30/5/18
Measurement
Core concepts in measurement need to be embedded and established.
Too many confusions with area and perimeter.
Measurement isn't in isolation from number.
Weight:
Children need to understand what the attribute is.
Children need to feel the weight of attribute to experience, for example, what bigger, smaller and heavier is
We need to give children reasons
When we measure perimeter we express the length. We measure Area we measure in squares
Volume is measured in cubes and capacity in length.
The idea is measurement but the calculation is number.
Time
Time is difficult for children to measure.
Time is a construct in our heads
We need to get children be aware of analogue time but understand that digital time is now of this generation. What we need to unlock with children translate between analogue and digital time.
(duration knowing their 5 times tables)
small which is minute
a second is splitting
hour related to a chunk of time
Volume of shapes
Static measurement and dynamic measurement
Rubberband find the perimeter (static) and if you stretch the rubber band (dynamic)
Dynamic
there is a bigger area when curving over and under between fixed
You can have a fixed area
Area is measured in squares in not in straight lines. Area is measured with squares of paper.
e.g.
so the area would be 6 lots of 4 squares which equal 24 squares / 24sq.m
We are counting square metres
Volumes are measured in cubes.
1.5 bottle
to 1.25 which is the biggest bottle
transitivity????
Purposeful measurement
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