EDUC 553 Session 10
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School
Mercy College *
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Course
553
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
2
Uploaded by MegaArmadillo3514
1.
Explain what it means to measure something. Does your explanation work equally well
for length, area, weight, volume, and time?
To measure something is to give it a value based on how much there is of a given object.
We can determine how much there is by giving a numerical value based on its physical size,
weight, how much there is conceptually or the space it occupies. This explanation of
measurement works with understanding length, area, weight, volume and time because each
concept represents a physical or conceptual value to the quantity of an object. Length measures
the size of an object from one end to another. The same object can also be measured by the
amount of surface area it covers, how much the object weighs, and how much space the object
occupies in terms of volume. Time however is a conceptual measurement that determines the
duration of an event within intervals of hours, minutes or seconds. Time can still be used to
measure the same object in relation to speed or force.
2.
A general instructional plan for measurement has three steps. Explain how the type of
activity to use at each step accomplishes the instructional goal.
To measure something, the following three steps must be followed. Step one is to make
comparisons, students will compare based on attributes such as length, weight or size. For
example, students will be able to look at two objects and determine which is smaller or larger,
shorter or longer, lighter or heavier. Once students understand and master the concept of
comparisons they will move onto learning how to use physical models of measuring units.
Students will fill, cover, match or make a comparison using a direct standard unit of
measurement, for example determining the area of a covered surface using cubic squares. Lastly,
after having mastered step two, students will move onto step three and use measurement tools
such as rulers, scales, protractors or clocks to find the physical value of the object's size, length,
area or volume (Van de Walle et al., 2017, pp. 341).
4.
Identify the importance of problem solving in the teaching and learning of
measurement.
The importance of problem solving in teaching and learning measurement is to help
students make connections to the concepts of measurements and apply the skills to real-world
physical situations. Mastering measurement is a transferable skill that is used prior to a child
entering school and is continuously used outside of the classroom. On a daily basis, measurement
is used to determine the size or quantity of an object. Problem solving skills allow for students to
think critically about the measurement of an object and helps students to determine a reasonable
attribute or unit of measurement. Problem solving skills prevent students from using
memorization to measure and instead measure in relation to other objects or a given space.
References
Van de Walle, J., Lovin, L., Bay-Williams, J., & Karp, K. (2017).
Teaching Student-
Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume
2)
. Pearson Education.
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