Practice Tests

Chapter 16: Measuring Capacity, Volume, Mass, Time, and Angle

1. Often, young students associate a tall container with one that holds more. How would you set up activities to dispel that notion?
2. Why might it make sense to introduce capacity before introducing volume?
3. How can you help students understand why the volume of a 3-D prism or cylinder can be determined by multiplying the area of the base by the height?
4. How does a student benefit by knowing the number of various items it takes to measure 1 kg?
5. Some would suggest that we should only use digital clocks with students, whereas others believe analog clocks (clocks with faces) also should be used. What do you think? Why?
6. What is the value of having students create personal nonstandard protractors?
7. Which measurement topics are most suitable to connect to fraction concepts? Why?