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Developing and Extending Measurement Concepts: By: Putri Indesti
Developing and Extending Measurement Concepts: By: Putri Indesti
Measurement Concepts
Page : 450-465
Syamsul Haj
CHAPTER 18
Teaching Children
Howto Measure Length
Building on their experiences with nonstandard measures children
are ready to begin work with aruler. Children’s first ruler should be
one that has no marks along the edge (pine molding cut to lengths
of 1 foot, 1 yard, or 1 meter serves nicely)
• Prepare problem cards
• to direct students’ work as they measure the length and width
of a desk, the distance from a classroom door to the teacher’s
desk, or the distance between the classroom door and the
principal’s offi ce.
• Recordeddistances can be phrased such as “longer than 12 sticks
and shorter than 13 sticks” or “about 13 sticks.” Introducing
approximate measures suchas these can help children deal with
measurements that are not a whole number of units.
CHAPTER 18
Perimeters
• Perimeter is the measure of the distance around
aclosed figure and is an extension of length
measurement.
• Connections between mathematics and everyday life
become evident as children engage in projects in which
they, for example, determine the perimeter of a picture
in order to put a border around it and investigate the
cost of the chain-link fence that enclosesa play area or
the school grounds.
• The perimeter of plane fi gures is determined by
finding the measure of each side and adding their
lengths
CHAPTER 18
Teaching Children
About Measuring Area
• Intuitive concepts of area are developed when
children cover index cards with colored squares
or gummed stickers.
• Such an experience builds children’s
understanding of area as a covering
• They also experiment with different shapes to
cover a fi gure, such as circles orirregular fi gures
• They discover that using shapessuch as circles is
not effective because of the gaps betweenthem
Teaching Children About CHAPTER 18
Measuring Capacity and
Volume
• Capacity and volume are two ways of thinking about and expressing the
same characteristic in measurement
• Capacity measures have been established for products such as liquids
measured in cups, pints, quarts, and liters. Measurement of both liquid
and dry ingredients with teaspoons, tablespoons, and cups is common in
cooking
• Capacity is measured in milliliters and liters
• Volume measures are derived from length measurements such as cubic
inches and cubic feet
• Capacity refers to the amount that a container will hold. Volume can also
refer to the amount that an object will hold, but it also refers to the size of
the object, for example, the volume of a large boulder
• In the metric system a direct relationship exists between volume and
capacity units; a cubic centimeter is also a milliliter, and a cubic decimeter
is a liter
CHAPTER 18
Teaching Children About
Measuring Weight (Mass)
• As with the other attributes, younger children
informally explore the attribute of weight, by
holding an object in each hand
• They can judge which one is lighter by using a
simple pan balance
• Children at this age (K– 2) do not need to
consider the difference between weight and mass
• The focus for young children is on building a
sensory understanding of weight and making
qualitative comparisons using their bodies and
simple balance scales.
CHAPTER 18
Teaching Children About
Measuring Weight (Mass)
CHAPTER 18
Teaching Children About
Measuring Angles
• Measurement of angles is often considered a
geometry topic
• However, the concept of an angle can be
developed in primary grades before the
introduction of degrees and protractors for
measuring them
• As childrenblearn to tell time, they can form
“human” clock faces with a child standing at each
numeral on a circle and others acting as clock
hands, moving from numeral to numeral
CHAPTER 18
Teaching Children About
Measuring Angles
Solution : Use of standard units
• inch to square inch (i𝑛.2 )
• foot to square foot (𝑓𝑡 2 )yard to square yard (𝑦𝑑2 )
• centimeter to square centimeter (𝑐𝑚2 ),
• meter to square meter (𝑚2 ).
The problem will be shown in the next slide
will involves finding areas of small regions.
The measuring device is a centimeter
transparency grid that children put on top of
shapes and regions to count and measure
In the regions marked B and C, areas cannot
be determined by simply multiplying whole
numbers as in Region A
Children must use estimation to determine
their areas.
How many square units are entirely within the region? (Answer: 32.)
How many square units are partially within the region? (Answer: 13.)
What is the largest possible area and the smallest possible area based
on those two facts? (Answer: 32 whole squares is minimum area, and
45 squares is largest area.)
How might you estimate the area of the 13 partial squares? (Answer:
Combine the partial squares to approximate whole squares.)
What is a good total estimate of the area? (Answer: maybe 36, 37, or
38.)
Inventing Area Formulas
The Mindset
r
𝑨 = 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕 = 𝐛 × 𝒉
b. Trapezoids 𝑨 = 𝝅𝒓𝟐
𝟏
𝑨 = 𝟐 (𝒃𝟏 +𝒃𝟐 )𝒉
Reasons
a. Paralellogram
𝒃𝟐 𝒃𝟏
h h h
𝒃𝟏
𝑨 = (𝒃𝟏 + 𝒃𝟐 )𝒉
(𝒃𝟏 × 𝒉) (𝒃𝟏 × 𝒉)
+ (𝒃𝟐 × 𝒉) + Or
𝟐 𝟐 𝑨=𝑩×𝒉
Reasons
b. Trapezoid
𝒃𝟏 +𝒃𝟐 𝐡 𝒃𝟏 +𝒃𝟐 𝐡
𝑨 = 𝒃𝟏 + 𝒃𝟐 𝐡 𝑨= +
𝟐 𝟐
𝒃𝟏 +𝒃𝟐 𝐡
So, the area of trapezoid are 𝑨 =
𝟐
Reason
c. Circle
𝐴 = 𝜋𝑟 2
r r
𝜋r
𝑨 = 𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕 = 𝝅r × 𝒓
= 𝝅𝒓𝟐
B. EXTENDING CAPACITY CONCEPTS
The Feel Of Capacity And Ability To
Measures Capacity
Metric And non metric container
Metric containers
Non-metric container
How to expand student concept of
capacity
Ask them to find one metric liter container and some
non metric container but less than a liter
Ask them to fill the container by liquid that have
graduated by the metric container then ordering it
from the smallest capacity to highest
It will be such an experience for students to really
know the capacity of a litere
C. EXTENDING VOLUME
CONCEPTS
Sense Of Volume
4 5
6
CONCEPT OF VOLUME
Is it?
Confusing things between linear,
area, and volume units
Reality:
Confusing things between linear,
area, and volume units
Recommended way of convertion to remember:
12 𝑖𝑛𝑐ℎ𝑒𝑠 = 1 𝑓𝑜𝑜𝑡
144 𝑜𝑟 (12 ×
D. EXTENDING MASS AND WEIGHT
CONCEPTS
DIFFERENT OF MASS AND WEIGHT
Mass is the amount of matter in an object;
weight is the gravitational force exerted on the
mass. A lunar rover has the same mass on Earth
as on the moon; however, it weighs less on the
moon because the moon’s gravity is less. Despite
the differences, weight is the commonly used
term because we weigh objects in Earth’s gravity
and equate weight with an object’s mass.
EXPLORING DENSITY
Density is about the proportion of volume and
mass.
The bigger of the volume and the lighter the
mass, then the smaller the density will be. Either
way, the smaller of the volume and the heavier
the mass, the greater the density will be.
E. EXTENDING ANGLE
CONCEPTS
How the angle Formed?
• Angle Are formed by two rays that have two
common endpoints.
A
O
B
How To Extend Student
Angle Concepts
• The teacher can use a large protractor to
demonstrate it at a chalkboard or with a clear
plastic protractor on an overhead projector
• Let them discuss and find the meaning the mark
and numerals on the protractor
• Demonstrate the measuring of an acute, right and
obtuse angle so that students understand how the
zero is alligned with one ray and the measurement
is read where the other ray intersec the arc of the
protractor
Picture Of Protractor
F. EXTENDING TEMPERATURE
CONCEPTS
1. By doing a large demonstration of thermometer, models how the
liquid in the thermometer moves up and down is read on the
fahrenheit and celcius scales
2. By using a line graph of daily temperatures over one month. It will
provides a record for increasing or decreasing temperature over the
month which connect mathematics and science in realistic context
3. Other science and health units that also engage children in
experiences with measurement of temperature. Plant experiments
require that variables such as temperature, light, water, and
nutrients be controlled and measured to determine their effects
4. Rather than spending time on conversions, students need to know that
the boiling point of water is 212ᵒF, or 100ᵒC, and that the freezing
point is 32ᵒF, or 0ᵒC. These two facts allow them to estimate and
interpolate common temperatures such as hot, cold, and comfortable.
HOW TO EXTEND STUDENTS TIME
CONCEPT
1. The knucles months and the space months
The knuckles months 31 day months
The space months 30 day months, with the
exception of february
HOW TO EXTEND STUDENTS TIME
CONCEPT
2. Older students can expand their
understanding of time by examining time in
different settings.They can explore the origins
the Gregorian calendar
3. Older students can also explore the effect of
time zones on travel
4. Another topic for older children is the 24-
hour clock. Students in your class from
cultures and countries that use a 24-hour
clock can explain how they were able to tell
time.