Measurement and Numbers - Questions
The Measurement and Numbers Concept Builder is comprised of 32 questions. The questions are divided into 14 different Question Groups and spread across three activities. Questions in the same group are rather similar to one another. The Concept Builder is coded to select at random a question from each group until a student is successful with that group of questions.
There are three activities in the Concept Builder. Those three activities are differentiated as follows:
- Matching Pairs: Question Groups 1-2 ... Identify units of measurement for common quantities such as length, volume, mass, area, and time.
- Scientific Notation: Question Groups 3-8 ... Convert between scientific notation and standard notation.
- Math Operations: Question Groups 9-14 ... Using a diagram of a measuring device, identify the measured value to the proper number of significant digits.
The questions from each group are shown below. Teachers are encouraged to view the questions in order to judge which activities make the best fit with their curriculum.
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Measurement and Numbers
Activity 1: Matching Pairs
Question Group 1
Question 1
This activity presents learners with 8 different statements that must be matched by meaning. Learners tap on the statements to select them and then tap on the Check Match button. The order of the statements is randomized. A mis-matched pair restarts the gameand re-randomizes the order of the statements. The statements are ...
Unit of Time
Unit of Volume
Unit of Mass
g
s
Unit of Length
m
mL
Question Group 2
Question 2
This activity presents learners with 8 different statements that must be matched by meaning. Learners tap on the statements to select them and then tap on the Check Match button. The order of the statements is randomized. A mis-matched pair restarts the gameand re-randomizes the order of the statements. The statements are ...
cm2
cm
Unit of Length
Unit of Area
cm3
Unit of Mass
Unit of Volume
mg
Activity 2: Scientific Notation
Question Group 3
Question 3
The following number is written in standard notation. Express this amount using scientific notation.
43200
Question 4
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
68500
Question 5
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
32900
Question Group 4
Question 6
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.000215
Question 7
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.000792
Question 8
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.000645
Question Group 5
Question 9
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.00228
Question 10
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.00317
Question 11
The following number is written in standard notation. Express this amount using scientific notation. Tap to identify the proper location of the decimal point and tap to identify the power on 10.
0.00962
Question Group 6
Question 12
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
4.5 x 10-4
Question 13
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
2.3 x 10-4
Question 14
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
8.5 x 10-4
Question Group 7
Question 15
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
7.52 x 10-3
Question 16
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
6.18 x 10-3
Question 17
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
3.71 x 10-3
Question Group 8
Question 18
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
8.4 x 104
Question 19
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
2.9 x 104
Question 20
The following number is written in scientific notation. Express this amount using standard notation. Tap to identify the proper location of the decimal point.
6.8 x 104
Activity 3: Measurement
Question Group 9
Question 21
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
12 mL
12.5 mL
12.6 mL
12.60 mL
13 mL
13.0 mL
Question 22
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
25 mL
25.5 mL
25.6 mL
25.60 mL
26 mL
26.0 mL
Question Group 10
Question 23
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
32 mL
32.5 mL
32.7 mL
32.70 mL
33 mL
33.0 mL
Question 24
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
19 mL
19.5 mL
19.7 mL
19.70 mL
20 mL
20.0 mL
Question Group 11
Question 25
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
30 mL
31 mL
32 mL
32.0 mL
32.00 mL
33 mL
Question 26
A Chemistry student is measuring the volume of water using a graduated cylinder. A picture of the water level in the cylinder is shown. What is the proper means of reporting the measurement of the volume of water?
40 mL
42 mL
43 mL
43.0 mL
43.00 mL
44 mL
Question Group 12
Question 27
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
15 cm
15.0 cm
15.4 cm
15.42 cm
16 cm
16.0 cm
Question 28
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
11 cm
11.0 cm
11.8 cm
11.85 cm
12 cm
12.0 cm
Question Group 13
Question 29
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
18 cm
18.0 cm
18.3 cm
18.35 cm
19 cm
19.0 cm
Question 30
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
19 cm
19.1 cm
19.15 cm
19.2 cm
20 cm
20.0 cm
Question Group 14
Question 31
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
20 cm
20.0 cm
20.5 cm
20.50 cm
21 cm
21.0 cm
Question 32
Kara Fulreading is measuring the length of a copper wire using a centimeter ruler. She carefully places one end of the copper wire at the 0.00-cm mark and aligns the rest of the wire parallel to the ruler. The opposite end of the wire is shown. What is the proper means of reporting the measurement of the length of the copper wire?
14 cm
14.0 cm
14.4 cm
14.40 cm
15 cm
15.0 cm