learning the basic concepts of measurement
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8/6/2019 Learning the Basic Concepts of Measurement
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By Dawn and Mandy
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8/6/2019 Learning the Basic Concepts of Measurement
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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.
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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.
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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.
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- 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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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