Week 11

Measurement:


The big ideas:

Week 11 introduced us to measurement concepts and skills, as well as common physical and geometric measures. Measurement can be defined as the use of units to determine size or quantity with regards to length, height, area, mass, weight, volume, capacity, temperature and time. Reys et al. (2020) state that not only is measurement useful in everyday life, but it also connects to other areas of the curriculum. 




Arbitrary unit: used before standard units eg string length, hand span, steps
Standardised unit: rulers, protractors, cm and m


Student language
Material Language
Mathematical language
Symbolic Language
Language
Bigger, smaller, taller, shorter, how many, how much
How many, how much, bigger, smaller, taller, shorter
Count standard units - how many centimetres, metres, length, perimeter, litres, degrees, dollars, cents
cm, m, km, l, $
Materials
Arbitrary units - string, hand span, steps
Arbitrary units - string, hand span, steps
Ruler, protractor, measuring tape
Non-word symbols
Recording
Drawings
Drawings
Drawings or recording of words
A = l x w
$4

Personal reflection:
I recall always enjoying measurement, as I could use it on almost anything in my daily life, I feel this is certainly an aspect most children will enjoy. A new idea this week is the teaching sequence.

Concept, skills and strategies:

A possible misconception:
A common misconception students have is that if there is no capacity, or space to fill, then there is no volume. Students need to understand that volume is NOT the same as capacity, rather a volume is a measurement of the amount of space an object takes up. To remediate this, I suggest a brainstorming session where various different objects are discussed and their relationship to both capacity and volume. 

Turtlediary. (2015, February 26). Volume and capacity introduction [Video] YouTube. https://www.youtube.com/watch?v=GKCE8ohIBqE
ACARA:
Measurement: Foundation year / Measurement and geometry / Using units of measurement / ACMMG006
Elaboration:
  • comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
  • using suitable language associated with measurement attributes, such as tall and taller, heavy and heavier holds more and holds less.
Students explore the attributes of familiar items, and make direct comparisons.

Resources:
How tall, how short, how far away is a book by David A. Adler, covers multiple measurement skills along with an interesting storyline.
Parriott. (2018, April 21). How tall, how short, how far away [Video] YouTube. https://www.youtube.com/watch?v=EPd4zcttBuQ
Word Count: 298