1st Grade MeasurementInformal 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.

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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 Paper Clips Inches Centimeters

Pencil Circle your estimation.

10 paper clips

15 paper clips

20 paper clips

Circle your estimation.

3 inches

7 inches

12 inches

Circle your estimation.

5 centimeters

20 centimeters

19 centimeters

Measurements _____ paper clips _____ inches _____ centimeters

Paper Clips Inches Centimeters

Crayon Circle your estimation.

5 paper clips

8 paper clips

12 paper clips

Circle your estimation.

3 inches

7 inches

12 inches

Circle your estimation.

4 centimeters

9 centimeters

19 centimeters

Measurements

_____ paper clips _____ inches _____ centimeters

Name______________________ Date _________

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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.

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

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,

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Path B

Path CPath A

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 Activitya. Weigh an appleb. Measure liquidc. Measure timed. Determine temperaturee. Find the length of a pencilf. Find the length of a car

List B Measurement Tool

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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. Which is usually heavier, a magazine or a math book? b. Which takes longer, brushing your teeth or taking a bath?c. Which is usually cooler, a cup of soup or a cup of pudding?d. Which usually has a greater length, a belt or a jump rope?e. Which usually holds less liquid, a paper cup or a plastic pitcher?f. Which usually has a greater height, a doorframe or a flagpole?

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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_________________

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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.

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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?

______________________________________________

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Task 1

M.O.1.4.4 explain time concept in context of personal experience.

Students are presented a time frame (minute, half-hour, 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.

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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 1 hour 1 day 1 week

b. 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

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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

2. Eating lunch would take:

30 minutes 1 hour 1 day 1 month

3. Learning to read would take:

1 day 1 week 1 month 1 year

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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.

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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.

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________________M.O.1.4.4 explain time concept in context of personal experience.

Name______________________ Date _________

1. What time does the clock show?____________ 12

6

11

10

9

8

7

3

4

5

2

1

2. Write the time two-thirty-as it would appear on a digital clock.

___:_______

3. Draw the hands on the clock to show 4:30.

12

6

11 10

9 8

7

3 4

5

2 1

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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 has a value of __________.

b. A has a value of __________.

c. A has a value of __________.

d. A has a value of __________.

e. A has a value of __________.

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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 ____.

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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_____ .

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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.

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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.

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Name______________________ Date _________ Task 5-Student page

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.

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What amount of money do you have in pennies?

__________

Trade pennies for dimes. How many dimes do you get?

__________

__________

Task 6 Using manipulative money show and count aloud each amount listed on the money mat.

a. 19¢ b. 57¢c. 50¢ 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¢

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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¢._____

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75¢ 19¢ 50 ¢

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57¢75¢

Name______________________ Date _________

Angelo has saved his coins.

He has:

2 quarters1 dime2 nickels2 pennies.How much money does he have?

Circle two items Angelo can buy with his coins.

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Show your work with pictures, words, or numbers.

75¢ 89¢ 57¢ 19¢

Name______________________ Date_________Task 6- Student page

1. If Angelo has 72¢ to buy , how much change would he get back?

Draw a picture of the coins.

2. If Angelo has 72 ¢ to buy , how much change would he get back?

Draw a picture of the coins.

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Note: A calculator is needed for these problems.

57¢

19¢

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.

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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.

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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