Measurement - Level 2
Struggling students don't understand the attribute they are measuring, therefore, they don't understand
how to measure it.
Weight - need to understand what the attribute is. Need to experience the weight of materials. Bigger in
volume doesn't mean the heaviest. Put materials into hands, can't put directly together,
so can't really measure them, can't actually tell. That is why we need something to measure with.
Can use unifix to weigh and compare. One unifix is 1gram. A book weighs 7 unifix, a bag is 8 unifix.
Need a range of measuring tools - travel luggage check, scales, fish hook-measure the pull, have to
interpret the marking tool - introducing decimals.
Measurement - the length around the outside. That is perimeter. Perimeter measures length.
Area is measured differently, in squares.
Volume is measured in cubes
Capacity is measured in litres.
Measurement needs to have measuring in it. It overlaps with number and geometry. Curriculum doc
image shows the overlaps. Schools teach them separately. Need to make the connections.
Time is difficult to measure. Can only measure the duration of time.
Analogue has to change to digital readings. 3.35pm relates to all digital timetables used in today's world.
5xtables relates to a digital device.
Duration of time - need to be able to add over the 100. Need to have double-digit addition to access.
The story of how 'minute and second' got their names is a good way to explain what they are.
Putting together measurement ideas with geometry.
The difference between static and dynamic. Things aren't always as they are, we can make them.
Measuring a rubber band. Now stretch it and measure.
Engage students by creatively measuring. - the shortest distance from a to b
longest distance - using a wiggly line how long can you make it. ie stomach
Area - how many squares are covered? Make sure students measure in squares for an area.
So the answer has to be written in squares. 24sq.cm
Measurement - way to introduce decimals. 1.5litre and 1.25litre
Transitivity - comparison of measurement using a measuring tool such as unifix. My pen is 3 blocks long. My paintbrush at home is 9 blocks. Which one is the longest?
Measuring for purpose - making fish measuring stick for measuring when fishing to take home.
Measurement - Level 1
Struggling students don't understand the attribute they are measuring, therefore, they don't understand
how to measure it.
Weight - need to understand what the attribute is. Need to experience the weight of materials. Bigger in
volume doesn't mean the heaviest. Put materials into hands, can't put directly together,
so can't really measure them, can't actually tell. That is why we need something to measure with.
Can use unifix to weigh and compare. One unifix is 1gram. A book weighs 7 unifix, a bag is 8 unifix.
Need a range of measuring tools - travel luggage check, scales, fish hook-measure the pull, have to
interpret the marking tool - introducing decimals.
Measurement - the length around the outside. That is perimeter. Perimeter measures length.
Area is measured differently, in squares.
Volume is measured in cubes
Capacity is measured in litres.
Measurement needs to have measuring in it. It overlaps with number and geometry. Curriculum doc
image shows the overlaps. Schools teach them separately. Need to make the connections.
Time is difficult to measure. Can only measure the duration of time.
Analogue has to change to digital readings. 3.35pm relates to all digital timetables used in today's world.
5xtables relates to a digital device.
Duration of time - need to be able to add over the 100. Need to have double-digit addition to access.
The story of how 'minute and second' got their names is a good way to explain what they are.
Putting together measurement ideas with geometry.
The difference between static and dynamic. Things aren't always as they are, we can make them.
Measuring a rubber band. Now stretch it and measure.
Engage students by creatively measuring. - the shortest distance from a to b
longest distance - using a wiggly line how long can you make it. ie stomach
Area - how many squares are covered? Make sure students measure in squares for an area.
So the answer has to be written in squares. 24sq.cm
Measurement - way to introduce decimals. 1.5litre and 1.25litre
Transitivity - comparison of measurement using a measuring tool such as unifix. My pen is 3 blocks long. My paintbrush at home is 9 blocks. Which one is the longest?
Measuring for purpose - making fish measuring stick for measuring when fishing to take home.
Measurement - Level 1
Students need to have a choice of the measurement unit.
Otherwise, they believe - if I can't use a ruler I can't measure it.
Simplistic statements - kids don't know what they are measuring so they don't know how to measure it.
This is what we need to address.
This is what we need to address.
Level 1: We are learning about different ways to think of big and small. - 5 year old
Show them different ways to think about big and small. Table and a chair.
Any object has more than one dimension and more than one attribute.
This is what we want the children to notice.
Any object has more than one dimension and more than one attribute.
This is what we want the children to notice.
Length works with 4 dimensions
Attribute length - (not height) any of the 3 directions. Because we measure them in exactly the same way.
Finger can go on a journey. Run a finger around the perimeter of the book. Avoid the ruler for 2 years.
Year 1 and 2 use length until understanding is in place.
Year 3 on tell me the different lengths that you are measuring.
After that, height, width, when measuring secure.
After that, height, width, when measuring secure.
The distance between objects is the 4 dimension. - how far a toy car travelled.
Curriculum says
Year 1 - students need to understand attributes. Experience different bigs and smalls.
What we are measuring and how we will measure it.
What we are measuring and how we will measure it.
Year 2 - quantify what those attributes are and build up to units of measurement.
Self-chosen units of length.
Self-chosen units of length.
Area - covering something up, or wrapping something up.
Capacity - inside bigness - which one will hold the most?
What are we looking to develop? The bigger the unit the smaller the number.
The smaller the unit the bigger the number.
Year 2 Measuring, start at the start and repeat the unit without any gaps in between.
Can't just give a number. MUST give the unit measured with/in. Establish the need to identify the unit.
Measuring with 100 bead lengths, use PV when measuring. Use bead 100s to measure body length.
Count in tens to identify length.
What are we looking to develop? The bigger the unit the smaller the number.
The smaller the unit the bigger the number.
Year 2 Measuring, start at the start and repeat the unit without any gaps in between.Can't just give a number. MUST give the unit measured with/in. Establish the need to identify the unit.
Measuring with 100 bead lengths, use PV when measuring. Use bead 100s to measure body length.
Count in tens to identify length.
Stopping misconceptions.
Year 3,Creating their own ruler. Provide newsprint, students make a repeating unit of 10 iceblock sticks. Cut and use to measure how long things are, e.g. tables - one self-made ruler and 3 more iceblock sticks long, 13.
Time - digital time is the real world. Analogue has to relate to today's digital world. A duration is a good tool for measurement. The movie starts at 6.40pm and lasts for 1 hour and 30 mins. What time will it finish?
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