand as the little hand goes from one hour to the next.
d) Predict the reading on a digital clock when shown an analog clock.
