Module 4 Measurement Flashcards
(34 cards)
Why is measurement important?
Measurement skills essential to successful numerate behaviour.
Links with number and geometry - involve assigning a numerical value to spatial qualities of an object or event.
Measurement
Assigning a numerical value to the spatial quality of an object or event
Area
Two dimensional measure that describes the region enclosed by a plane figure is expressed in square units that are derived from units of length.
Capacity
capacity the measure of the quantity that a 3 dimensional figure can hold.
Mass
measuring = weighing its mass. Mass is a measure of the amount of matter in an object. Metric unit for mass = grams or kilograms.
Measuring Device
Jump from measuring with non-standard units using measuring devices is challenging. Creation of own measuring tools can assist this transition using non standard units
Money
units that measure the value of an item.Children need number skills and to develop the ability to recognise the coins and handle money. Concepts such as exchanging and equivalence of value are also developed when teaching measurement through the use of money.
Attributes
Identify and understand the attribute that they are going to measure. Awareness of the attribute and language surrounding the attribute.
Opportunities for comparison and ordering of an attribute. Activities that compare two examples of the attribute should lead into 3 or more examples. Comparison can be made directly such as comparing length by lying objects directly in line with each other. Indirect measurement = comparing volumes by pouring sand from one container to another.
Learn to use units of measurement. Standard and non-standard (eg hand spans, blocks etc). Non standard provides opportunities to estimate the quantity of the attribute before the measurement is made to make choices about the most appropriate unit to use, and to judge the degree of accuracy appropriate for a particular situation.
Length Attributes:
Earliest learning experiences relating to length ought to be designed to develop awareness of the attribute. Introduce to terms which naturally leads to comparisons.
Year 2 = comparing and ordering lengths are the natural second phase in building and developing perceptions of the length attribute. Vocab of comparison develops simultaneously with an understanding of the attribute.
Direct comparison
(1st developmentally). Two objects placed side by side to determine which is shorter, longer, wider etc.
Indirect Comparison
(Taught 2nd)
When an intermediary measuring device is used. Making indirect comparisons is a precursor to the use of non standard and standard units and the use of formal measuring devices. (activities can be used when measuring curved lengths)
Non Standard Units
Gets years 2 and 3 started on measuring length quickly and easily because their focus in on the measuring process using units that are common and familiar to them rather than using imposed formal units. Body parts such as hands can be used.
Standard Units
When students can measure using non standard units effectively They are ready to progress to making standard units (from year 2, 3 and 4)
Time
One of the most difficult concepts for children to understand. Time is unique - it cannot be measured using tangible experiences which measure other types of attributes. It can only be perceived in natural occurrences eg day and night.
Weight
is the force that gravity exerts on an object and is measured in newtons (N).
Resources for measurement
Too tall tina - comparison
Super Sandcastle Saturday - comparing ordering use of non standard and stanrard units of measurement
Inchworm and a half partitioning units
How Big is a foot - discrepancies in usine and miscommunication of non-standard units
Room for ripley capacity
Counting on Frank capacity
The very hungry caterpillar time (days of a week)
A day of the avenue time (sequencing of hours in a day)
Area
measurement of covering
Years 4-8 Developmental stages
have an incomplete understanding of area. This may be because area differs from length in that we do not usually measure area directly. Most occasions we measure a combination of lengths and then use a formula to calculate area. Students therefore need to first understand the attribute of area before measuring it and calculating it.
Years 2 and 3 developmental stages
Developing the concept of area begins by direct physical comparison of the area of different objects.
Years 3 and 4 developmental stages
explore the concept of area as a measure of covering. In this way the meaning of measurement as the number of units needed to cover the region is developed
Years 4 and 5 developmental stages
Use non standard and standard units in covering activities to determine the area of regular and non-regular figures and regions.
What do students need to learn in relation to measurement?
Students need to develop the ability to estimate areas using appropriate units of measurement
Use appropriate language for the measurements of area
Relate the precision required to the magnitude of the area unit of measurement.
Capacity
Is a measure of how much a three dimensional figure can hold.
Conservation of capacity is grasped by about 11.
Conservation of Area
that the size of an area is not changed if the figure or region is rearranged.
Money
Australian coins are not proportional to their value eg 50 c is bigger in size than $2 coin. Repetition and exposure to money is important.
