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;
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;
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.
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;
Connecting
Make connections among
mathematical concepts
and procedures, and
relate mathematical
ideas to situations or
phenomena drawn from
other contexts;
Representing
Reasoning and Proving
develop and apply
reasoning skills to make
and investigate
conjectures and construct
and defend arguments;
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;
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
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
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
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?
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.
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.
b.
c.
d.
60 units2
48 units2
36 units2
24 units2
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.
b.
c.
d.
5 cm
8 cm
13 cm
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.
f.
g.
h.
(3 x 6) metres
(5 + 6 + 3 + 4) metres
(5 + 6 +3 + 3 + 4) metres
(5 x 6) metres
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.
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
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.
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.
b.
c.
d.
5L
5g
5 mL
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.
b.
c.
d.
cm2
m2
km2
m
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 _____________
coffee cup _______________
bathroom sink ___________
can of pop _______________
inflatable swimming pool _____________________________
18. Circle the best estimate for each image:
a) 5 mL or 100 mL
b) 15 mL or 250 mL
d) 75 mL or 15 mL
e) 250 mL or 900 mL
c) 20 mL or 300 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?
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
a.
b.
c.
d.
10 hours
20 min
get a good night’s sleep _________
eat an apple ___________________
bake a pizza ___________________
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?
5 minutes
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?
Gr 4 Unit Test: Measurement – Marking Guide
Name:
_________________________ Result: _________
Question #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Points to look for – see Answer and Marking Guide for additional detail
Answer: 15cm
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.
Measure the line segment – plus or minus a mm
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.
They both walk the same distance. Explanation must include the equivalency of 1km = to
1000m.
Answer is B (48 units2) Evidence of understanding on diagram should include new
measurements or drawing of new area
Answer is 26cm; if student selects answer 6 – the formula is being applied incompletely.
Answer is c; if student selects a and/or d they are likely confusing area and perimeter
The right hand polygon has the larger area – Explanation – should include counting of whole
and partial squares
Strawberry has a mass of 10g
A variety of answers – selection of items needs to be as close to 2kg as possible – 2kg =
2000 g
Greatest mass is the flour 2.5kg or 2500g, least is red pepper – 46g
Answer is C.
Answer is C
Best answer is square meters
The answer is 4. Work needs to indicate the conversion of 1L to 1000ml, using repeated
addition, subtraction or division, multiplication
Juice jug – about a L; coffee and can of pop – less than a L; sink – few litres, pool-many
litres
Answer a= 5mL b=250mL c=300ml d= 15mL e= 250mL f= 500mL
Answer is 500mL – do not accept ½ a litre as question asks for mL
In order from left to right: 3, 2, 4, 1
A = 10 hours; b= 5 minutes; c= 20minutes; d= 1 minute
Piano lesson ends at 4:35.
Sam left at 9:05
Question #
Category
Level One
Level Two
Level Three
Level Four
Knowledge and Understanding – The student demonstrates… …of content
1,2,3,5,7,
ƒ accuracy of
limited
some
considerable
thorough
8,10,
points
knowledge
knowledge/
knowledge/
knowledge/
12,13, 14,
ƒ completeness of
/understanding understanding understanding understanding
15,18,
calculations
20,21,22,23
/counting/convers
ions
Thinking – The student uses planning/critical thinking skills with…
4, 9,11
ƒ solution/
limited
some
considerable
a high degree
explanation is
effectiveness
effectiveness
effectiveness
of
logical &
effectiveness
complete
ƒ solution/
explanation
shows alignment
with directions
Communicating – The student expresses/organizes/communicates/uses conventions and appropriate
terminology with…
4,5, 9, 19
ƒ explanation is
limited
some
considerable
a high degree
clear
effectiveness
effectiveness
effectiveness
of
ƒ mathematical
effectiveness
vocabulary used
Application – The student applies/transfers knowledge and makes connections with…
2,6,15,16,17 ƒ shows use of
limited
some
considerable
a high degree
multi steps
effectiveness
effectiveness
effectiveness
of
ƒ information
effectiveness
logically applied