Using the State Curriculum: Mathematics, Grade K

Higher Order Thinking Skills: The higher order thinking skills shows examples of questions for this concept at various levels of cognitive demand.

Standard 3.0 Knowledge of Measurement

Topic B. Measurement Tools

Indicator 1. Measure in non-standard units

Objective a. Measure length of objects and pictures of objects

Question
The following are questions that can be asked during ongoing instruction to challenge students' thinking: Which items are longer than the straw? Shorter? The same length? Show me how you know that. Is the length of the block closer to 3 paper clips or 4 paper clips? How do you know that? Show me something that is longer/shorter than this. Why did the group of students using snap cubes have a higher number when measuring the book than the group using toothpicks? What would happen if we used straws to measure the book? Which unit, paper clips or straws, would you use to measure the length of the chalkboard? Why?

Question

The following are questions that can be asked during ongoing instruction to challenge students' thinking:

Which items are longer than the straw? Shorter? The same length? Show me how you know that.
Is the length of the block closer to 3 paper clips or 4 paper clips? How do you know that?
Show me something that is longer/shorter than this.
Why did the group of students using snap cubes have a higher number when measuring the book than the group using toothpicks? What would happen if we used straws to measure the book?
Which unit, paper clips or straws, would you use to measure the length of the chalkboard? Why?

/instruction/thinking_skills/mathematics/gradeK/xml/3B1a.xml

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