learning the basic concepts of measurement

8/6/2019 Learning the Basic Concepts of Measurement

1/14

By Dawn and Mandy


2/14

Things may be compared in many different ways that include

length, area, capacity, weight and time.

Objects may be ordered according to these attributes.

Lengthinvolves how long,high,far, or wide something is. Area requires that the children look at more than one measurable

dimension.

Capacity and volume can be applied everyday as with sand and

water.


3/14

Balance scales and regular scales can be used to measure weight.

Time is relative and can be taught through routines and

conversations.

Measurement varies with the size ofthe unit used to make themeasurement.

Accuracy while measuring depends on proper use ofan

appropriate tool.

Estimation is useful when something cannot be directlymeasured.


4/14

The student will be able to

-understand measureable attributes ofobjects and the units, systems, and

processes ofmeasurement.

-apply appropriate techniques, tools, and formulas to determinemeasurements.

-will recognize the attributes oflength, volume, weight, area, and time.

-will compare and order objects according to these attributes.

-will understand how to measure things using both standard andnonstandard units.

-will be able to select appropriate unit and tool for the attribute being

measured.


5/14

- will measure with multiple copies ofunits ofthe same size, such

as long unit blocks.

- will use repetition ofa single unit to measure something larger

than the unit.-will use standard tools such as rulers and scales to measure.

-will make comparisons and estimates.

-will learn a beginning measurement vocabulary.

-will use measurement to solve everyday school and home

problems.


6/14

Keep a record ofchildrens height by marking the wall. Do thisonce a month. The children enjoy seeing how big they aregetting and how big the will be over the next several months.

Use informal measurements such as blocks or footsteps.

Many everyday activities involve measurement: cooking,gardening, grocery shopping, and repairing things around thehouse. These are some really great times to talk to the childrenabout what you are doing and bout the tools you are using to

accomplish the task. Get the children involved by letting them hold a ruler or filling a

cup.


7/14

Although children do not need to know the conventionalconcepts oftime help them understand that certain things takelonger than others. ie: Does it take longer to drive to thegrocery store or to school?

Relate time to counting by using a watch to time events andcounting the ticks ofthe second hand.

Talk about time often using rational terms such as before bed orafter dinner.

Use estimation. ie: How many candy is in the candy jar? Use math vocabulary such as about the same, near,

approximately, more than and fewer than.


8/14

y Observe childrens problem solving and conversations.

y Use small and large group discussion.

y Interview students.

y Create portfolios.

y Use childrens selfevaluations, drawings, and stories.

y Math journals.


9/14

Children begin to develop an understanding ofsimilarities and

differences in objects by looking at, touching, or directly

comparing objects. Simple activities such as identifying which

two objects areheav

ier by

hold

ing t

hem

,or see

ing w

hose

feet arebigger by putting them side by side can lead to more formal

concepts ofmeasurement in the elementary years.


10/14

y Use and area oftable or floor that can be divided. Label one

side shorter and one side longer. Have the students go

around the room collecting objects and separating them into

the shorter or longer category.y Provide rulers and tape measures for the students to

experiment with. Allow them to measure various objects

throughout the room.

y Have a water table available with containers ofvarying sizes.

Let the children fill the containers as they wish while asking

questions about the weight ofthe container with different

amounts of

water,

etc


11/14

y Grade 1

Measurement is not a main focus in grade 1,but children can

strengthen their math skills by solving math problems involving

measurement. The main goal for grade 1 is to recognize length,volume, weight, area, and time.


12/14

y Grade 2

In Grade 2 children begin to understand the need for standard

units ofmeasurement. They are also expected to understand

how to measure using standard and non-standard units, and usethe appropriate unit and tool for what is being measured.


13/14

y Grade 3

Measurement in this grade is not a focus but rather a connector

to other areas offocus such as

-using appropriate unit for measuring-carry out simple unit conversions ie: cm-m

-exploring two dimensional shapes

-developing strateg

ies

for est

imat

ing per

imeters

,areas andvolume ofirregular shapes.


14/14

Students will be able to

-use their knowledge ofstandard measure to understand the world.

-build larger and more complex vocabulary pertaining to

measurement.-understand units ofmeasurement that are different from our own.

learning the basic concepts of measurement

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