In this unit students complete a number of practical measurement investigations, with an emphasis on accurate measurement and communication of findings.
Measuring allows us to make a comparison between what is being measured and a suitable measurement unit. Central to the development of measuring skills is lots of practical measuring experience. Also important is the reality that measurement is never exact. As measurement involves continuous quantities, even the most careful measurements are only approximations.
An analysis of the process of measuring suggests that there are five successive stages. Students learn to measure by first becoming aware of the physical attributes of objects and therefore perceiving what is to be measured. Once students have perceived a property to be measured, they can compare object by matching. This comparison leads to the need for a non-standard measurement unit (e.g. everyday objects). The use of these informal units leads to the need for standard units for better precision and unambiguous communication.
This sequence is quite general and can apply to the measurement of any attribute. In fact, we believe that one of the broad aims of teaching about measurement is to help students develop an overall picture for coping with any measurement situation.
The investigations in this unit of work require the students to both use and apply standard metric measures. The students are also required to justify the level of accuracy appropriate for each investigation.
The learning opportunities in this unit can be differentiated by providing or removing support to students, and by varying the task requirements. Ways to support students include:
The context for this unit can be adapted to suit the interests and experiences of your students. For example, you might frame the 5 mathematical investigations described in this unit, in a more relevant context (such as around a school camp, local building, marae trip). Consider how links can be made to students' cultural backgrounds, and to their learning from other curriculum areas.
Te reo Māori kupu such as ine (measure) and ōrau (percent) could be introduced in this unit and used throughout other mathematical learning.
Investigation 1: The principal wants to use the mathematics classroom for an assembly for the year group (choose a group of about 300 – 400 students). Investigate whether all the students and staff would fit in the room. This is a good activity to begin with as students can line up in both dimensions and count the number that would fit. You could adapt this context to increase its relevance to your students.
Investigation 2: The school is installing a computer network system. The new cable for this is to be laid in the mathematics classroom, from the ceiling in one corner to the skirting board in the diagonally opposite corner. The cable cannot be laid diagonally across the floor, but must be attached to the walls or ceiling. Investigate the most economical path for the cable.
Investigation 3: Discuss how many windows there are in the room with the students. Ask them to investigate what percentage of the walls are made up of windows.
Investigation 4: Discuss the size of the room with the students. Ask them to investigate how much space each person in the class has.
Investigation 5: The school is to begin some landscaping on a piece of ground outside the mathematics classroom. The area needs to be dug out to a depth of 16cm, then covered with a layer of fine gravel 3cm deep for drainage, a 5cm layer of sand and then a 10cm layer of wood chips. The school trailer will be used to shift the soil to another part of the school grounds, and to bring in the gravel, sand and woodchips. How many trailer loads of soil need to be removed, and how many trailer loads of gravel, sand and woodchips will be required? (Choose an area that would require at least 4 trailer loads of soil to be removed. Depending on the ability of the students either a simple shape or a complex shape could be chosen. You may like to send the students to the local landscape supplies to check out quantities and prices, and add a costing element to the investigation).
Dear families and whānau,
We have been carrying out practical measurement investigations, with an emphasis on practising accurate measurement and clearly communicating our findings. Ask your child to share their learning with you.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/measurement-investigations-2 at 8:45pm on the 26th February 2024