Core concepts in measurement need to be embedded and established.
Length does not just means ruler, you measure it in a particular way. we need to stop children forming a conception. Measurement is not in isolation from number or geometry. Measurement needs to have measuring and numbers for calculation.
The shortest distance between two points is a straight line but this is not usually the journey you take! Students should not be rushed into using rulers as the standard measurement tool, but rather string, paper strips or tape measures. This allows them to consider length in many forms. This is critical. The length around their tummy (or arm) is just as much a length as the length of their foot.
Children need to learn and feel the attributes of weight, cannot learn weight by just looking at the scale.Transivity- instead putting two things together, we put third party.
Perimeter - walking outside and measuring length. So Perimeter cannot be in squares, area is in squares as we need to measures the squares.
Time is difficult for chn to measure as time is not something we can touch. we need to unlock skip counting in 5's, so they can transfer analogue to digital. 8 means 40, 8x5=40
Tell stories how & why minutes and seconds were called.
Volume of shapes -
Static measurement- give some chn a rubber band and ask them to find the perimeter.
Dynamics measurement - if we stretch the rubber band - (dynamic which means change) , perimeter would change.
Measuring shortest distance from one end to another would a straight line. the longest distance would be going up down, up down in a gut shape.
Area - square cm not cm square, children need to understand that area is always in sq m or sq cm
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