Week+10+-+Exploring+what+measurement+is+about

__**Learning Activity 10.1: What is measurement?**__

Cm’s, km, distance, cold, warm, tepid, cool, hot, Area, space, volume, perimeter, density, mls, quantity, litre, long, speed, time.

//Measurement is a descriptive term to describe the amount, quantity, speed, or temperature of something.// //Vicki 21/7/11//

Achor 31/07/2011 Millilitre Jiffy Mile Micro second Light year Centimetre Para sec Gallon Watt Volt Calories Degree Stokes

__**Learning Activity 10.2: Measureable attributes through** //**Magnificent Measurements**//__

Overall, the lessons comply with several practices of effective mathematics teaching. The use of standard and non-standard measurement units aligns with the first steps notion of working with direct and indirect comparisons. The lessons are sequenced from simplistic ideas to more complex. Also, the lessons offer multiple experiences to full understand a concept. Lastly the lessons use real-life and engaging content, such as feet or children’s literature, to ensure lessons are fun. Vicki 21/7/11

Achor 31/07/2011
 * Lesson || Overview ||
 * The Length of My Feet || * This lesson has very clearly set learning objectives for the student
 * The lesson constantly encourages students to participate by asking them engaging questions
 * The lesson also incorporates teamwork; students work well in groups due to their social nature
 * By assessing the students’ progress through monitoring and collecting data is sufficient to and effective in determining the students’ progress
 * The lesson leaves room for teachers to adjust the lesson to be more age appropriate ||
 * The Area of Things… || * The lesson is very simple; the objectives are very broad
 * The lesson maybe less effective when teaching students how to measure area due to its simple nature
 * The set questions for students are very vague. They do not really spark discussions or encourage engagement ||
 * Drop by Drop || * The lesson is very interactive; it allows students to take control of their own learning
 * The teachers reflection for this lesson gives very good points on how to observe the lesson as a whole ||
 * Grouchy Lessons of Time || * The lesson though simple is informative and engaging
 * Students can relate to their own experiences to the material being taught by asking them questions like why they need to be able to tell time. ||
 * The Weight of Things || * The lesson encourages students to use the correct mathematical terms of measurement
 * The questions are engaging and allow students to have discussions
 * Using class notes to record students’ progress can be both effective and time efficient ||

__**Learning Activity 10.3: Non-standard and standard units**__

**__Ladybug Lengths__** Ladybug lengths uses both yarn and lima beans as concrete materials to create physical experiences. Students use the yarn and beans as a tool for measurement, to see how far the ladybug has travelled or the length of lines, using inquiry skills. There is a link between measurement and data, by the collection and analysis if data relating to the ladybug’s travels. The use of a ladybug is familiar to student’s everyday lives, and also can be connected to the NSW KLA of HSIE. **__How many steps?__** How many steps engages students in physical experiences by having them walk observe other walking, and also by walking using a variety of steps. Inquiry is activated by having children question how many steps of one type are equal to another. The activity also incorporates graphing, by recording results. Walking is familiar to student’s everyday lives, and also can be connected to the NSW KLA of HSIE plus PDHPE.

By getting the students to measure eachother foot they are creating their own learning experiences through kinaesthetic. A lot of the questions asked are open ended questions. This means students can lead the discussion and respond whichever way they like this can lead to discussions and questions. The activity sheet allows students to use their data collecting skills when its asks them to measure the line with lima beans. The lesson encourages social interaction which is important in creating a positive learning environment. Achor 31/07/2011
 * 1) using concrete and/or kinaesthetic (physical) experiences
 * 1) using inquiry
 * 1) connecting to other aspects of mathematics learning (e.g., geometry, data)
 * 1) connecting to other aspects of a school curriculum and children’s everyday experiences

__**Learning Activity 10.4: The process of measurement**__

Measurement can help children learn other maths topics. Measurement easily linked to other curriculum areas. 3 types of comparisons can build understanding: perceptually comparing, direct comparisons, indirect comparisons. Students not given opp to compare angles before they can measure them with protractor. 9 concepts relating to measurement should be considered when seeking lesson content. Learning sequence for measurement: identifying the attribute, comparing and ordering, non-standard units, standard units, applications. Encourage students to talk about measurement in lessons. Emphasis = measurement language in early years, estimation in middle yrs, standard measurement tools and units in later primary. Recommended teachers keep analogue and digital clocks, plus calendars in classroom. || (See if any of your //Maths Mates Group// have any ideas for you in answering one of these questions.) || Vicki 21/7/11
 * **Ideas and examples that are //familiar// to me from my own experiences with mathematics learning and teaching** || **Ideas and examples related to mathematics learning and teaching that are //new// to me** ||
 * Should be hands on, frequent and regular exposure, should understand the relationship / transferability of measurement skills. || Measurement most directly related to children’s lives of all maths topics.
 * **Questions I have and related things I do not understand from my reading**

**// Achor 2/08/2011 //** (See if any of your //Maths Mates Group// have any ideas for you in answering one of these questions.) ||
 * **Ideas and examples that are //familiar// to me from my own experiences with mathematics learning and teaching** || **Ideas and examples related to mathematics learning and teaching that are //new// to me** ||
 * * To completely understand division, one must reflect the on the process as a whole
 * Accomplished problem solvers are usually aware of the structure of the problem
 * The word geometry is derived from a Greek word || * Students need to see symbols become a means of determining answers. ||
 * **Questions I have and related things I do not understand from my reading**

What is Measurement? Can your group agree on a definition? What are some ways that teachers can engage students in the four aspects mentioned in activity 10:3. (1. Using concrete experiences, 2. Using inquiry, 3. Connecting to other aspects of Mathematics, 4. Connecting to other areas of the school curriculum.)

 Anything using manipulatives rather than students learning through drill and practice only is able to be defined as a kinesthetic experience. Teachers can engage students using kinesthetic experiences in various ways, such as students using steps as a measurement, yarn, lima beans as measurement tools etc. Using concrete experiences such as these will help children retain learning as they have experienced this for themselves rather than simply being told how measurement works. This follows in the footsteps of Vygotsky and Piaget with their constructivist theories of learning (Eggen & Kauchak, 2010)

Inquiry is used through the use of non-standard materials. This means that there is not no right or wrong answer as, for example, the span of one persons foot is not equal to anothers if this is the method of measurement. Therefore inquiry is done by students with the knowledge that they cannot be wrong, what they find as the answer to the question is from their own enquiry.

Measurement can be related back to many aspects of mathematics, including volume, angles, mass/weight, distance, length, time, money and area. Each of these concepts in mathematics requires the use of measurement of some variety.

Students using their own bodies as a form of measurement (using steps) incoporates Health and Physical Education into mathematics easily. English has shown to be able to be integrated with the use of literature, as seen in the "Magnificent Measurement" (National Council of Teachers of Mathematics, 2011). Mathematics is clearly used in the sciences, as well as geography. Even creating a time line for history uses mathematics.

My definition of measurement: A way of quanitifying an amount to standard units

References: Eggen, P & Kauchak, D. (2010). //Education Psychology: WIndows on Classrooms,// (8th Ed.). Upper Saddle River, New Jersey : Pearson Education

National Council of Teachers of Mathematics, (2011). //Magnificent Measurement.// Retrieved from http://illuminations.nctm.org/LessonDetail.aspx?id=U66

Suzanne 01/08/2011


 * 07/08/2011**


 * Just want to make a side note here....I know all of us are busy with other assignments, family lives and the general business of life. It is so disappointing that out of a group of 14 that I was the only contributor this week.**


 * I have posted the above to the mathsmates group on the DB simply so that something has been posted for our group this week.**


 * Suzanne**