Big Ideas Covered
Week 11 focused on the concept of measurement and the related skills and strategies. It was also identified that measurement is directly related to pre-number in which a student must have a conceptual understanding of number to understand measurement (Jamieson-Proctor, 2019).
The image below identifies the BIG IDEAS of Week 11.
I have always enjoyed learning about measurement, as I find it quite simple to understand. Within the tutorial this week, I particularly found using standard and non-standard units to measure objects quite interesting. As a future educator, I want to ensure that I teach measurement in an engaging way, opposed to simply teaching through a textbook. This could be achieved through taking each student outside the classroom to use both standard and non-standard units to measure different objects.
Concept, Skill or Strategy
The concept of length is counting units, in which the unit depends on what is being measured. For example, if the length of a pencil was being measured, the unit would be centimetres. Yet, if the length of an oval was being measured, the unit would either be metres or kilometres.
Within the table, the materials refer to what materials would be used to measure length, in which technologies are included:
Misconception
A misconception that a student may develop is that when using a ruler to measure length, you begin at 1cm. This misconception may develop if a student is given a ruler that does not clearly display 0cm. To remediate this misconception, I would identify to each student where to begin measuring on a ruler if 0cm is not displayed. This would be identified when measurement is first being taught.
ACARA + Scootle
Year Level: Foundation Year
What Can Be Measured? is a scootle resource which could be used to teach the concept of length, area and volume. This resource aligns with the mathematics language stage, in which an educator could use this resource to introduce the concept of using standard units within measurement. A limitation of this resource is that each concept is identified quite quick. Therefore, an educator may need to re-identify each concept to develop the conceptual understanding of each student.
Resource or Teaching Strategy
Bugs and Insects Measuring Cards is a fantastic resource which could be used to teach to concept of length (Preschool Play, 2017). This resource aligns with the materials language stage as each student is required to use non-standard units to measure the length of each insect. A possible limitation of this resource is that it may become quite repetitive or be completed quite quick, in which a worksheet could be created to extend such resource. For example, an educator could create a worksheet which requires each student to write the number of unifix cube used to measure the length of each insect.
Concept, Skill or Strategy: Textbook
Reys et al, Ch 17, Figure 17.2 identifies how direct comparison of length may be taught, in which direct comparison must be taught before non-standard and standard units are used to measure length. The concept of direct comparison could be taught in the foundation year through presenting each student with objects that vary in length.
References
Australian Curriculum, Assessment and Reporting Authority. (2015). Mathematics: Sequence of Content. Retrieved from: https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf
Jamieson-Proctor, R. (2019). EDMA241, Week 8 Part 1 [PowerPoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406594&chapterid=190032
Preschool Play. (2017). Bugs and Insects Measuring Cards. Retrieved from: https://www.preschool-play.com/measuring-bugs-and-insects-activity/
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2017). Helping Children Learn Mathematics (2nd ed.). Milton: John Wiley & Sons.
Skwirk. (2017). What Can Be Measured? [Video]. Retrieved from: https://www.skwirk.com.au/esa/what-can-be-measured#
EDMA Reflective Journal 