1st Grade Measurement
Informal Assessment Tasks
M.O.1.4.1 estimate, measure, compare and order using customary, metric, and
nonstandard units to determine length to nearer whole unit.
At the above mastery level, the students estimate, measure, compare, and order
length of objects using customary, metric, and nonstandard units, justifying the
comparison.
At the distinguished level, the children estimate, measure, compare, and order
length of objects using customary, metric and nonstandard units justifying the
comparison clearly in oral and written form.
Task 1




Students are presented two or more objects of different lengths.
Students compare lengths of the objects and order the objects according
to length (greatest to smallest and/or smallest to largest).
Students estimate and record the measure of each object to the nearest
non-standard unit of measurement (paper clips, unifix cubes, etc.).
Students estimate, measure and record the lengths of each object to the
nearest inch and centimeter.
Task 2



Students will compare the lengths of a new pencil and a new crayon.
Ask them which one they think is longer? Ask them if they used different
measuring tools if their answer would change?
Tell the students to circle their estimation of the object’s length, to the
nearest non-standard unit, customary, and metric unit of measurement.
Tell the students to measure a pencil and a crayon with paper clips. Ask
them to record each of the measurements in the space provided. Tell
them to measure the pencil and the crayon with a ruler (nearest inch and
nearest centimeter) and record the measurements in the space provided.
Revised May 2008
Name______________________ Date _________
M.O.1.4.1 estimate, measure, compare and order using customary, metric, and
nonstandard units to determine length to nearer whole unit.
Task 2
Pencil
Paper Clips
Inches
Centimeters
Circle your
estimation.
Circle your
estimation.
Circle your
estimation.
10 paper clips
3 inches
5 centimeters
15 paper clips
7 inches
20
centimeters
20 paper clips
12 inches
19
centimeters
Measurements
Crayon
Measurements
_____ paper clips
_____ inches
_____ centimeters
Paper Clips
Inches
Circle your
estimation.
Circle your
estimation.
Circle your
estimation.
5 paper clips
3 inches
4 centimeters
8 paper clips
7 inches
9 centimeters
12 paper clips
12 inches
19 centimeters
_____ paper clips
_____ inches
Centimeters
_____ centimeters
Revised May 2008
Name______________________ Date _________
M.O.1.4.1 estimate, measure, compare and order using customary, metric, and
nonstandard units to determine length to nearer whole unit.
Task 3
Charlie the Caterpillar wants to take the shortest path to get to the leaf. Choose
a measuring tool and then measure each path. Begin at the black circle and end at
the arrow. What path should he use?
Show your work. Explain with pictures, words, or numbers.
Path B
Path A
Path C
The following link will permit the children to use the interactive
white board and a ruler to measure various lengths.
http://www.freewebtown.com/weddell/mw/ruler/ruler_cm.swf
Revised May 2008
M.O. 1.4.2 select appropriate units and tools to measure and compare two
objects or events according to one or more of the following attributes: length,
height, weight, temperature, volume justify selection of units and tools used to
measure the attributes and present results.
Task 1
Given the following measurement activities, have students match the appropriate
picture of the measurement tool with the appropriate measurement activity.
Name______________________ Date _________
List A
Measurement Activity
a. Weigh an apple
b. Measure liquid
c. Measure time
d. Determine temperature
e. Find the length of a pencil
f. Find the length of a car
List B
Measurement Tool
Revised May 2008
M.O. 1.4.2 select appropriate units and tools to measure and compare two
objects or events according to one or more of the following attributes: length,
height, weight, temperature, volume justify selection of units and tools used to
measure the attributes and present results.
Task 2

Students are presented common everyday objects or situations.
Students compare or classify the objects or situations according to
weight, height, length, time, or temperature.

Use objects in your classroom or familiar events to help answer the
following questions. Write the correct response for each comparison.
Write the measurement tool. The teacher may display the questions
using an interactive white board or other projection device. Students
may respond in writing, or with individual whiteboards.
a.
b.
c.
d.
e.
f.
Which is usually heavier, a magazine or a math book?
Which takes longer, brushing your teeth or taking a bath?
Which is usually cooler, a cup of soup or a cup of pudding?
Which usually has a greater length, a belt or a jump rope?
Which usually holds less liquid, a paper cup or a plastic pitcher?
Which usually has a greater height, a doorframe or a flagpole?
Revised May 2008
Task 2
 Write the correct answer on your white board for each comparison.
 Which tool would you use to measure?
1. Which is usually heavier, a magazine or a math
book?
Tool_________________
2. Which takes longer, brushing your teeth or taking a
bath?
Tool_________________
3. Which is usually cooler, a cup of soup or a cup of
pudding?
Tool_________________
4. Which usually has a greater length, a belt or a jump
rope?
Tool_________________
5. Which usually holds less liquid, a paper cup or a
plastic pitcher?
Tool_________________
6. Which usually has a greater height, a doorframe or a
flagpole?
Tool_________________
Revised May 2008
M.O.1.4.3 use calendar to identify date, sequence of days of the week, and
months of the year.
At the above mastery level, the students describe how to use a calendar to
determine the date.
At the distinguished level, the children use the calendar to identify important
dates in the future.
Task 1

Students list or name the months of the year in order.
Task 2

Students use a calendar to find a given date.
Task 3

Students are asked to look at the classroom calendar. Students
identify the day of the week the 24th falls on, and what month
comes next.
Revised May 2008
Task 4
M.O.1.4.3 use calendar to identify date, sequence of days of the week,
and months of the year.
Name______________________ Date _________
Pretend today is Tuesday, November 15.
Your friend is having a birthday party on Saturday.
What is the date of the party?_________________________
Thanksgiving Day is the fourth Thursday in November.
What is the date of Thanksgiving Day?
______________________________________________
Revised May 2008
Task 1
M.O.1.4.4 explain time concept in context of personal experience.
Students are presented a time frame (minute, halfhour, hour, day, week, month, or year). Students
describe a personal experience or familiar situation
that might occur during each of the specified periods
of time.
Revised May 2008
Task 2
M.O.1.4.4 explain time concept in context of personal experience.
Students are presented descriptions of familiar events
or situations. Students identify/name a time period
that could be reasonably associated with each of the
given events or situations.
a. Sharpening your pencil would take:
1 minute
b.
1 hour
1 day
1 week
Eating lunch would take:
30 minutes
1 hour
1 day
1 month
c. Learning to read would take:
1 day
1 week
1 month
1 year
Revised May 2008
Task 2-Student Page
Name______________________ Date _________
Write a sentence telling what you can do in one minute.
_________________________________________
Write a sentence telling what you can do in one hour.
_________________________________________
How long would each of these activities take? Circle
your answer.
1. Sharpening your pencil would take:
1 minute
1 hour
1 day
1 week
1 day
1 month
2. Eating lunch would take:
30 minutes
3.
1 hour
Learning to read would take:
1 day
1 week
1 month
1 year
Revised May 2008
M.O.1.4.5 read time to the half hour using an analog and digital clock.
At the above mastery level, the students read an analog clock to the
quarter hour.
Task 1

Students are given a specified time and a model of an analog or
digital clock. Students use the model(s) to correctly represent a
given time.
Task 2

Students read an analog or digital clock and correctly report the
time to the nearest half-hour.
Task 3

Students are asked to use these interactive clocks to tell time.
http://www.worsleyschool.net/socialarts/telling/time.html
http://www.bbc.co.uk/education/dynamo/den/clock/index.htm
http://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.html
Directions are provided on these sites. It is recommended that the teacher explore
these sites prior to having the students use the computer applets.
Revised May 2008
M.O.1.4.4 explain time concept in context of personal experience.
Name______________________ Date _________
This is the time Mary goes to her dance class.
Write the time she goes
to her dance class.
________________
This is the time Joey watches his favorite television
show.
Write the time he
watches his show.
________________
This is the time Anthony eats his dinner.
Write the time he eats his
dinner.
________________
Revised May 2008
M.O.1.4.4 explain time concept in context of personal experience.
Name______________________ Date _________
1. What time does the clock show?____________
11
12
1
10
2
9
3
8
4
7
2.
5
6
Write the time two-thirty-as it would appear on a
digital clock.
___:_______
3.
Draw the hands on the clock to show 4:30.
11
12
1
10
2
9
3
8
4
7
6
5
Revised May 2008
M.O.1.4.6 identify, count, trade and organize the following coins and bill to display a
variety of price values from real-life examples with a total value of 100 cents or less.

penny

nickel

dime

quarter

dollar bill
At the above mastery level, the students justify the change given from $1.00.
At the distinguished level, demonstrate how to make change from a $1.00 and
justify the procedures in oral and written form.
Task 1

Name the value of the following coins and currency.
a. A
b. A
c. A
has a value of
__________.
has a value of __________.
has a value of __________.
d. A
has a value of __________.
e. A
has a value of
__________.
Revised May 2008
Name______________________ Date _________
Task 1-Student page
Name the value of the following coins and currency.
a.
A ____________ has a value of ______.
b.
A ___________ has a value of ______.
c.
A __________ has a value of ______.
d.
A __________ has a value of ____.
Revised May 2008
Task 2

Students are shown a twenty-five cent coin. Students name the coin and identify the
value of the coin in terms of pennies (25), nickels (5), and a combination of dimes and
nickels.
Name______________________ Date _________
Task 2-Student page
a. A quarter equals _____
.
b. A quarter equals _____
.
c. A quarter equals
_____
and _____
____
and_____
.
.
Revised May 2008
Task 3

Students are shown a dollar bill. Students name the bill and identify the value of the bill
in terms of pennies (100), dimes (10) and quarters (4.)

Name______________________Date _________
 A dollar equals ____
pennies.
 A dollar equals____
dimes.
 A dollar equals ____
quarters.
Revised May 2008
M.O.1.4.6 identify, count, trade and organize the following coins and bill to display a
variety of price values from real-life examples with a total value of 100 cents or less.

penny

nickel

dime

quarter

dollar bill
Task 4

Students are presented a series of cups containing an assortment of up to twenty coins
(pennies, nickels, dimes, and quarters). Students empty the contents of a cup, sort the
coins into groups of like denominations, and start counting by twenty fives (for each
quarter), by tens (for each dime), count on by fives (for each nickel), then count on by
ones (for each penny). Students record the value of the count and return the coins to
the cup. This activity can be continued until all students have recorded a count for the
contents of each cup.
Task 5

Use 25 pennies to help answer the following questions.
a. What amount of money do you have in pennies?
b. Trade pennies for dimes. How many dimes do you get?
c. How many pennies are left?
d. Trade the remaining pennies for nickels. How many nickels did you get?
f. Draw a picture to show the number of dime, nickel, and penny coins you now have.
Revised May 2008
Name______________________ Date _________
Task 5-Student page
 What amount of money do
you have in pennies?
__________
 Trade pennies for dimes.
How many dimes do you
get?
__________
 How many pennies are left?
__________
__________
 Trade the remaining pennies for nickels. How
many nickels did you get?
__________
 Draw a picture to show the number of dime,
nickel, and penny coins you now have.
Revised May 2008
Task 6
 Using manipulative money show and count aloud each amount listed on the
money mat.
a. 19¢
c. 50¢

b. 57¢
d. 89¢
Angelo has saved his coins. He has: 2 quarters, 2 nickels, 2 pennies.
How much money does he have? What can he buy with his coins? How much change would he
get back?
Use manipulative money to show and count each
amount listed on the mat.
19¢
57¢
50¢
89¢
Revised May 2008
Name_____________________ Date _________
Name the item you can buy for
19¢._____
Name the item you can buy for
57¢._____
Name the item you can buy for
50¢._____
Name the item you can buy for
89¢._____
75¢
19¢
50 ¢
75¢
57¢
Revised May 2008
Name______________________ Date _________
Angelo has saved his coins.
He has:
2 quarters
1 dime
2 nickels
2 pennies.
How much money does he have?
Show your work with pictures, words, or numbers.
Circle two items Angelo can buy with his coins.
75¢
89¢
57¢
19¢
Revised May 2008
Name______________________ Date_________
Task 6- Student page
Note: A calculator is needed for these problems.
57¢
1. If Angelo has 72¢ to buy
change would he get back?
, how much
Draw a picture of the coins.
19¢
2. If Angelo has 72 ¢ to buy
, how much
change would he get back?
Draw a picture of the coins.
Revised May 2008
M.O.1.4.6 identify, count, trade and organize the following coins and bill to display a
variety of price values from real-life examples with a total value of 100 cents or less.

penny

nickel

dime

quarter

dollar bill
Task 7

Describe the change (number and types of coins) you would give a classmate if they
gave you a dime to buy a candy that cost three cents as shown on the price tag.
Task 8

Describe the change (number and type of coins) you would give a classmate if he gave
you a quarter to buy a pencil that cost ten cents as shown on the price tag.
Revised May 2008
Name______________________ Date _________
Tasks 7 & 8
1. If your classmate gave you a
to buy a
piece of candy that cost 3 ¢, how much change
would you get back?
___________
Draw a picture of the coins.
2. If your classmate gave you a
to buy a
pencil that cost 10 ¢, how much change would you
get back?
___________
Draw a picture of the coins.
Revised May 2008
M.O.1.4.6 identify, count, trade and organize the following coins and bill to display a
variety of price values from real-life examples with a total value of 100 cents or less.

penny

nickel

dime

quarter

dollar bill
Task 9

The following links will permit the children to use an interactive white board to identify
and count coins.
http://www.myschoolhouse.com/courses/O/1/11.asp
Directions are provided on these sites. It is recommended that the teacher explore
these sites prior to having the students use the computer applets.
Revised May 2008