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1) Sequential
2) Advancement
3) Intrinsic or Extrinsic
4) Language Used
5) Mismatch

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1) Inquiry
2) Directed Orientation
3) Explication / Explanation
4) Free Orientation
5) Integration

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1) Recognition
2) Analysis
3) Informal Deduction
4) Formal Deduction
5) Rigour

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Checkpoint E: Why are there learning difficulties?

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Checkpoint E: Why are there learning difficulties?

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1) Lack of understanding of Conservation and Transitivity
2) Confusion between reading of scale and measurement
3) Over focus on Formulae

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1) Explain the Instructional Sequence for Square & Rec
2) Explain the instructional sequence for Triangle

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1) Count the number of square units
2) Cut and Paste method

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Instructional Sequence           [Square Rectangle]   

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Instructional Sequence           [Square Rectangle]   

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1) Discuss what area is
2) Define Area
3) Estimate how many unit squares are required
4) Count the unit squares in the amount of space

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Name the 3 steps for instructional sequence

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1) Learn about measurable attribute and use of non-standard units
2) Learn about standard units and how to use measuring instruments
3) Discover and apply formulas and relationships

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Explain the difference between volume and capacity

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Volume -> Measure of the amount of space in a 3D region
Capacity -> The amount of space that can be filled.

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1) What is area?
2) How to teach area?

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1) Use concrete materials (square units, square origami)
2) Use geoboard to form shapes and count area and perimeter

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Area is the amount of space in a closed figure

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1) What is estimation?
2) Name 3 estimation strategies

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1) Use benchmark
2) Use chunking
3) Iterate the unit mentally or physically

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Importance of having a sense of size

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1) Why do we begin the teaching of length using non-standard units?
2) How do you provide remediation?

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Use 1 cm tiles to match the length of the pen.
Use part-whole model drawing.

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Why do we begin the teaching of length using non-standard units?

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Why do we begin the teaching of length using non-standard units?

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Help children understand the concept of measurement before they master the skill of accurate measurement

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1) What is conservation?
2) What is unit iteration?
3) What are the steps for unit iteration

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1) Decide on the attribute
2) Select the unit
3) Use the unit repeatedly and count how many times used to measure the attribute

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Repeated use of [single unit] of measurement to find the measure

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Change C to Q

Quantity remain the SAME despite the change to appearance. Because the process can be reversed!

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1 )Name all The measurement attributes
2) What is measurement
3) Why is learning measurement important?
4) What are the three principles of measurement?

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What are the three principles of measurement?

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What are the three principles of measurement?

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1) Conservation
2) Unit Iteration
3) Transitivity

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1) Applications to daily living
2) Problem Solving
3) Activity Based Learning

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The act of measure…. to ascertain the size of an object…. by COMPARISON…. with fixed units

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Lowest Multiple Time (MVP)
Length
Mass
Time
Money
Volume
Area & Perimeter