1 Measurement Pre and Post Assessment Questions Bank The measurement questions/activities in this file may assist classroom teachers in determining student understanding and instructional next steps (entry and exit) related to the measurement strand addressed in grades K-6, Ontario Curriculum Grades 1-8, Mathematics. Questions have been constructed to assess students understanding of concepts; as well, mathematical process expectations. These process expectations are embedded in the achievement chart. Each of the process expectations are addressed at the beginning of each grade level in the Ontario Curriculum Grades 1-8, Mathematics. Knowledge and Understanding Concept Understanding Knowledge of content Procedural Fluency Facts, terms, procedural skills, use of tools Thinking Application Communication Problem Solving develop, select, and apply problem-solving strategies as students pose and solve problems and conduct investigations, to help deepen their mathematical understanding; Reflecting demonstrate that students are reflecting on and monitoring their thinking to help clarify their understandings as they complete an investigation or solve a problem; Reasoning and Proving develop and apply reasoning skills to make and investigate conjectures and construct and defend arguments; Selecting Tools and Computational Strategies Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems; Connecting Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts; Communicating Communicate mathematical thinking orally, visually, and in writing, using everyday language, as well as mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions. Representing Create a variety of representations of mathematical ideas ( example: using physical models, pictures, numbers, variables, diagrams, graphs, onscreen dynamic presentations) make connections among them, and apply them to solve problems;
2 Classroom teachers may select questions related to the measurement concepts and Big Ideas, to assist in diagnostic, formative and summative assessment. These questions are not meant to replace assessment tasks related to the measurement unit activities in the primary math resource, Math Makes Sense; rather, these questions may provide additional information to classroom teachers in assessment of and for learning. Each grade level bank consists of questions addressing specific expectations in measurement with classification of mathematical processes involved. In many cases, a question can belong to more than one process. Classroom teachers may choose to use some or all of the questions for their grade level, depending on the overall expectations that will be addressed in a particular unit. The same questions can be used as pre and post assessment questions, with the understanding that these questions will not be taken up or reviewed with students during the course of instruction. Instructions for copying questions from the grade level question bank (PDF files) to Word Perfect are enclosed in this folder. Special thanks and acknowledgement is extended to the staff of Coe Hill Public School, for initiating this project as well as contributing questions and activities for the grade level assessments. Maureen Baraniecki Curriculum Coordinator HPEDSB William Lundy SETS-Mathematics HPEDSB
3 Grade 4 Measurement Pre and Post Assessement Overall Expectations: 4m 38 estimate, measure, and record length, height, and distance, using standard units 4m 39 determine the relationships among units and measurable attributes, including the area and perimeter of rectangles. Attributes, Units, and Measurement Sense 4m40 estimate, measure, and record length, height, and distance, using standard units 4m41 draw items using a ruler, given specific lengths in millimeters or centimeters 4m42 estimate, measure and represent time intervals to the nearest minute 4m43 estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months or years. 4m44 estimate, measure, using a variety of tools and strategies, and record the perimeter and area of polygons 4m45 estimate, measure, and record the mass of objects using the standard units of the kilogram and the gram 4m46 estimate, measure and record the capacity of containers using standard units of the litre and milliliter 4m47 estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object Measurement Relationships 4m48 describe, through investigation, the relationship between various units of length 4m49 select and justify the most appropriate standard unit to measure the side lengths and perimeters of various polygons 4m50 determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area 4m51 pose and solve meaningful problems that require the ability to distinguish perimeter and area
4 4m52 compare and order a collection of objects, using standard units of mass 4m53 determine, through investigation, the relationship between grams and kilograms 4m54 determine, through investigation, the relationship between milliliters and litres 4m55 select and justify the most appropriate standard units to measure mass and the most appropriate standard unit to measure the capacity of a container 4m56 solve problems involving the relationship between years and decades and between decades and centuries 4m57 compare, using tools, two dimensional shapes that have the same perimeter or the same area
5 Grade 4 Measurement Pre and Post Assessment Manipulatives may be used for any of the assessment questions; a metric ruler is required. 4m40 estimate, measure, and record length, height, and distance, using standard units (Concept Understanding) 1. Use a metric ruler to measure the length of this fish to the nearest centimetre. 2. Estimate the length of your classroom. Why do you think your estimate is correct?
6 4m41 draw items using a ruler, given specific lengths in millimeters or centimeters (Concept Understanding, Selecting Tools and Computational Strategies) 3. Draw a line segment that is 5 cm long. 4. Explain how you would measure the distance around your wrist. Make sure you include the unit of measurement you would use. 5. 4m48 describe, through investigation, the relationship between various units of length (Reasoning and Proving/ Communicating) 5. Billy told Mary he walks 2000 m one way to school. Mary told Billy that she walks 2 km one way to school. Billy thinks he walks farther to school than Mary. Is this true? Explain.
7 4m50 determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area (Connecting) 6. If the length and width of the shaded rectangle were each doubled what would be the area of the new rectangle? a. 60 units 2 b. 48 units 2 c. 36 units 2 d. 24 units 2
8 4m44 estimate, measure, using a variety of tools and strategies, and record the perimeter and area of polygons (Concept Understanding) 7. Use your ruler to measure the perimeter of Ana s school picture in centimetres. a. 5 cm b. 8 cm c. 13 cm d. 26 cm 4m49 select and justify the most appropriate standard unit to measure the side lengths and perimeters of various polygons (Connecting) 8.Mrs. Banner wants to put a fence around her garden to help keep the rabbits out of her vegetables. Which number sentence shows how Mrs. Banner can decide the number of metres of fence to buy? e. (3 x 6) metres f. ( ) metres g. ( ) metres h. (5 x 6) metres
9 4m51 pose and solve meaningful problems that require the ability to distinguish perimeter and area. (Reasoning and Proving / Communicating) 9. Which polygon (left or right) covers the larger area? Explain your thinking.
10 4m45 estimate, measure, and record the mass of objects using the standard units of the kilogram and the gram (Concept Understanding) 10. Check-mark ( ) the object whose mass is 10 g. One large strawberry One regular-sized apple One bunch of grapes One large pumpkin
11 4m53 determine, through investigation, the relationship between grams and kilograms (Problem solving, connecting) 11. Billy knows that the most his plastic grocery bag can hold without tearing is 2 kg. He wants to fill one of his grocery bags as close to 2 kg as possible. List the items he can put into the bag. Show your work.
12 4m52 compare and order a collection of objects, using standard units of mass (Concept understanding) 12. Use the image of food products from question 10 for this question as well. Which of the above products has the greatest mass? Which of the above products has the least mass? 4m55 select and justify the most appropriate standard units to measure mass and the most appropriate standard unit to measure the capacity of a container. (Concept understanding) 13. Jonathan uses an eyedropper to put 5 drops of food colouring into a glass of water. About what volume of food colouring does Jonathan put into the glass? a. 5 L b. 5 g c. 5 ml d. 5 cm 14. What unit of measurement would you use to measure the mass of a ladybug? a. kg b. g c. mg 15. If you were to measure the area of your school yard which standard unit of measurement would you use? a. cm 2 b. m 2 c. km 2 d. m
13 4m54 determine, through investigation, the relationship between milliliters and litres (Concept understanding / connecting) 16. How many 250 ml cartons of milk would it take to fill the 1 L carton? Show your work. 17. Describe the capacity of each container as: less than one litre about one litre a few litres many litres juice jug bathroom sink coffee cup can of pop inflatable swimming pool
14 18. Circle the best estimate for each image: a) 5 ml or 100 ml b) 15 ml or 250 ml c) 20 ml or 300 ml d) 75 ml or 15 ml e) 250 ml or 900 ml f) 10 ml or 500 ml 19. Robert drank one-half of 1 L of water. How many milliliters of water does Robert have left? How do you know?
15 20. Order the capacities of these containers from least to greatest, #1 being least, #4 being greatest. 4m42 estimate, measure and represent time intervals to the nearest minute 4m43 estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months or years. (Concept Understanding / Connecting) 21. Match each activity with its estimated time: 1 minute 10 hours 20 min 5 minutes a. get a good night s sleep b. eat an apple c. bake a pizza d. put on your coat and hat 22. Jessica s piano lesson lasts for 45 min. It starts at the time shown on this clock. What time does it end?
16 23. It takes Sam 25 min. to walk home. When he got home he looked at the clock and saw the time shown here. At what time did he leave?
17 Gr 4 Unit Test: Measurement Marking Guide Result: Name: Question # Points to look for see Answer and Marking Guide for additional detail 1 Answer: 15cm 2 Measure your classroom. Estimates should be within 2-4 metres of actual. Responses must include a comparison. Example: I know the teacher s desk is about a meter long, so that means 10 of these would cover the distance. 3 Measure the line segment plus or minus a mm 4 Answer needs to demonstrate that circumference is a linear measurement. Use of string, paper strip, chain of paper clips and then measured to determine length. Units cm is best choice, however, some may use mm. 5 They both walk the same distance. Explanation must include the equivalency of 1km = to 1000m. 6 Answer is B (48 units 2 ) Evidence of understanding on diagram should include new measurements or drawing of new area 7 Answer is 26cm; if student selects answer 6 the formula is being applied incompletely. 8 Answer is c; if student selects a and/or d they are likely confusing area and perimeter 9 The right hand polygon has the larger area Explanation should include counting of whole and partial squares 10 Strawberry has a mass of 10g 11 A variety of answers selection of items needs to be as close to 2kg as possible 2kg = 2000 g 12 Greatest mass is the flour 2.5kg or 2500g, least is red pepper 46g 13 Answer is C. 14 Answer is C 15 Best answer is square meters 16 The answer is 4. Work needs to indicate the conversion of 1L to 1000ml, using repeated addition, subtraction or division, multiplication 17 Juice jug about a L; coffee and can of pop less than a L; sink few litres, pool-many litres 18 Answer a= 5mL b=250ml c=300ml d= 15mL e= 250mL f= 500mL 19 Answer is 500mL do not accept ½ a litre as question asks for ml 20 In order from left to right: 3, 2, 4, 1 21 A = 10 hours; b= 5 minutes; c= 20minutes; d= 1 minute 22 Piano lesson ends at 4: Sam left at 9:05
18 Question # Category Level One Level Two Level Three Level Four Knowledge and Understanding The student demonstrates of content 1,2,3,5,7, accuracy of limited some considerable thorough 8,10, points knowledge knowledge/ knowledge/ knowledge/ 12,13, 14, completeness of /understanding understanding understanding understanding 15,18, 20,21,22,23 calculations /counting/convers ions Thinking The student uses planning/critical thinking skills with 4, 9,11 solution/ limited explanation is logical & complete solution/ explanation shows alignment with directions some considerable a high degree of Communicating The student expresses/organizes/communicates/uses conventions and appropriate terminology with 4,5, 9, 19 explanation is clear mathematical vocabulary used limited some considerable Application The student applies/transfers knowledge and makes connections with 2,6,15,16,17 shows use of multi steps information logically applied limited some considerable a high degree of a high degree of