Elementary School Kids can make use of the Go Math Grade K Chapter 11 Answer Key to understand the concepts easily. Attempt the exam with confidence taking the help of the Go Math Kindergarten Ch 11 Answer Key Measurement and score better grades in exams. Go Math Grade K Answer Key Chapter 11 Measurement provided lays a stronger foundation of basics and provides you the Homework Help needed. Improve your math proficiency and ace up your fundamentals on Measurement. Download the Grade K HMH Go Math Chapter 11 Measurement Answer Key PDF and resolve your queries anywhere and anytime.

## Go Math Grade K Chapter 11 Answer Key Measurement

Access the HMH Go Math Grade K Chapter 11 Measurement Solution Key via direct links available below. Just Tap on the links and take your preparation to the next level. Enhance your subject knowledge on the Topics such as Connecting Cubes, Compare Lengths, Heights, Weights, etc. Practice using these Topicwise Go Math Kindergarten Ch 11 Measurement Solutions and resolve all your doubts within it. Go Math Kindergarten Ch 11 Measurement Answers provided include Questions from Lessons, Homework & Practice, Review Tests, Assessments, etc.

**Measurement**

- Measurement Show What You Know – Page 646
- Measurement Vocabulary Builder – Page 647
- Measurement Game Connecting Cube Challenge – Page 648
- Measurement Vocabulary Game – Page(648A – 648D)

**Lesson: 1 Compare Lengths**

**Lesson: 2 Compare Heights**

- Lesson 11.2 Compare Heights – Page(655-660)
- Compare Heights Homework & Practice 11.2 – Page(659-660)

**Lesson: 3 Problem Solving • Direct Comparison**

- Lesson 11.3 Problem Solving • Direct Comparison – Page(661-666)
- Problem Solving • Direct Comparison Homework & Practice 11.3 – Page(665-666)

**Mid-Chapter Checkpoint**

**Lesson: 4 Compare Weights**

- Lesson 11.4 Compare Weights – Page(667-672)
- Compare Weights Homework & Practice 11.4 – Page(671-672)

**Lesson: 5 Length, Height, and Weight**

- Lesson 11.5 Length, Height, and Weight – Page(673-678)
- Length, Height, and Weight Homework & Practice 11.5 – Page(677-678)
- Measurement Review/Test – Page(679-682)

### Measurement Show What You Know

**DIRECTIONS 1.** Write how many in each set. Circle the set with fewer objects.** 2.** Write how many in each set. Circle the set with more objects.** 3.** Write how many cubes in each set. Circle the greater number.

More and Fewer

Question 1.

Answer: There are nine pencils in first set and seven crayons in second set

Explanation: There are totally two kind of sets, one set contain pencils called first set, another set contain crayons called second set. Now, the first set has nine pencils, and second set has seven crayons. So, we have circled the set which has less quantity or fewer objects.

Question 2.

Answer: There are fifteen paper clips in first and eight candles in second set.

Explanation: There are totally two kind of sets, one set contain paper clips called first set, another set contain candles called second set. Now, the first set has fifteen paper clips, and second set has eight candles. So, we have circled the set which has high quantity or more objects.

Compare Numbers

Question 3.

Answer: There are fifteen twelve cubes in first and ten cubes in second set.

Explanation: There are totally two kind of sets, one set contain blue cubes called first set, another set contain red cubes called second set. Now, the first set has twelve cubes, and second set has ten cubes. So, we have circled the set which has high quantity or greater number of cubes.

### Measurement Vocabulary Builder

**DIRECTIONS** Are there more flowers in the bigger pot or the smaller pot? Circle to show the pot with more flowers.

### Measurement Game Connecting Cube Challenge

**DIRECTIONS** Take turns with a partner tossing the number cube. Move your marker that number of spaces. If a player lands on a cube, he or she takes a cube for making a cube train. At the end of the game, players compare cube trains. Each player identifies the number of cubes in his or her cube train. If one player has a greater number of cubes, partners should identify that as the larger quantity of cubes.

**MATERIALS** game markers, number cube (1–6), connecting cubes

### Measurement Vocabulary Game

**DIRECTIONS** Say each word. Tell something you know about the word.

**DIRECTIONS** Place game pieces on START. Play with a partner. Take turns. Toss the number cube. Move that many spaces. If a player lands on a space with a word or words, he or she uses connecting cubes to model and tell about the word. If the model is correct, the player gets 1 point. When a player has 5 points, follow the closest green path to FINISH. The first player to reach FINISH wins.

**MATERIALS** 2-color counter game piece for each player, number cube, red and blue connecting cubes

The Write Way

**DIRECTIONS** Draw to show how to compare the length of two objects. Reflect Be ready to tell about your drawing.

### Lesson 11.1 Compare Lengths

Essential Question How can you compare the lengths of two objects?

**Share and Show**

**DIRECTIONS 1.** Place cubes on the longer cube train. Trace and color the cube train. **2–3.** Make a cube train that is longer than the cube train shown. Draw and color the cube train.

Question 1.

Answer: We have to draw colored cube tracing on the long train cube.

Explanation: The colored red cubes are actually small, we have to trace and draw that red colored cube on long train. So, that the red cube train enlarges it size to the traced long train cube. That means, the red colored cube is small compared to non colored cube train. We have to fill any color as per our taste.

Question 2.

Answer: The green colored cube train contain four cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the green colored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

Question 3.

Answer: The yellow colored cube train contain four cubes so we added up an other cubes to make the actual cube larger.

Explanation: We have to make the blue colored cube longer than the actual one. So, we added three cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

**DIRECTIONS 4–6.** Make a cube train that is shorter than the cube train shown. Draw and color the cube train.

Question 4.

Answer: To make this orange colored cube train shorter, we have to remove any two or more cubes.

Explanation:- We have to make this orange colored cube shorter. we have to remove two or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Go Math Kindergarten Practice Book Pdf Chapter 11 Test Answer Key Question 5.**

Answer:-To make this blue colored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this blue colored cube shorter. we have to remove one or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

Question 6.

Answer:- To make this red colored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this red colored cube shorter. we have to remove one or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Problem Solving • Applications**

**DIRECTIONS 7.** Two of these pencils are about the same length. Color those pencils. **8.** Draw to show what you know about two objects that are about the same length. Tell a friend about your drawing.

Question 7.

Answer:- The first pencil and the second are about the same length.

Explanation:- The same length pencils are marked and placed it in a blue box to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length pencils.

Question 8.

Answer: The same length pencils are marked and placed it in a blue box to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length pencils.

**HOME ACTIVITY** • Show your child a pencil and ask him or her to find an object that is longer than the pencil. Repeat with an object that is shorter than the pencil.

### Compare Lengths Homework & Practice 11.1

**DIRECTIONS 1.** Make a cube train that is longer than the cube train shown. Draw and color the cube train. **2.** Make a cube train that is shorter than the cube train shown. Draw and color the cube train. **3.** Make a cube train that is about the same length as the cube train shown. Draw and color the cube train.

Question 1.

Answer:- The uncolored cube train contain three cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the uncolored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

Question 2.

Answer:- The uncolored cube train contain five cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the uncolored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

Question 3.

Answer:- The uncolored cube train contain three cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the uncolored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

**DIRECTIONS 1.** Make a cube train that is shorter than the cube train shown. Draw and color the cube train. **2.** Which shape is a sphere? Mark an X on the shape.** 3.** Look at the shape. Draw a shape that is alike in some way. Tell how the two shapes are alike.

**Lesson Check**

Question 1.

Answer:- To make this uncolored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this uncolored cube shorter. we have to remove two or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Spiral Review**

Question 2.

Answer:- The object 4 is a sphere.

Explanation:- The sphere shape will be in circle shape, we can easily find out the shape of sphere by the shape of the circle.

Question 3.

Answer:- The cone shape will be as same as triangle.

Explanation:- The cone shape is exactly in triangle shape. which means they both are similar and same in exact shape.

### Lesson 11.2 Compare Heights

**Essential Question** How can you compare the heights of two objects?

**Share and Show**

**DIRECTIONS 1.** Place cubes on the taller cube tower. Trace and color the cube tower.** 2.** Make a cube tower that is taller than the cube tower shown. Draw and color the cube tower.

Question 1.

Answer:- We have to draw colored cube tracing on the long train cube.

Explanation: The colored blue cubes are actually small, we have to trace and draw that blue colored cube on long train. So, that the blue cube train enlarges it size to the traced long train cube. That means, the blue colored cube is small compared to non colored cube train. We have to fill any color as per our taste.

Question 2.

Answer:- The orange colored cube train contain five cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the yellow colored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

**DIRECTIONS 3–4.** Make a cube tower that is shorter than the cube tower shown. Draw and color the cube tower.

Question 3.

Answer:- To make this yellow colored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this yellow colored cube shorter. we have to remove one or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Go Math Grade K Chapter 11 Answer Key Question 4.**

Answer:- To make this green colored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this orange colored cube shorter. we have to remove one or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Problem Solving • Applications**

**DIRECTIONS 5.** Color the trees that are about the same height. **6.** Draw to show what you know about two cube towers that are about the same height. Tell a friend about your drawing.

Question 5.

Answer:- We colored the trees which are about to same length.

Explanation:- Firstly, We have to identify the smallest tree by comparing with the largest one. The middle tree is the largest one which is why it is easy to identify the smallest trees. After detecting the smallest trees we have to color it up by the original colors of tree. which the tree leaves will be in green color and the bark of the tree will be in brown color.

Question 6.

Answer:- We colored the trees which are about to same length.

Explanation:- Firstly, We have to identify the smallest tree by comparing with the largest one. The middle tree is the largest one which is why it is easy to identify the smallest trees. After detecting the smallest trees we have to color it up by the original colors of tree. which the tree leaves will be in green color and the bark of the tree will be in brown color. This is how I draw those smallest trees.

**HOME ACTIVITY** • Have your child find two objects, such as plastic toys or stuffed animals. Have him or her place the objects side by side to compare the heights. Ask your child which object is taller and which object is shorter.

### Compare Heights Homework & Practice 11.2

**DIRECTIONS 1.** Make a cube tower that is taller than the cube tower shown. Draw and color the cube tower. **2.** Make a cube tower that is shorter than the cube tower shown. Draw and color the cube tower.

Question 1.

Answer:- The uncolored cube train contain five cubes so we added up an other cube to make the actual cube larger.

Explanation: We have to make the uncolored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

Question 2.

Answer:- The uncolored cube train contain three cubes so we added up an other cube to make the actual cube larger.

Explanation:- We have to make the uncolored cube longer than the actual one. So, we added one cube extra for the smaller cube to make longer. After that we can color it up with any color we want, that makes smaller cube to look bigger and nicer.

**DIRECTIONS 1.** Make a cube tower that is shorter than the cube tower shown. Draw and color the cube tower. **2.** Circle the set that shows an object shaped like a sphere below the object shaped like a cube. **3.** How many are being taken from the set? Write the number.

**Lesson Check**

Question 1.

Answer:- To make this uncolored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this uncolored cube shorter. we have to remove two or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

**Spiral Review**

Question 2.

Answer:- The object four which is under the cube is the answer.

Explanation:- The sphere shape will be in circle shape, we can easily find out the shape of sphere by the shape of the circle. In the direction they have specially mention to circle the sphere which is under the cube. SO, we have circle the sphere which is below the cube.

Question 3.

Answer:- **3**

Explanation:- We have been taken 3 from the group of 5. So, the calculation is 5-3=2. That means there are totally 5 dolphins and we had taken 3 from the group so remaining are 2.

### Lesson 11.3 Problem Solving • Direct Comparison

**Essential Question** How can you solve problems using the strategy draw a picture?

**Unlock the Problem**

**DIRECTIONS** Compare the lengths or heights of two classroom objects. Draw the objects. Tell a friend about your drawing.

Answer:- We have placed a school object called bag, which is equal on both sides.

Explanation:- To match this length and height I have choose to draw a school bag which is similar to the height and length which is given here.

**Try Another Problem**

**DIRECTIONS 1.** Find two small classroom objects. Place one end of each object on the line. Compare the lengths. Draw the objects. Say longer than, shorter than, or about the same length to describe the lengths. Circle the longer object.

Question 1.

Answer:- The first pencil and the second are about the same length. They are longer objects.

Explanation:- The same length pencils are marked and placed it in a blue box to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length pencils.

**Share and Show**

**DIRECTIONS 2.** Find two small classroom objects. Place one end of each object on the line. Compare the heights. Draw the objects. Say taller than, shorter than, or about the same height to describe the heights. Circle the shorter object.

Question 2.

Answer: The circled apple is larger than other 2 apples.

Explanation:- The large length apple is marked and placed it in a blue circle to identify them easily, they are about the same length we can identify easily because the larger one is side of those short length apples.

**HOME ACTIVITY** • Show your child two objects of different lengths. Have him or her put the ends of the objects on a straight line to compare the lengths and tell which object is shorter and which object is longer.

### Problem Solving • Direct Comparison Homework & Practice 11.3

**DIRECTIONS 1.** Find two small classroom objects. Place one end of each object on the line. Compare the lengths. Draw the objects. Say longer than, shorter than, or about the same length to describe the lengths. Circle the longer object. **2.** Find two small classroom objects. Place one end of each object on the line. Compare the heights. Draw the objects. Say taller than, shorter than, or about the same height to describe the heights. Circle the shorter object.

Question 1.

Answer:- The length of the pencil is longer than the sharpner.

Explanation:- The pencil is longer than the sharpner, so the sharpner is obviously shorter, we have compared those class room objects by describing their heigths so if any object we have to compared as longer and shorter we have to consider always the height. So, as per now we have circled the longer object.

Question 2.

Answer:- First pencil is taller than the second pencil.

Explanation:- The first pencil is taller than the second pencil, so the second pencil is obviously shorter, we have compared those class room objects by

describing their lengths so if any object we have to compared as taller and shorter we have to consider always the length. So, as per now we have circled the shorter object.

**DIRECTIONS 1.** Find two pencils. Place one end of each pencil on the line. Compare the lengths. Draw the pencils. Say longer than, shorter than, or about the same length to describe the lengths. Circle the shorter pencil. **2.** How many vertices does the rectangle have? Write the number. **3.** Complete the subtraction sentence to show the numbers that match the cube train.

**Lesson Check**

Question 1.

Answer:- The first pencil and the second are about the same length and the middle one shorter than those pencils.

Explanation:- The same length pencils are marked and placed it in a blue box to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length pencils.

**Spiral Review**

Question 2.

Answer:- The rectangle box contains 4 vertices.

Explanation:- The rectangle box contains 4 vertices. We can count on them easily, The rectangle has 4 side upper one lower one left one and right one so totally we have 4 vertices or the corners we can say.

Question 3.

Answer:- 8 – 2 = 6

Explanation:- Totally we have 8 cubes of train, they have crossed 2 cubes in that train so we have to subtract 2 cubes from the train. SO, the remaining are 6. Finally we have 6 cubes of train.

### Measurement Mid-Chapter Checkpoint

**Concepts and Skills**

**DIRECTIONS 1.** Make a cube train that is shorter than the one shown. Draw the cube train. (K.MD.A.2) **2.** Circle the crayons that are about the same length. (K.MD.A.2) **3.** Circle the crayon that is shorter. (.K.MD.A.2)** 4.** Choose all the sets with two pencils that are about the same length. (K.MD.A.2)

Question 1.

Answer:- Answer:-To make this blue colored cube train shorter, we have to remove any one or more cubes.

Explanation:- We have to make this blue colored cube shorter. we have to remove one or more cubes to make shorter than the actual one, After that we can color it up with any color we want, that makes longer cube to look smaller and nicer.

Question 2.

Answer:- The first crayon and the second are about the same length.

Explanation:- The same length crayons are marked and placed it in a blue circle to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length crayons.

Question 3.

Answer:- The second crayon is shorter than the first crayon.

Explanation:- The second crayon is shorter than the first one. So, we have circled the shorter one which is beside the taller one. smaller one is easy to identify because the topic we are learning is the lengths.

Question 4.

**THINK SMARTER**

Answer:- The marked one is the answer which are in same length.

Explanation:- We have marked option 4 as a correct answer because those pencils are about to same length and remaining are one is small and other one is large in that way other options are there. So, the only option is 4 which the pencils are about to same length.

### Lesson 11.4 Compare Weights

**Essential Question** How can you compare the weights of two objects?

**Share and Show**

**DIRECTIONS** Find the first object in the row, and hold it in your left hand. Find the rest of the objects in the row, and take turns holding each of the objects in your right hand. **1.** Trace to show the object that is heavier than the object in your left hand. **2.** Circle the object that is heavier than the object in your left hand. **3–4.** Circle the object that is lighter than the object in your left hand.

Question 1.

Answer:- The book in my right hand is heavier than the object in my left hand.

Explanation:- I hold the scissors in my left and I have compared all these objects and the book is heavier than all these objects.

Question 2.

Answer:- The Bag in my right hand is heavier than the object in my left hand.

Explanation:- I hold the big book in my left and I have compared all these objects and the bag is heavier than all these objects.

Question 3.

Answer:- The paper pin in my right hand is lighter than the object in my left hand.

Explanation:- I hold the pen in my left and I have compared all these objects and the paper pin is lighter than all these objects.

Question 4.

Answer:- The ball in my right hand is lighter than the object in my left hand.

Explanation:- I hold the eraser in my left and I have compared all these objects and the ball is lighter than all these objects.

**DIRECTIONS** Find a book in the classroom. **5.** Find a classroom object that is lighter than the book. Draw it in the work space. **6.** Find a classroom object that is heavier than the book. Draw it in the work space.

Question 5.

Answer:- The paper pin in my right hand is lighter than the book.

Explanation:- The paper pin is very much lighter than the book when compare with the book the book may have many pages but the paper doesn’t have anything extra they should not have to carry any thing but the book have minimum 200 pages and the paper pin is tiny object when compared to the book.

Question 6.

Answer:- The Bag in my right hand is heavier than the object book.

Explanation:- The bag is heavier than the book because we keep the book in our bag but we cannot keep the bag into the book that means the bag can store many objects but the book have only pages when compared to book the bag is heavier object.

**Problem Solving • Applications**

**DIRECTIONS 7.** Draw to show what you know about comparing the weights of two objects. Tell a friend about your drawing.

Question 7.

Answer:- The first crayon and the second are about the same length.

Explanation:- The same length crayons are marked and placed it in a blue circle to identify them easily, they are about the same length we can identify easily because the smaller is in middle of those long length crayons. The red line represents how to measure the length and the blue line represents how to measure the height of any object.

**HOME ACTIVITY** • Have your child compare the weights of two objects in a house. Then have him or her use the terms heavier and lighter to describe the weights.

### Compare Weights Homework & Practice 11.4

**DIRECTIONS** Find the first object in the row, and hold it in your left hand. Find the rest of the objects in the row, and hold each object in your right hand. **1–2.** Circle the object that is lighter than the object in your left hand. **3–4.** Circle the object that is heavier than the object in your left hand.

Question 1.

Answer:- The paper pin in my right hand is lighter than the object in my left hand.

Explanation:- I hold the tape dispenser in my left and I have compared all these objects and the paper pin is lighter than all these objects.

Question 2.

Answer:- The crayon in my right hand is lighter than the object in my left hand.

Explanation:- I hold the stapler in my left and I have compared all these objects and the crayon is lighter than all these objects.

Question 3.

Answer:- The school bag in my right hand is heavier than the object in my left hand.

Explanation:- I hold the big cube in my left and I have compared all these objects and the bag is heavier than all these objects.

Question 4.

Answer:- The cube in my right hand is heavier than the object in my left hand.

Explanation:- I hold the glue in my left and I have compared all these objects and the book is heavier than all these objects.

**DIRECTIONS 1.** Find a paintbrush. Hold it in your left hand. Find the rest of the objects in the row, and hold each object in your right hand. Circle the object that is heavier than the paintbrush.** 2.** Count the cubes. Write how many. Circle the number that is less. **3.** Which is a two-dimensional or flat shape? Mark an X on the shape.

Lesson Check

Question 1.

Answer:- The stapler in my right hand is heavier than the object in my left hand.

Explanation:- I hold the paint brush in my left and I have compared all these objects and the stapler is heavier than all these objects.

Spiral Review

Question 2.

Answer: The down cube has less cubes which are 5.

Explanation:- we can count on them easily so the upper cube has many cubes than the lower one. Lower one contains 5 cubes and upper one contains 7.

Question 3.

Answer:- The hexagon is the flat and 2 dimension shape.

### Lesson 11.5 Length, Height, and Weight

**Essential Question** How can you describe several ways to measure one object?

**Share and Show**

**DIRECTIONS 1–2.** Use red to trace the line that shows how to measure the length. Use blue to trace the line that shows how to measure the height. Talk about another way to measure the object.

Question 1.

Answer:- The length of the object is measured by red and height by blue.

Explanation:- The length of the object was measured and traced by red and height of the object was traced by blue. Length means we have to measure horizontally and height should be measured vertically. This is the way to measure any object.

Question 2.

Answer:- The length of the object is measured by red and height by blue.

Explanation:- The length of the object was measured and traced by red and height of the object was traced by blue. Length means we have to measure horizontally and height should be measured vertically. This is the way to measure any object.

**DIRECTIONS 3–6.** Use red to trace the line that shows how to measure the length. Use blue to trace the line that shows how to measure the height. Talk about another way to measure the object.

Question 3.

Answer:- The length of the object is measured by red and height by blue.

Explanation:- The length of the object was measured and traced by red and height of the object was traced by blue. Length means we have to measure horizontally and height should be measured vertically. This is the way to measure any object.

Question 4.

Answer:- The length of the object is measured by red and height by blue.

Question 5.

Answer:- The length of the object is measured by red and height by blue.

Question 6.

Answer:- The length of the object is measured by red and height by blue.

**Problem Solving • Applications**

**DIRECTIONS 7.** Draw to show what you know about measuring an object in more than one way.

Question 7.

Answer:- The length of the object is measured by red and height by blue.

Explanation:- The length of the object was measured and traced by red and height of the object was traced by blue. Length means we have to measure horizontally and height should be measured vertically. This is the way to measure any object. The red line represents how to measure the length and the blue line represents how to measure the height of any object.

**HOME ACTIVITY** • Show your child an object in a house that can be easily measured by length, height, and weight. Ask him or her to describe the different ways to measure the object.

### Length, Height, and Weight Homework & Practice 11.5

**DIRECTIONS 1–4.** Use red to trace the line that shows how to measure the length. Use blue to trace the line that shows how to measure the height. Talk about another way to measure the object.

Question 1.

Answer:- The length of the object is measured by red and height by blue.

Question 2.

Answer:- The length of the object is measured by red and height by blue.

Question 3.

Answer:- The length of the object is measured by red and height by blue.

Question 4.

Answer:- The length of the object is measured by red and height by blue.

**DIRECTIONS 1.** Use red to trace the line that shows how to measure the length. Use blue to trace the line that shows how to measure the height. **2.** Count and tell how many. Write the number. **3.** Which shape is a rectangle? Color the rectangle.

**Lesson Check**

Question 1.

Answer:- The length of the object is measured by red and height by blue.

**Spiral Review**

Question 2.

Answer:- There are twelve circle dots.

Explanation:- There are ten circle dots in the square box and two circle dots are out of the box, we can count on them, easily they are 10 boxes in each one circle dot so there are totally 10 and 2 are out of the box.

Question 3.

Answer:- In the above picture, there is no any Rectangle shape object.

Explanation:- There is no rectangle shape in the above picture to color the rectangle shape. There are circle shape object, triangle shape object and right angle triangle object. So, we haven’t shaped any object like rectangle.

### Measurement Review/Test

**DIRECTIONS 1.** Choose all the sets that have a green pencil that is longer than the orange pencil. **2.** Draw a crayon that is shorter. **3.** Circle the tree that is taller.

Question 1.

Answer:- The option 2 and 4 are the answers.

Explanation:- The option 1 and 2 are the answers because the green pencils are longer than the yellow pencils in those two options so we marked those options as answers. The yellow pencils are should be shorter than the green pencils for the answer.

Question 2.

Answer:- We drawn a crayon which is shorter than the actual one.

Explanation:- Firstly, we have to drawn a crayon which is shorter than the actual one. So, we have drawn a crayon which is super small than the larger crayon and have attached down of the bigger one.

Question 3.

Answer:- We have circled the tree which is small.

Explanation:- We have to circle the tree which is shorter than the small tree. So, we have to measure the length first so the tree which is in right side is super small than the larger tree which is in left.

**DIRECTIONS 4.** This tree is taller than another tree. Draw to show the other tree.** 5.** Draw two pieces of yarn of different lengths. Draw a circle around the yarn that is longer. **6.** Which cube tower is shorter than the green cube tower? Color it blue. Which cube tower is taller than the green cube tower? Color it red.

Question 4.

Answer:- We have to draw the tree which is smaller than the actual one.

Explanation:- Firstly we have to draw the tree which is smaller than the actual one. After that we have to set that one aside of that bigger tree so the actual one looks even taller than that of the larger one.

Question 5.

Answer:- We have drawn a yarn of different lengths.

Explanation:- Firstly, we have to drawn one yarn which is some what longer and another yarn which is small, later we have to circle the yarn which is longer than the other one.

Question 6.

**THINK SMARTER+**

Answer:- The shorter one is colored with blue and longer one is colored with red.

Explanation:- We have colored the small one with blue and longer one is with red. The blue one is smaller than the green one and red is longer than the green so to identify that easily we colored it up with two different colors.

**DIRECTIONS 7.** Circle all the objects that are lighter than the book. **8.** Is the object heavier than the tape dispenser? Choose Yes or No. **9.** Draw a line to show the height of the juice box. Draw a line to show the length of the lunchbox.

Question 7.

Answer:- The pen, eraser, paper clip are the lightest objects than the book.

Explanation:- The things pen, eraser, paper clip are lighter objects than the book. So, we have circled those objects as a identification.

Question 8.

Answer:- The stapler and the book are the heavier objects than the tape dispenser.

Explanation:- The stapler and the book are the heavier objects than the tape dispenser, So we have marked yes for those two objects and we marked no for paper clip because that is lighter than the tape dispenser.

Question 9.

**THINK SMARTER+**

Answer:- We have marked the length with blue and height with red.

**DIRECTIONS 10.** Choose all of the pictures that have lines that show how to measure height. **11.** Look at the objects. Mark an X on the lighter object. Circle the heavier object. **12.** Draw an object that is heavier than the pencil.

Question 10.

Answer:- The option 2 and 4 are the boxes which shows how to measure the height.

Explanation:- As we discussed above the vertical line represents how to measure height, so we marked those objects.

Question 11.

Answer:- We have marked X on heavier one and circled the lighter image.

Explanation:- We have marked X on the bag because it is heavier object, and circled the object which is lighter.

Question 12.

Answer:- The school bag is the heavier object than the pencil.

Explanation:- The school bag is heavier object than the pencil because we keep all the things in bag. Obviously, the bag will be much more heavier.

### Conclusion

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