Chapter 19 Quiz

Which one of these terms is not used to describe how long something is?

•  depth
• height
• area
• width

Which of the following statement regarding learning about area does not describe best practice?

• children learn about area by understanding that it is a two-dimensional measure that describes the region enclosed by a figure
• children learn about area through investigative activities that involve ‘covering’ the figure with units
• children learn about area through investigative activities that involve subdividing the figure into an array of equal units
• children learn about area by rote application of various formulae

Which statement relating to volume or capacity is incorrect? 

• volume refers to the space occupied by a three-dimensional figure
• capacity is a measure of the quantity that a three-dimensional figure can hold
• volume is a solid measure expressed in square units that are derived from units of length
• capacity refers to measures of how much will fit in a volume of space

Which statement relating to mass and weight is incorrect?

• mass is a measure of the amount of matter in an object
• an object might have a mass of 10 kg
• weight is the force that gravity exerts on an object
• an object might weigh 10 kg

Which statement does not relate to the learning of time measurement?

• as the concept of time is something that children face daily, time measurement needs to be included in the earlier primary years
• time is considered to be a geometric or spatial measure
• developing an understanding of measurement of time can be difficult as time cannot be seen or experienced in a tactile way
• the effects of the passage of time can be seen by the visible movement of clock hands or changing numerals on a digital clock

Which statement relating to teaching measurement through the use of money is incorrect?

• working with money involves units that measure the value of an item
• working with money relies on developing algebraic skills
• working with money develops the ability to recognise coins and handle money
• working with money develops concepts such as exchanging and equivalence of value

Which option describes the first step to take in developing an understanding of length? 

• comparing and ordering lengths
• measuring length using non-standard units
• identifying the length attribute
• measuring length using standard units

It is essential that young students have the opportunity to participate in activities associated with the direct and indirect comparison of length. Which statement is incorrect?

• developmentally, students should make indirect comparisons before they make direct comparisons
• direct comparisons are made when two or more objects are compared directly against each other side-by-side
• indirect comparisons are made when an intermediary measuring device is used
• making indirect comparisons is a precursor to the use of non-standard and standard units, and the use of formal measuring devices

Which statement does not relate to measuring length using non-standard units? 

• students can use units such as hand span, foot length, paces or arm length
• students can use units such as centimetres, metres or millimetres
• students can begin using non-standard units to measure the length of a common classroom item
• students can be guided to focus on the importance of lining up non-standard units so there are no gaps or overlaps

Which of the following statements is not give a reason for first measuring length with non-standard units before moving to standard units?

• measuring with non-standard units assists younger students to understand the principles of the measuring process.
• Using non-standard units allows students to measure without using a ruler.
• students eventually notice that measurements made using non-standard units result in discrepancies and are not easily communicated.
• measuring with standard units allows consistency in measurements to be communicated.