stud
bud
Sign up
Log in
Home
Library
Explore
SAT
More
Measurement Review! Flashcards | StudBud
Explore
/
Measurement Review!
Measurement Review!
11 terms
·
StudBud Administration
·
33 plays
Imported from external platform
Flashcards
11 cards
F
Practice quiz
P
Host live
L
Questions
11
Answers
1
There are three broad goals to teaching standard units of measure. Identify the one that is generally NOT a key goal
Ability to select and appropriate unit.
Knowledge of relationships between units.
Familiarity with the unit.
Estimation with standard and nonstandard units.
2
Challenges with students' use of rulers include all EXCEPT:
Properly using fractional parts of inches and centimeters.
Converting between metric and customary units.
Deciding whether to measure an item beginning with the end of the ruler.
Deciding how to measure an object that is longer than the ruler.
3
All of these are ideas and skills for money that students should be aware of in elementary grades EXCEPT:
Solving word problems involving money.
Values of coins.
Solving problems of primary interest.
Making change.
4
When using a nonstandard unit , what is it called when you use many copies of the unit to fill or match the attribute?
Iterating.
Comparing.
Tiling.
Matching.
5
Steps for teaching students to understand and read analog clocks include all of the following EXCEPT:
Predict the reading on a digital clock when shown an analog clock.
What happens to the big hand when little hand goes from 1 hour to the next.
Begin with a one-handed clock.
Teach time after the hour in one-minute intervals.
6
What is the most conceptual method for comparing weights of two objects?
Place objects on a spring balance and compare.
Place objects on extended arms and experience the pull on each.
Place objects in two pans of a balance.
Place objects on digital scale and compare.
7
Identify the statement that is NOT a part of the sequence of experiences for measurement instruction
Using comparisons of attributes.
Using measurement formulas.
Using physical models.
Using measuring instruments.
8
Identify the attribute of an angle measurement.
Unit angle.
Spread of angle rays.
Degrees.
Base and height.
9
When a teacher assigns an object to be measured students have to make all of these decisions EXCEPT:
What attribute to measure?
How to compare the unit to the attribute?
What unit they can use to measure that attribute?
What formulas they should use to find the measurement?
10
Volume and capacity are measures of the "size" of 3-D regions. What statement is true of volume but not of capacity?
Refers to the amount a container will hold.
Refers to the measure of only liquids.
Refers to the amount of space of occupied by three-dimensional region.
Refers to the measure of surface area.
11
All of these statements are true about reasons for including estimation in measurement activities EXCEPT:
Helps develop familiarity with the unit.
Helps promote multiplicative reasoning.
Helps focus on the attribute being measured.
Helps provide an extrinsic motivation for measurement activities.
