Practice Tests

Chapter 15: Measurement: A Focus on Length and Area

1. n assessing a student’s use of non-standard length units, what should the teacher be looking for?
2. A student says that to measure length, you have to use a ruler. How would you respond?
3. What understandings do students need to have in order to effectively iterate using a length unit?
4. How important is it for students to become comfortable with measurement conversions within the metric system? Explain.
5. What difficulties might students have in effectively using a ruler to measure length?
6. You cover an area with hexagon pattern blocks and say that the space uses 7 blocks. A student says that area is supposed to be measured with squares. Why might he think that and how could you effectively respond?
7. What sequence of activities would you use to help students develop and understand the formula for the area of a triangle?
8. What might you do to help students not confuse area with perimeter?
9. Why would it be mathematically richer to ask students to construct shapes with a given perimeter than to calculate the perimeter of several shapes?