Question 1

All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:

Accepted Answer

A)  They focus directly on the attribute being measured.
B)  Avoids conflicting objectives of the lesson on area or centimeters.
C)  Provides good rational for using standard units.
D)  Understanding of how measurement tools work.

Question 2

The statements below represent illustrations of various relationships between the area formulas? Identify the one that is NOT represented correctly.

Accepted Answer

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,½ h (b1 +b2) .

Question 3

Discuss the strategies or methods for supporting the conceptual learning of the formulas for areas.

Accepted Answer

Strategies for teaching area formula -Meaning of multiplication "squares times squares" when going from counting squares to formula -Use term base and height instead of length and width -Use know formula for area of rectangle to decompose parallelogram,triangles and trapezoids to make rectangles -Construction of boxes

Question 4

The Common Core State Standards and the National Council of Teachers of Mathematics agree on the importance of what measurement topic?

Accepted Answer

A)  Students focus on customary units of measurement.
B)  Students focus on formulas versus actual measurements.
C)  Students focus on conversions of standard to metric.
D)  Students focus on metric unit of measurement as well as customary units.

Question 5

The concept of conversion can be confusing for students.Identify the statement that is the primary reason for this confusion.

Accepted Answer

A)  Basic idea if the measure is the same as the unit it is equal.
B)  Basic idea that if the measure is larger the unit is longer.
C)  Basic idea that if the measure is larger the unit is shorter.
D)  Basic idea that if the measure is shorter the unit is shorter.

Question 6

When a teacher assigns an object to be measured students have to make all of these decisions EXCEPT:

Accepted Answer

A)  What attribute to measure?
B)  What unit they can use to measure that attribute?
C)  How to compare the unit to the attribute?
D)  What formulas they should use to find the measurement?

Question 7

Identify the statement that is NOT a part of the sequence of experiences for measurement instruction.

Accepted Answer

A)  Using measurement formulas.
B)  Using physical models.
C)  Using measuring instruments.
D)  Using comparisons of attributes.

Question 8

There are three broad goals to teaching standard units of measure.Identify the one that is generally NOT a key goal.

Accepted Answer

A)  Familiarity with the unit.
B)  Knowledge of relationships between units
C)  Estimation with standard and nonstandard units
D)  Ability to select and appropriate unit.

Question 9

Young learners do not immediately understand length measurement.Identify the statement below that would not be a misconception about measuring length.

Accepted Answer

A)  Measuring attribute with the wrong measurement tool.
B)  Using wrong end of the ruler.
C)  Counting hash marks rather than spaces.
D)  Misaligning objects when comparing.

Question 10

As students move to thinking about formulas it supports their conceptual knowledge of how the perimeter of rectangles can be put into general form.What formula below displays a common student error for finding the perimeter?

Accepted Answer

A)  P = l + w + l + w
B)  P = l + w
C)  P = 2l + 2w
D)  P = 2(l + w)

Question 11

When using a nonstandard unit to measure an object,what is it called when use many copies of the unit as needed to fill or match the attribute?

Accepted Answer

A)  Iterating.
B)  Tiling.
C)  Comparing.
D)  Matching.

Question 12

What is the most conceptual method for comparing weights of two objects?

Accepted Answer

A)  Place objects in two pans of a balance.
B)  Place objects on a spring balance and compare.
C)  Place objects on extended arms and experience the pull on each.
D)  Place objects on digital scale and compare.

Question 13

Challenges with students' use of rulers include all EXCEPT:

Accepted Answer

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 D

Question 14

Comparing area is more of a conceptual challenge for students than comparing length measures.Identify the statement that represents one reason for this confusion.

Accepted Answer

A)  Area is a measure of two-dimensional space inside a region.
B)  Direct comparison of two areas is not always possible.
C)  Rearranging areas into different shapes does not affect the amount of area.
D)  Area and perimeter formulas are often used interchangeably.

Question 15

Volume and capacity are both terms for measures of the "size" of three-dimensional regions.What statement is true of volume but not of capacity?

Accepted Answer

A)  Refers to the amount a container will hold.
B)  Refers to the amount of space of occupied by three-dimensional region.
C)  Refers to the measure of only liquids.
D)  Refers to the measure of surface area. B

Question 16

All of these statements are true about reasons for including estimation in measurement activities EXCEPT:

Accepted Answer

A)  Helps focus on the attribute being measured.
B)  Helps provide an extrinsic motivation for measurement activities.
C)  Helps develop familiarity with the unit.
D)  Helps promote multiplicative reasoning.

Question 17

What language supports the idea that the area of a rectangle is not just measuring sides?

Accepted Answer

A)  Height and base.
B)  Length and width.
C)  Width and Rows
D)  Number of square units

Question 18

Name two strategies or methods for helping students to develop estimation skills.Describe how these strategies/methods would contribute to conceptual understanding.

Accepted Answer

Accept a range of estimates.Depending on...

Exam 19: Developing Measurement Concepts

All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:

Correct Answer
verified

The statements below represent illustrations of various relationships between the area formulas? Identify the one that is NOT represented correctly.

Correct Answer
verified

Discuss the strategies or methods for supporting the conceptual learning of the formulas for areas.

The Common Core State Standards and the National Council of Teachers of Mathematics agree on the importance of what measurement topic?

Correct Answer
verified

The concept of conversion can be confusing for students.Identify the statement that is the primary reason for this confusion.

Correct Answer
verified

When a teacher assigns an object to be measured students have to make all of these decisions EXCEPT:

Correct Answer
verified

Identify the statement that is NOT a part of the sequence of experiences for measurement instruction.

Correct Answer
verified

There are three broad goals to teaching standard units of measure.Identify the one that is generally NOT a key goal.

Correct Answer
verified

Young learners do not immediately understand length measurement.Identify the statement below that would not be a misconception about measuring length.

Correct Answer
verified

As students move to thinking about formulas it supports their conceptual knowledge of how the perimeter of rectangles can be put into general form.What formula below displays a common student error for finding the perimeter?

Correct Answer
verified

When using a nonstandard unit to measure an object,what is it called when use many copies of the unit as needed to fill or match the attribute?

Correct Answer
verified

What is the most conceptual method for comparing weights of two objects?

Correct Answer
verified

Challenges with students' use of rulers include all EXCEPT:

Correct Answer
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D

Comparing area is more of a conceptual challenge for students than comparing length measures.Identify the statement that represents one reason for this confusion.

Correct Answer
verified

Volume and capacity are both terms for measures of the "size" of three-dimensional regions.What statement is true of volume but not of capacity?

Correct Answer
verified
B

All of these statements are true about reasons for including estimation in measurement activities EXCEPT:

Correct Answer
verified

What language supports the idea that the area of a rectangle is not just measuring sides?

Correct Answer
verified

Name two strategies or methods for helping students to develop estimation skills.Describe how these strategies/methods would contribute to conceptual understanding.

Correct Answer
verified
Accept a range of estimates.Depending on...
View Answer

Exam 19: Developing Measurement Concepts

All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:

Correct AnswerverifiedShow Answer

The statements below represent illustrations of various relationships between the area formulas? Identify the one that is NOT represented correctly.

Correct AnswerverifiedShow Answer

Discuss the strategies or methods for supporting the conceptual learning of the formulas for areas.

The Common Core State Standards and the National Council of Teachers of Mathematics agree on the importance of what measurement topic?

Correct AnswerverifiedShow Answer

The concept of conversion can be confusing for students.Identify the statement that is the primary reason for this confusion.

Correct AnswerverifiedShow Answer

When a teacher assigns an object to be measured students have to make all of these decisions EXCEPT:

Correct AnswerverifiedShow Answer

Identify the statement that is NOT a part of the sequence of experiences for measurement instruction.

Correct AnswerverifiedShow Answer

There are three broad goals to teaching standard units of measure.Identify the one that is generally NOT a key goal.

Correct AnswerverifiedShow Answer

Young learners do not immediately understand length measurement.Identify the statement below that would not be a misconception about measuring length.

Correct AnswerverifiedShow Answer

As students move to thinking about formulas it supports their conceptual knowledge of how the perimeter of rectangles can be put into general form.What formula below displays a common student error for finding the perimeter?

Correct AnswerverifiedShow Answer

When using a nonstandard unit to measure an object,what is it called when use many copies of the unit as needed to fill or match the attribute?

Correct AnswerverifiedShow Answer

What is the most conceptual method for comparing weights of two objects?

Correct AnswerverifiedShow Answer

Challenges with students' use of rulers include all EXCEPT:

Correct AnswerverifiedD

Comparing area is more of a conceptual challenge for students than comparing length measures.Identify the statement that represents one reason for this confusion.

Correct AnswerverifiedShow Answer

Volume and capacity are both terms for measures of the "size" of three-dimensional regions.What statement is true of volume but not of capacity?

Correct AnswerverifiedB

All of these statements are true about reasons for including estimation in measurement activities EXCEPT:

Correct AnswerverifiedShow Answer

What language supports the idea that the area of a rectangle is not just measuring sides?

Correct AnswerverifiedShow Answer

Name two strategies or methods for helping students to develop estimation skills.Describe how these strategies/methods would contribute to conceptual understanding.

Correct AnswerverifiedAccept a range of estimates.Depending on...View AnswerShow Answer

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D

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B

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Accept a range of estimates.Depending on...
View Answer