Module 4 Measurement

Question 1

Why is measurement important?

Answer 1

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.

Question 2

Measurement

Answer 2

Assigning a numerical value to the spatial quality of an object or event

Question 3

Area

Answer 3

Two dimensional measure that describes the region enclosed by a plane figure is expressed in square units that are derived from units of length.

Question 4

Capacity

Answer 4

capacity the measure of the quantity that a 3 dimensional figure can hold.

Question 5

Mass

Answer 5

measuring = weighing its mass. Mass is a measure of the amount of matter in an object. Metric unit for mass = grams or kilograms.

Question 6

Measuring Device

Answer 6

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

Question 7

Money

Answer 7

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.

Question 8

Attributes

Answer 8

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.

Question 9

Direct comparison

Answer 9

(1st developmentally). Two objects placed side by side to determine which is shorter, longer, wider etc.

Question 10

Indirect Comparison

Answer 10

(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)

Question 11

Non Standard Units

Answer 11

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.

Question 12

Standard Units

Answer 12

When students can measure using non standard units effectively They are ready to progress to making standard units (from year 2, 3 and 4)

Question 13

Time

Answer 13

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.

Question 14

Weight

Answer 14

is the force that gravity exerts on an object and is measured in newtons (N).

Question 15

Resources for measurement

Answer 15

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)

Question 16

Area

Answer 16

measurement of covering

Question 17

Years 4-8 Developmental stages

Answer 17

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.

Question 18

Years 2 and 3 developmental stages

Answer 18

Developing the concept of area begins by direct physical comparison of the area of different objects.

Question 19

Years 3 and 4 developmental stages

Answer 19

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

Question 20

Years 4 and 5 developmental stages

Answer 20

Use non standard and standard units in covering activities to determine the area of regular and non-regular figures and regions.

Question 21

What do students need to learn in relation to measurement?

Answer 21

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.

Question 22

Capacity

Answer 22

Is a measure of how much a three dimensional figure can hold.
Conservation of capacity is grasped by about 11.

Question 23

Conservation of Area

Answer 23

that the size of an area is not changed if the figure or region is rearranged.

Question 24

Money

Answer 24

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.

Question 25

Misconceptions about perimeter and area

Answer 25

Perimeter and Area can cause confusion.
1. Each measure involves a figure or region and that in applying formulae the same linear measurements eg length, width, base and height are used. If formulae are not understood conceptually confusion occurs.
2. Misconception that perimeter and area have a fixed relationship.
Perimeter is a linear measurement that is the length around the boundary of a figure or region.

Question 26

Pi

Answer 26

relationship between circumference and diameter is that regardless of the size of the circle when the length of the circumference is divided b the length of the diameter the result will be a constant value very close to 3.14. Since the radius of a circle is half the length of the diameter another way to express the relationship is c=pi x 24 or C=2Pier.

Question 27

Tessellates

Answer 27

When shapes are laid out they will match perfectly with no space between them eg tiling.

Question 28

Volume:

Answer 28

The three dimensional space that a figure occupies.

Question 29

Base and height misconceptions

Answer 29

Base and Height can be confused the slanted side or edge because the height is not always measured along a side or edge. The height is shorted distance to the base.

Question 30

ES1

Answer 30

Identify, describe, compare and order attributes(length area volume etc) using everyday language. Make direct comparison using non-standard units of measure.
Include natural measurements incorporating use of body parts.
Sequence events, describe duration of events. Read hour time on clocks

Question 31

S1`

Answer 31

Estimate, compare, order and record attributes (length area volume etc). Make indirect comparisons using non standard units of measure> NB Length measurements includes metres (to the nearest metre or half metre) and cm.
Experience in quanitfying measurement and choosing appropriate units including conservation of attribute activities
Describe compare and order duration of events, read half and quarter time.

Question 32

S2

Answer 32

Estimate compare and record attributes using standard units of measure (lengths: cm, m, mm area: m2 cm2 volume: l ml, cm3 and mass g, kg.
Introduce metric system and measuring devices
Conversion between units 100cm = 1m
Apply length measure to calculate perimeter
Read time in minutes (25 minutes past 3 o’clock) and convert between hours and minutes and seconds.
Measure compare and record temperatures.

Question 33

S3

Answer 33

Select and use appropriate units to measure lengths ( and perimeters), area (including squares, rectangles, triangles), voumes and masses (using formulae)
Convert between various units ie 1km2 = 1,000,000m2)
Use 24 hour time
Real life applications

Question 34

Volume

Answer 34

: 3 Dimensional attribute that volume refers to but - how much will fit in a volume or space. Volume is expressed in cubic units that are derived from units of length. Volume could be considered to be a solid measure