Measurement
Don't give children rulers yet. It can cause more problems to children learning.
If children don't understand the base attribute length and don't have the language everything should be taught in length so once they have length established then words like depth, height can be added into learning.
The attribute is the length.
Length is in every direction.
Children need to do things ...
Children need to experience length in lots and lots of different ways.
At year 1 is to experience length
- what they are measuring
- what we measure with
By Year 2 children have to quantify attributes
Bruce suggests for capacity - he uses inside bigness instead of the term capacity e.g. How many things can fit inside a supermarket bag.
Area - is a wrapping
Area - is measured in squares
Volume - is measured with cubes and blocks
We have a different way of thinking about big and small
At year 2 its about iterating the unit.
the teacher may choose the unit but encourage self chosen unit to measure the length.
The bigger the unit the smaller the number
The smaller the unit the bigger the number
Start at the start and finish at the finish.
Children need to use units of the same size.
When we ask for a measurement they must give what unit it is measured in.
For example, the table hasn't changed but the unit of measure has changed.
"I wonder how long you are using my beads?"
that will take too long to count ... we can count in 10's (place value)
(beads in groups of 10)
For year 3/4
use ice block sticks then provide them with newsprint and mark off 10.
To measure we have to iterate - repeat the experience.
digital is the world.
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