Port Angeles School District

Grade 1 Practice Problems: Measurement

Examples from Standards Revision and GLEs

1M-21) Eric has one dime and three pennies. Jennifer has three nickels. Robin has one quarter.
Who has more?

               A.    Eric               B.   Jennifer                 C.   Robin

1M-20) How many inches long is this object?

picture of a wrench and a rule (3 inchces long)

               A.    0               B.  1              C.   3                  D.   5

1M-19) Which number is one less than 79?

               A.    77             B. 80            C.  78                  D.   69

1M-18) One quarter is equal to how many pennies?

               A.    1               B. 5               C. 10                   D. 25

1M-17) How many pennies equal one nickel?

               A.    1               B. 5               C. 10                   D. 25

1M-16) Which day of the week comes right after Tuesday?

None of these

1M-15) What time does this clock show?

clock: long hand at 12, short hand at 2

1M-14) Draw on the clock face to show the time.

2 clocks; draw 5pm; draw 10pm

1M-13) Match each clock face to the time.

match 3pm, 8pm, 11pm with correct clock

1M-12) A toy boat costs 12¢.

Show one way you could pay for the boat by putting  an “X” on each coin you would use.

e pennies, 3 nickels, 3 dimes

Show another way.  Put an “X” on the coins.

3 pennies, 3 nickels, 3 dimes

1M-11) Your class runs the school store.

Text Box: School Store Prices  Pencil	2¢		Pen	5¢  Ruler	7¢		Eraser	3¢

How much will it cost to buy a pencil and an eraser?
How much will it cost to buy a ruler and a pencil?
How much will it cost to buy 2 pencils and 1 pen?
How much more does a pen cost than a pencil?
How much more does a ruler cost than an eraser?
You have a nickel and two pennies.  What can you buy at the store that uses all the money you have?

1M-10) Draw the hands on the clock to show four o’clock.

 clock; show 4pm

1M-9)  Circle the longest pencil.

               Put an X on the shortest pencil.

e pencils: medium, short, long lengths

1M-8)  My desk is 4 feet wide.  The doorway is 3 feet wide.  How much wider does the doorway need to be to fit my desk? 

1M-7)  I measured my pencil at 6 inches.  My teacher’s pencil is 9 inches.  How much longer is my teacher’s pencil?1M-6)  The temperature outside is 80 degrees at noon. The temperature dropped 10 degrees.  What is the temperature now?

1M-5)  This morning the temperature was 56 degrees.  The sun came out and now it is 76 degrees.  How much hotter did it get?  

1M-4)  I took a drive to the park.  It takes 3 hours to get there.  I left at 9:00.  What time will I arrive? 

1M-3)  Our class went on a field trip to the zoo.  We left at 2:00 and it takes 15 minutes to get there.  What time will we arrive? 

1M-2) I want to buy a pencil for 58 cents. I have a 2 quarters and a dime.  How much change will I get back? 

1M-1) I want to buy a candy bar for 37 cents. I have a quarter, a nickel and 2 pennies.  Do I have enough money? 

Expectations & Examples of Measurement from the 2008 Math Standards Revision (draft) - Grade 1

Recognize that objects used to measure an attribute (length, weight, capacity) must have that attribute and must be consistent in size. Marbles might be suitable objects for young children to use to measure weight, provided that all the marbles are the same weight. Paper clips might be appropriate for measuring length, but they would all need to be the same length.

Use a variety of non-standard units to measure length without gaps or overlaps. Use craft sticks, toothpicks, coffee stirrers, etc., to measure length.

Apply the transitive property when comparing lengths. Example:  If Jon is taller than Jacob, and Jacob is taller than Luisa, then Jon is taller than Luisa.

Use non-standard units to compare objects according to their capacities or weights. Examples might include paper cups to measure capacity or a balance with marbles or cubes to measure weight.

Demonstrate understanding of the relationship between the size of the unit and the number of units needed to measure. Examples:

  • It takes more toothpicks than craft sticks to measure the width of my desk. The longer the unit, the fewer I need.
  • It takes fewer marbles than cubes to balance my object. The lighter the unit, the more I need.
  • It takes more little plastic medicine cups than paper bathroom cups to fill my jar. The less my unit holds, the more I need.

Name standard units of time: day, week, month. Name the days of the week and months of the year in order.

Examples of Measurement from the 2006 GLEs – Grade 1

Select non standard units that can be used to measure different attributes of an object.

Make and/or use instruments to measure attributes with non standard units.

Suggested procedure:

  • Identify the attribute to measure.
  • Select an appropriate unit to measure the attribute identified.
  • Select a tool that matches the unit chosen.
  • Use the selected tool to determine the number of units.
  • Report or record the number of units and a label.

Measure length, weight, capacity, or temperature

with non standard units and the suggested procedure.

Use time, approximate to the hour, to identify or determine an answer to a question not involving passage of time.