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```									Measurement

Rachel Christianson
Ashley Gross
Becky Kjellsen
Courtney Zander
Welcome 3rd Graders
   PLEASE WAIT TO EAT THE CANDY!
(a.k.a Jon, Jeff, and Richard) With the
peers at your table, estimate the length
of the foot using one starburst as the
standard unit.
Big Foot
   Now with the strip of paper and starbursts
at your table make a starburst ruler. With
your ruler, now measure the foot at your
table. Raise your hand when you are
finished.
Keep Measuring
Please Just Listen!
   Please estimate with the ruler you have made
other objects around the room such as:
   Projection screen
   Math Book
   Richard
   Brick (1)
    Table

   Now compare these measurements with the
measurement of the foot
   Is the object bigger or smaller?
   Is the object shorter or taller?
Ruler Time
Please Just Listen
   Now look at the standard ruler on your desk.
   What measurement unit does this ruler have?
   Guess what the measurement of the big foot will
be with the ruler. Also, guess the
measurements for the other objects around the
room.
   Now measure the big foot with the ruler.
   Measure the other objects around the room with
the ruler too.
   How different were your measurements?
Quotes
   According to the Van De Walle text, studies
indicate that students are weaker in the area of
measurement than any other topic in the
curriculum.

   According to Cathcart, et al, “measurement is a
characteristic that can be quantified by
comparing it to a unit” (Cathcart, et al, 2003).

   *Measurement is always an
approximation*
Quotes 2
   "A measurable attribute of an object or
event is a characteristic that can be
quantified by comparing it to a unit. The
process of measuring is the same for
each attribute: An appropriate unit is
chosen and the object or event being
measured is compared to the unit."
(Cathcart et al., 2006)
Types of Measurement
   Length
   Area
   Volume and Capacity
   Weight and Mass
   Time
   Angles
Three Sequential Steps In The
Instructional Sequence:
   Perception and direct comparison
   Pre-measurement- no unit or assigning of numbers
   Use words such as bigger, smaller, longer, taller,
more, less, etc.
   Nonstandard Units
   Measure objects with predetermined units that are
not accepted by the general population
   Standard Units
   In the US- metric and customary systems are used
Process and Instructional
Sequence of Measurement:
   1. Meaning of the attribute is developed through
activities involving perception and direct comparisons
   2. Begin to measure using arbitrary or non-standard
units
   3. Measure and estimate using standard units
   4. Involve them in related experiences that help them
learn to use the instruments accurately and correctly and
to read their scales
   5. Relate the formulas and involve them in the formulas
as a product of exploration and discovery; seek
relationships
   6. Involve them in real-life applications and problem
solving
Scope and Sequence for K-8 Content Standards for
Measurement from the South Dakota Board of
Education
Demonstration
   We will be dividing into 2 groups and
going over the steps to teaching volume.
   We will be covering each of the 6
instructional steps and using the
sequential steps.
   Please participate and enjoy learning
about volume.
   Remember- you are still 3rd graders!!
Chart
Letter                              How many standard units?

Each group will delegate one person to come to the front to write down the
order of their objects. Then after finding the standard unit they will
estimate how many standard units for each container and report to the
front. After estimating all containers they will then measure with beans and
record their standard units.
#1 Beans, beans, beans
Meaning of the attribute is developed through activities involving perception and direct comparisons.

   Place the containers in order of how many
beans you think they will hold from more
to less.
   If you need to look closer or hold the
containers to help you determine your
answer please do so.
   Do not fill any containers yet!!
#2 Beans, beans, beans
Begin to measure using arbitrary or non-standard units.

   Look at the beans on your table.
   With your group, decide on how we will
measure the amount of beans that go into
each container.
   HINT: Make the smallest container the
base unit.
   Now guess based on this unit how many
beans each of the other containers will
hold.
#3 Beans, beans, beans
Measure and estimate using standard units.

   We are going to measure our volume in cups. The
standard measure of volume is milileters.
   Look at the measuring cup labeled one cup. Our
smallest container is one cup. Place beans into the
measuring device and then into the smallest container.
If they are equal this is how we will measure the other
containers.
   Remember you can use the other measuring cups
labeled: ½ or ¼ of a cup.
   Measure all of the containers with the beans.
   Have one person record the findings.
   Are the containers still in the correct order?
#4 Beans, beans, beans
Involve them in related experiences that help them learn to use the instruments accurately and
correctly and to read their scales.

   Lets brainstorm ideas…
   Have you ever measured volume?
   Baking/Cooking
   Presents
   Blowing up a balloon
   Filling a bath tub
#5 Beans, beans, beans
Relate the formulas and involve them in the formulas as a product of exploration and discovery; seek
relationships.

   The volume of an object will be the
number in each layer times the number of
layers or…
   Volume is measured in "cubic" units. The
volume of a figure is the number of cubes
required to fill it completely, like blocks in
a box.

 Conceptual Understanding
#6 Beans, beans, beans
Involve them in real-life applications and problem solving.

   What else to we use measuring cups for at
home?
   Is it important that we measure correctly?
Accommodations
   All students with hearing or visual disabilities
should sit up front closest to the teacher and the
objects. The instructions will be on the screen
for students to recall what to do. All directions
will also be given orally to help auditory
learners.
   Having students touch the objects as well as
having them be able to move around will help
kinesthetic and tactile learners.
Resources:
Van de Walle, J.A. (2007) Elementary and
middle school mathematics: Teaching
developmentally. Boston, MA: Allyn &
Bacon.

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