ONAP MEA A-1.

Name: __________________________________________ Date: ____________________________

Activity 1: Polygon Areas and Perimeters

Goal: to arrange polygons in order from least to greatest perimeter
and from least to greatest area

Procedure:
Complete Steps 1 to 5 individually.

Step 1 Draw three different polygons on a piece of grid paper. You may
not include a rectangle as one of your polygons, but you may use
more than one rectangle to create a polygon composed of
composite shapes.

Step 2 Determine the perimeter of each polygon. Record it using “P =”

and the perimeter on the inside of each polygon.

Step 3 Draw the same three polygons on your other piece of grid paper.

Step 4 Determine the area of each polygon. Record the area using “A =”
and the area on the inside of each polygon.

Step 5 Cut out all six polygons.

Complete Steps 6 to 9 as a group.

Step 6 Check each other’s perimeter calculations. Make any necessary

corrections.

Step 7 Arrange the polygons in a column from least to greatest perimeter.

Step 8 Check each other’s area calculations. Make any necessary

corrections.

Step 9 Arrange the polygons in a column from least to greatest area.

1. What do you notice about the two columns of polygons?

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA A-1.2

Activity 1: Centimetre Grid Paper

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA A-2

Name: __________________________________________ Date: ____________________________

Activity 2: How Long Does It Take?

Goal: to determine duration of time using both 12-hour and 24-hour
clock notation

Procedure:
Step 1 Roll the number cube. The pair that rolls the lower number goes first.

Step 2 If you and your partner are Pair 1, complete the first three
columns for each row. Include one activity with times to the
nearest second, one activity that takes longer than one hour, and
one activity that takes longer than one day. Record two activities
in 24-hour clock times.

Step 3 If you and your partner are Pair 2, complete the last column
using the appropriate time units.

Step 4 If you and your partner are Pair 1, check Pair 2’s work and make
any changes, if necessary.

Step 5 Repeat Steps 2 to 4 with Pair 2 completing the first three

columns, and Pair 1 completing the fourth column.

Activity Start time End time Duration

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-1

Name: __________________________________________ Date: ____________________________

Measurement

1. a) i) Write the time shown on this clock in hours, minutes,

and seconds.

11 12 1
10 2
9 3
8 4
7 6 5

ii) Draw the second, minute, and hour hands for this clock to
show a time of 3:13:52.

11 12 1
10 2
9 3
8 4
7 6 5

b) How much time has passed between the times shown on the
two clocks in part a)?

A 9 min 52 s

B 3 h 10 s

C 9 min 10 s

D 9 min 42 s

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA B-2

Name: __________________________________________ Date: ____________________________

2. a) Greg’s uncle started a new job in a new city. He lived with a

friend from October 30 to March 30. How many months did
Greg’s uncle live with his friend?
_______________________________

b) Greg took a train to visit his uncle. He left at 10:45 a.m. and
arrived at 4:15 p.m. How long was Greg’s train ride?
_______________________________

3. These noon-time temperatures were recorded at the same place for

five days in a row. Circle the best description of the temperature.

°C °C °C °C °C
+50 +50 +50 +50 +50

+40 +40 +40 +40 +40

+30 +30 +30 +30 +30

+20 +20 +20 +20 +20

+10 +10 +10 +10 +10

0 0 0 0 0

–10 –10 –10 –10 –10

–20 –20 –20 –20 –20

–30 –30 –30 –30 –30

A fairly constant daily temperatures

B three days at about the same temperature, followed by

two days about 10 °C cooler

C a steady decrease in daily temperatures

D a typical temperature pattern for January in Ontario

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-3

Name: __________________________________________ Date: ____________________________

4. a) Determine the area of each polygon below.

i) _______ cm2 ii) _______ cm2

b) Determine the perimeter of each polygon below.

i) ______ cm ii) _______ cm

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA B-4

Name: __________________________________________ Date: ____________________________

5. a) Which is the most appropriate unit (millimetre, centimetre,

metre, kilometre) for measuring each of the following?

i) the perimeter of a school parking lot _______________________

ii) the length of an ant _______________________________________

iii) the distance between two towns ___________________________

iv) the height of a water bottle ________________________________

b) Justify your answer for the length of an ant in part ii).

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-5

Name: __________________________________________ Date: ____________________________

6. Becky is training for her school’s run for cancer. The run is 12 km
long. The longest training run Becky has done so far is 6000 m.
a) How much longer is the cancer run than Becky’s longest
training run?

_______________________________
b) How many water stations are there if water stations are placed
every 1500 m along the 12 km course?

Show your work.

There are ______ water stations along the 12 km course.

7. A train is arriving at 17:00. Stephen says 17:00 is 5 p.m.

Is Stephen correct?
_____________

Explain your thinking.

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ONAP MEA B-6

Name: __________________________________________ Date: ____________________________

8. a) Draw two non-congruent rectangles that each have an area of

12 square units.

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-7

Name: __________________________________________ Date: ____________________________

8. b) Draw two non-congruent rectangles that each have a perimeter of

14 units.

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA B-8

Name: __________________________________________ Date: ____________________________

9.
w = 3 units w = 5 units

I = 4 units
A = 12 units2 I = 6 units A = 30 units2

w = 7 units

I = 8 units
A = 56 units2

a) What relationship do you notice between the area of a rectangle

and the length and width of the rectangle? Write it as a rule (formula).

b) What relationship do you notice between the perimeter of a rectangle

and the length and width of the rectangle? Write it as a rule (formula).

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-9

Name: __________________________________________ Date: ____________________________

10. The school playground has a sandy area and a grassy area.

Sand 6m

10 m

7m

Grass

9m

a) What length of fencing is needed to go around the perimeter

of the playground?

Show your work.

___________ m of fencing is needed to go around the playground.

b) Is the grassy area greater than or less than the sandy area?
___________________

Explain your answer.

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA B-10

Name: __________________________________________ Date: ____________________________

11. Chris used centimetre cubes to fill two containers. 1 cm3 equals 1 mL.
What is the capacity of each container in millilitres?

a) b)

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA B-11

Name: __________________________________________ Date: ____________________________

12. This rectangular prism is made with centimetre cubes.

Choose one face to be the base.

a) What is the area of the base? _________________________________

b) What is the height of the prism? ______________________________

c) What is the volume of the prism?______________________________

d) What is the rule (formula) for calculating

the volume of any rectangular prism? _________________________

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA B-12

Name: __________________________________________ Date: ____________________________

13. a) What is the most appropriate unit (milligram, gram, kilogram, or

tonne) for measuring the mass of each of the following?

i) a person __________________________________________________

ii) an apple __________________________________________________

iii) a cruise ship ______________________________________________

b) Justify your answer for an apple in part ii).

Copyright © 2010 by Nelson Education Ltd. NEL

 ONAP INDIVIDUAL STUDENT SCORING GUIDE
GRADE 6: MEASUREMENT — PART B

Name: ________________________________________________________ Date: _______________________________________

Overall Expectation 5m31 (Attributes, Units, and Measurement Sense):

Estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a
variety of strategies.

5m33 11 12 1
10 2
1. a) i) 3:04:42 ii) 9 3
8 4
7 6 5
1 point

5m33
1. b) C
1 point

5m34
2. a) 5 months
1 point

5m34
1
2. b) 5
2
h or 5 h 30 min
1 point

5m35
3. B
1 point

5m36
4. a) i) 14 cm2 ii) 15 cm2
1 point for one correct answer
OR 2 points for two correct answers

5m36
4. b) i) 18 cm ii) 34 cm
1 point for one correct answer
OR 2 points for two correct answers
Total for Overall Expectation 5m31
9
Overall Expectation 5m32 (Measurement Relationships):
Determine the relationships among units and measurable attributes, including the area of a
rectangle and the volume of a rectangular prism.

5m37
5. a) i) metre ii) millimetre or centimetre iii) kilometre iv) centimetre
1 point for two correct answers
OR 2 points for three or four correct answers

NEL Copyright © 2010 by Nelson Education Ltd. 109

 5m37
5. b) 1 point for a reasonable explanation for 5a ii); e.g., I picked millimetres because ants are so small.

5m38
6. a) 6 km or 6000 m
1 point

5m38
6. b) 8
1 point for the correct answer
Measurement

AND 1 point for showing the work; e.g., showing skip counting on a number line

5m39
7. yes
1 point for a reasonable explanation; e.g., 17:00 is written as 24-hour time and to change to
12-hour time, you subtract 12.

5m40
8. a) Possible rectangles: 12  1; 6  2; 3  4
1 point for two correct answers
NOTE: Correct answers with fraction or decimal should be awarded points.

5m40
8. b) Possible rectangles: 1  6; 2  5; 3  4
1 point for two correct answers
NOTE: Correct answers with fraction or decimal should be awarded points.

5m41
9. a) Area  length  width or A  l  w
1 point

5m41
9. b) Perimeter  (2  length)  (2  width) or P  (l  w)  2 or l  l  w  w
1 point

5m42
10. a) 38 m
1 point

5m42
10. b) 1 point for a partial explanation that demonstrates some understanding; e.g., The grassy area is
greater.
OR 2 points for a complete explanation that demonstrates a full understanding; e.g., The area of
the sand is 6  7  42 m2. The area of the whole playground is 10  9  90 m2. The area of
the grass is 90 – 42  48 m2. Therefore, the grassy area is greater than the sandy area.

5m43
11. a) 120 mL
1 point

110 Ontario Numeracy Assessment NEL

 5m43
11. b) 105 mL
1 point

5m44
12. a) 15 cm2 b) 10 cm c) 150 cm3
or a) 30 cm2 b) 5 cm c) 150 cm3
or a) 50 cm2 b) 3 cm c) 150 cm3
1 point for two correct answers within one set
OR 2 points for three correct answers within one set
NOTE: Units must be included for answers to be correct.

5m44
12. d) Volume  area of base  height
or Volume  length  width  height
or V  A of base  h
or V  l  w  h
1 point

5m45
13. a) i) kilogram ii) gram iii) tonne
1 point for two correct answers
OR 2 points for three correct answers

5m45
13. b) 1 point for a reasonable explanation; e.g., I picked grams because I figured an apple weighed
less than 1 kg, but a lot more than 10 mg.
Total for Overall Expectation 5m32
22

NEL Ontario Numeracy Assessment 111

 ONAP GR ADE 6: M EASU R EM ENT

Date: ______________________________ Grade: _________ School: ______________________________________________

5m31 (Attributes, Units, and Measurement Sense)

Estimate, measure, and record perimeter, area,
Overall Expectation
temperature change, and elapsed time, using a variety
of strategies.
Measurement

Specific Expectation # 5m33 5m34 5m35 5m36

Total
Question # 1. a) 1. b) 2. a) 2. b) 3. 4. a) 4. b)
Gender IEP/
Student Name
(M/F) ELL 1 1 1 1 1 2 2 9

112 Copyright © 2010 by Nelson Education Ltd. NEL

CL ASS TR ACKI NG SH EET – PART B

Board: _____________________________________________ Teacher Name: _____________________________________

5m32 (Measurement Relationships)

Determine the relationships among units and measurable attributes, including the area of a rectangle
and the volume of a rectangular prism.

5m37 5m38 5m39 5m40 5m41 5m42 5m43 5m44 5m45

Total
5. a) 5. b) 6. a) 6. b) 7. 8. a) 8. b) 9. a) 9. b) 10. a) 10. b) 11. a) 11. b) 12. (a-c) 12. d) 13. a) 13. b)

2 1 1 2 1 1 1 1 1 1 2 1 1 2 1 2 1 22

NEL Copyright © 2010 by Nelson Education Ltd. 113

 ONTARIO CURRICULUM CORRELATION TO ONAP MEASUREMENT 6 — PART B
NOTE: This correlation is to the Grade 5 Ontario Curriculum Expectations.

Overall Expectation 5m31 (Attributes, Units, and Measurement Sense):

Estimate, measure, and record perimeter, area, temperature change, and elapsed time,
using a variety of strategies.

Question
Measurement

Number Specific Expectation

1. a)–b) 5m33: estimate, measure (i.e., using an analog clock), and represent time intervals to the nearest
second

2. a)–b) 5m34: estimate and determine elapsed time, with and without using a timeline, given the durations
of events expressed in minutes, hours, days, weeks, months, or years

3. 5m35: measure and record temperatures to determine and represent temperature changes over time
(e.g., record temperature changes in an experiment or over a season)

4. a)–b) 5m36: estimate and measure the perimeter and area of regular and irregular polygons, using a variety
of tools (e.g., grid paper, geoboard, dynamic geometry software) and strategies

Overall Expectation 5m32 (Measurement Relationships):

Determine the relationships among units and measurable attributes, including the area of a rectangle and the
volume of a rectangular prism.

Question
Number Specific Expectation

5. a)–b) 5m37: select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre,
metre, kilometre) to measure length, height, width, and distance, and to measure the perimeter of
various polygons

6. a)–b) 5m38: solve problems requiring conversion from metres to centimetres and from kilometres to metres

7. 5m39: solve problems involving the relationship between a 12-hour clock and a 24-hour clock
(e.g., 15:00 is 3 hours after 12 noon, so 15:00 is the same as 3:00 p.m.)

8. a)–b) 5m40: create, through investigation using a variety of tools (e.g., pattern blocks, geoboard, grid paper)
and strategies, two-dimensional shapes with the same perimeter or the same area (e.g., rectangles
and parallelograms with the same base and the same height)

9. a)–b) 5m41: determine, through investigation using a variety of tools (e.g., concrete materials, dynamic
geometry software, grid paper) and strategies (e.g., building arrays), the relationships between the
length and width of a rectangle and its area and perimeter, and generalize to develop the formulas
[i.e., Area  length  width; Perimeter  (2  length)  (2  width)]

10. a)–b) 5m42: solve problems requiring the estimation and calculation of perimeters and areas of rectangles

11. a)–b) 5m43: determine, through investigation, the relationship between capacity (i.e., the amount a
container can hold) and volume (i.e., the amount of space taken up by an object), by comparing the
volume of an object with the amount of liquid it can contain or displace (e.g., a bottle has a volume,
the space it takes up, and a capacity, the amount of liquid it can hold)

114 Ontario Numeracy Assessment NEL

 12. a)–d) 5m44: determine, through investigation using stacked congruent rectangular layers of concrete
materials, the relationship between the height, the area of the base, and the volume of a rectangular
prism, and generalize to develop the formula (i.e., Volume = area of base x height)

13. a)–b) 5m45: select and justify the most appropriate standard unit to measure mass (i.e., milligram, gram,
kilogram, tonne)

NEL Ontario Numeracy Assessment 115

 Next Steps for Measurement
Instructional Next Steps for Overall Expectations
After summarizing individual and class performance on each overall expectation, you
may find that there are areas that could be retaught to some students. The suggestions
have been provided to assist you in preparing tasks for individuals or small groups of
students.
Measurement

Overall Expectation 5m31 (Attributes, Units, and Measurement Sense)

Estimate, measure, and record perimeter, area, temperature change, and elapsed
time, using a variety of strategies.

Background

Measurement is about assigning a numerical value to an attribute of an

object, relative to another object called a unit. A greater measurement
implies that one object has “more” of a particular attribute than another.
SMALL, MARIAN. BIG IDEAS FROM DR. SMALL: CREATING
A COMFORT ZONE FOR TEACHING MATHEMATICS GRADES 4—8.
NELSON EDUCATION: TORONTO, 2009, P.129

This overall expectation is about strategies for estimating, measuring, and recording
measurements. Other than area, all of the measurements referred to in the
expectation, including temperature, time, and perimeter, can be thought of as linear.

Strategies
Time as a measurement is about duration. When determining elapsed time, students
are often confronted with two or more units of measure. Allow students to develop
and share strategies for determining elapsed time in a way that makes sense to them.
Their calculation of elapsed time should rely on logic rather than on the application
of a procedure. Emphasize that with time, as with all measurement, a comparison is
being made to a standard unit based on an attribute.

162 Ontario Numeracy Assessment NEL

Time Tools
Use a timeline (much like a number line) or a clock to allow students to determine
elapsed time in a way that is meaningful to them.

Students could refer to or visualize the clock face to help them “count up” (or back)
from one time to the other.
Counting Up

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

6:45 7:45 8:15 8:25

“6:45 to 7:45 is 1 h. 7:45 to 8:15 is half an h. 8:15 to 8:25 is 10 min. That’s 1 h and 30, ..., 40 min.”

Counting Back

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

6:45 8:45 8:25

“6:45 to 8:45 is 2 h. 8:45 back to 8:25 is 20 min. 2 h subtract 20 min is 1 h and 40 min.”

Flight Schedule
Draw a schedule on the board with flight departure and arrival times. Ask students to
calculate how much time has elapsed between the departure and arrival times and to
determine which schedule has the shortest flight time (time in the air).

For example,

Departs Arrives Time Time in

Flight no. Toronto Stopover Miami elapsed the air
123 6:10 1 hour 10 min (Pittsburgh) 10:55
456 12:15 2 hours 5 min (New York) 17:40
789 13:45 1 hour 15 min (Atlanta) 18:10

Students can record their solutions and do a gallery walk to view the solutions of
other students. Help students make connections among the strategies used.

NEL Ontario Numeracy Assessment 163

 Perimeter/Area Measurements
Have students cut out three different rectangles from a sheet of grid paper. Ask them
to determine and record the perimeter and area for each rectangle. Then ask students
to make one cut across each rectangle to make two rectangles (encourage the students
to make cuts that do not always cut the rectangle in half). Then have students
determine and record the perimeters and areas of the smaller rectangles. Compare the
areas and perimeters of the original rectangles and the smaller rectangles, and discuss
observations. (Is the area constant? Does the perimeter increase? Is the increase
predictable?).
Measurement

Overall Expectation 5m32 (Measurement Relationships)

Determine the relationships among units and measurable attributes, including the
area of a rectangle and the volume of a rectangular prism.

Background
This expectation is about the relationships among units in the base ten system of
metric measurement as well as relationships among units of time. It addresses
relationships between the different attributes used to measure the same object
(e.g., area and perimeter). It explores relationships that exist between two- and
three-dimensional measurements and how the measurement of one dimension can
lead to the calculation of another (e.g., length and width can be used to determine
area). Finally, the relationship between capacity and volume (related but not identical)
is explored.

Strategies
Metric Measurements
• Provide many opportunities for students to see the 100 cm in a metre and the
10 mm in a centimetre.
• Use benchmark lengths to help students estimate: a door is about 2 m high; your
small finger is about 1 cm in width.
• Use place value charts to illustrate the relationships.

For example,

Metres Centimetres Millimetres

3 5 0

3.5 m  350 cm

String Measurements
Cut a length of string that is 1.25 m in length. Measure the string and brainstorm the
various ways that the measurement can be represented (e.g., 1 m and 25 cm or 125
cm or 1.25 m). Give students various lengths of string and have them record the
measurement of each piece of string using three different notations. Then ask students
to cut pieces of string that have specific lengths.

164 Ontario Numeracy Assessment NEL

Developing Formulas
Students who use a formula without understanding its development will often apply it
to the wrong shape or measurement attribute. It is important for students to
understand that formulas are just a simpler way to determine measurements that are
somewhat more complicated to measure directly. For example, it is often easier to use
a ruler to measure the length and width of a rectangle than it is to use a grid to count
the squares in its area.

By allowing students to investigate measurement relationships through a problem-

solving approach before presenting formulas, the formulas are more likely to be
remembered and used flexibly.
• Ensure that students construct formulas through investigation.
• Emphasize that a formula describes a shape in terms of the relationships among its
component measurement attributes.

Area/Perimeter Challenge
Draw a chart on the board that lists the lengths and widths of different-sized
rectangles. Ask students to determine the perimeter and area for each rectangle. In the
same chart, include the area or perimeter measurement and the length or width
measurement and ask students to fill in the missing measurements. Ask them to write
a rule for calculating the perimeter or area if they know the length and width.

For example,

Rectangle Length Width Perimeter Area

A 3 6
B 4 8
C 15 90
D 25 200

Volume, Capacity, and Mass (adapted from Making Math Meaningful to Canadian
Students, K–8, Marian Small, Nelson Education, 2009, pp. 417–430)

Capacity, volume, and mass are all measures related to three-dimensional objects.
Capacity and volume are related concepts but not identical. The attributes of mass and
volume or capacity are independent. Students need to understand each of these
measures and the units used to describe them.

Capacity is the amount that a container can hold.

• A litre is the amount of liquid it would take to fill a cubic container that is 10 cm
by 10 cm by 10 cm.
• A millilitre is the amount of liquid it would take to fill a hollow unit cube from a
base ten block set.

NEL Ontario Numeracy Assessment 165

 Volume is the amount of space occupied by an object. Standard units of volume are
related to standard units of length.
• A cubic centimetre is a volume equivalent to the space occupied by a cube with
side lengths of 1 cm. (Note that a volume of 1 cm3 may not be cube-shaped;
e.g., 0.5 cm  1 cm  2 cm.)
• The thousands cube from base ten materials is a cubic decimetre.

Mass is a measure of the amount of matter contained in an object. Mass is measured

using a balance. Weight is measured using a scale. Mass does not change with location
but weight may change.
Measurement

• A kilogram is the mass of 1 L of water.

• A gram is small, so students should have referents that represent multiple units
(e.g., a wooden base ten rod  10 g).

What Is the Volume?

Have students determine the volume of various rectangular prism boxes using
centimetre cubes. Observe students to see if they begin to identify patterns that allow
them to determine volume without actually filling the box. Alternatively, have
students fill rectangular prism boxes with cubes and then ask them if they can
determine the volume with fewer cubes. Ask them what is the fewest number of cubes
that can be used to determine the volume of a particular box.

If students struggle with the relationship between linear, area, and volume
measurements, have them fill a cubic decimetre container with centimetre cubes and
then create the same volume using 10 base ten flats.

166 Ontario Numeracy Assessment NEL

ONAP MEA C-1.1

Name: __________________________________________ Date: ____________________________

Performance Task 1: At the Train Station (page 1)

1. The following is a schedule for trains travelling between Toronto,

London, and Windsor.

Train # 27 33 43 48

Departs Toronto 9:50 14:00 15:55 19:15

Arrives London 11:52 16:04 18:11 21:17

Arrives Windsor 13:45 18:00 20:04 23:16

a) Order the trains from shortest to longest travel time.

Show your work.

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA C-1.2

Name: __________________________________________ Date: ____________________________

Performance Task 1: At the Train Station (page 2)

1. b) If you want to leave Toronto at around 7:00 p.m., which train

should you take? __________
Using the 12-hour clock, what time would you arrive in London? _______________

In Windsor? ___________________

c) You are travelling from Toronto to Windsor. On the day you

travel, you learn that Train #33 will be delayed in Toronto for
75 min and in London for 37 min. Should you switch to
Train #43? Explain your reasoning.

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA C-1.3

Name: __________________________________________ Date: ____________________________

Performance Task 1: At the Train Station (page 3)

2. The following is a schedule for trains travelling between Ottawa,

Kingston, and Toronto.

Train # 15 24 27 41

Departs Ottawa 6:00 8:45 12:30 18:15

Arrives Kingston 7:54 10:27 14:31 20:12

Arrives Toronto 10:15 12:35 16:51 22:39

a) Write a problem that requires you to calculate the amount of

time that has passed. Use the schedule. Your problem should
involve at least two different trains. Include the solution to your
problem.

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA C-1.4

Name: __________________________________________ Date: ____________________________

Performance Task 1: At the Train Station (page 4)

2. b) Write a problem that requires you to convert from a 24-hour

clock to a 12-hour clock. Use the schedule. Include the solution
to your problem.

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA C-2.1

Name: __________________________________________ Date: ____________________________

Performance Task 2: Popcorn Boxes (page 1)

Steve and Drew are comparing the two sizes of popcorn

boxes at the movie theatre. They plan to use the
information to design popcorn boxes for their school
fundraiser.

Both boxes have a base of 10 cm  8 cm.

The box that sells for $1 is 15 cm high.

The box that sells for $2 is 30 cm high.

Drew thinks that the prices are fair.

30 cm

15 cm

8 cm 8 cm
10 cm 10 cm
$1 $2
1. Is Drew correct?

Explain your reasoning.

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA C-2.2

Name: __________________________________________ Date: ____________________________

Performance Task 2: Popcorn Boxes (page 2)

2. Design and label two new popcorn boxes using the following criteria:
• Box A has a volume that is greater than 1200 cm3,
but less than 2000 cm3.
• Box B has twice the volume of Box A.
• Box A and Box B have the same base dimensions.

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP MEA C-2.3

Name: __________________________________________ Date: ____________________________

Performance Task 2: Popcorn Boxes (page 3)

3. Design a jumbo popcorn box for the fundraiser that has a volume of
about 5000 cm3. Label it Box C.

Copyright © 2010 by Nelson Education Ltd. NEL

ONAP MEA C-2.4

Name: __________________________________________ Date: ____________________________

Performance Task 2: Popcorn Boxes (page 4)

4. What price would you charge for each popcorn box in Questions 2
and 3, given the following criteria?
• The price for each box is reasonable.
• It is a slightly better deal to buy the bigger boxes.

Explain your reasoning.

NEL Copyright © 2010 by Nelson Education Ltd.

 ONAP PERFORMANCE TASK CLASS TRACKING SHEET
GR ADE 6: M EASU R EM ENT
PART C
Date: _____________________________________________________________ Grade: __________________________________
School: _________________________________________________ Board: ___________________________________________
Teacher Name: _____________________________________________________________________________________________
Measurement

Performance Task Title: ___________________________________________________________

Student Name Level 1–4 Comments

128 Copyright © 2010 by Nelson Education Ltd. NEL