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How to Teach Measurement Processes - Coggle Diagram
How to Teach Measurement Processes
Non-standard units
introduced with units from the everyday world, not metrics
handspans to measure length
glasses full to measure volume
books to measure area
Identifying the attribute
prior knowledge comes from experiencing instances of the attribute
requires careful development of the language
Everything varies except the attribute
For example: books, mats, and brushes all with the same length
The only thing that varies is the attribute
For example: books, mats, and brushes of different length but are identical in colour, width, and material
Comparing and Ordering
before using numbers in measuring situations, experience concepts of length, area etc. by comparing and ordering multiple examples
A focus on betweenness is required
Comparing
direct comparison (only attribute being compared varies) e.g. comparing 2 books of different lengths
direct comparison (more than the compared attributes varies) e.g. comparing the lengths of a book and a brush
indirect comparison via an intermediary e.g. comparing the distance around a brush to the length of a book
comparing different representations of the attribute e.g. comparing the diameter of a donut with the width of a book
Ordering
copying an ordered sequence of examples
placing examples correctly in ordered sequences when the examples are to be places in terms of the attribute, greater/lesser than all the other examples
placing examples correctly in ordered sequences of other examples when it could be placed anywhere
ordering 3 or more examples without any assistance
Standard Units
metrics
Length
Area
Volume and capacity
Mass
Time
Temperature
Angle
3 Stages to Introduce Metrics
Identification
Internalization
Estimation
Formulae
face great difficulty of understanding area for irregular shapes
can be directly applied or may require further analysis and synthesis
application
Perimeter
Rectangle
Circle
Area
Rectangle
Triangle
Parallelogram
Circle
Volume
Rectangular Prism
Prism
Cylinder