Question 1

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 
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 2

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. 
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 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

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

Question 5

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. 
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 6

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

Question 7

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. 
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 8

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. 
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 9

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

Question 10

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

Question 11

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. 
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 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. 
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

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

Question 14

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. 
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 15

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. 
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 16

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? 
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 17

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). 
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 18

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. 
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.

Exam 19: Developing Measurement Concepts

Challenges with students' use of rulers include all EXCEPT:

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?

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

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

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

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

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

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

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?

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

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

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

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?

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

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

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

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

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

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

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