Bruce Moody PL

Measurement - (Level 2-3)

Purposeful measurement - Prepare maths/measurement lesson with a purpose so children can give purpose and reason to their learning.

The idea is measurement but the calculation is number. 

Squares is measured in squares.

Volume is measured in cubes.

Length is measured in lines.

Weight:

You cannot learn what weight is with a scale, or just by looking at it.

You need to give them weight to actually feel, give them the experience of weight so they know what weight feels like.

Give a student a rubber band and find the perimeter.

How could you change the perimeter? (Stretch it)

Not what they always are, we can make them what we want them to be.

Static Measurement

It just is, you do it.

Measuring the shortest distance from A to B. (Straight line)

Dynamic Measurement

You have a chance to change things around, not the same.

Investigating all the options for the same thing.

Measuring the longest distance from A to B. (Body make up - Wiggly line).

Area

We need to get children working with squares when we are working with areas, something like a 100s board. (Area is measured in squares not in straight lines).

We give a child a box using 6cm by 4cm, they say 24cm and it is wrong because we measure squares in squares not cm. 

- Use squares to measure squares

- At level 3 it should be written like 24sqm (square meters).

Time

We need to get children understanding the relationship between analogue and digital time.

For example; it is seven thirty-five (7:35) not twenty-five to eight (Language). 

Use 5 times tables to tell the time or use time for times tables. 7:35 is the same as 7 lots of 5. They can relate that directly to a digital device which is what they will more exposed to in this day and age.

3:40, it is 8 lots of 5. 

Replacing 100 with 60. Working with duration rather than time. 

Reflection on Practice

After this PL, in my practice I am going to work on making sure my lessons have purpose. This is with all strands, not only measurement. I would like to make maths more meaningful so that students can give purpose and reason to their learning, creating experiences they enjoy and can always relate back to.