Grade 4 Primary School Based Mathematics Teachers-Training

Measurement Module

Let us Break IceThe introduction of ‘ice breakers’ is important to open the class as it:• Helps the teacher in assessing the students in the

class• Relaxes the students and establishes an

environment that is conducive to learning and not intimidating

• Increases prosocial behaviour (concern, empathy, generosity, cooperation, compassion; Beaty, J,J, Observing development of the young child)

• A few ice breakers…let us try some

The 3, I’sA Teaching Approach

Utilising the 3 I’s

Identification: Students should be able to identify different types of measurement and explain the prefixes, when and why each measurement is used. Non-intimidating concept introduction.

Investigation: Students should develop an appetite or curiosity , an eagerness to discover why the relationship exists between/among various measurements. A tactical approach is required.

Interrogation: Students should be able to ‘join the dots’. The teacher will use open ended question as one method of soliciting critical thinking enabling the student to process information and respond independently to questioning. Cognitive stimulation is required.

Definition of MeasurementMeasurement is the determination of a physical quantity and is assessed by units; each unit is specific to:• Length is measured in metres• Volume is measured by litres• Mass is measured by grams• Time is measured by seconds• Temperature is measured by degree Celsius

Key Words for ModuleLength

• The standard unit of length in the metric system is the metre. Other units of length and their equivalents in metres are as follows: 1 millimetre = 0.001 metre1 centimetre = 0.01 metre1 decimetre = 0.1 metre1 kilometre = 1000 metres

• We symbolize these lengths as follows:1 millimetre = 1 mm1 centimetre = 1 cm1 metre = 1 m1 decimetre = 1 dm1 kilometre = 1 km

For instance: 1 metre is a little longer than 1 yard or 3 feet

Key Words contd.Volume• The standard unit of volume in the metric system is the litre. One litre is equal

to 1000 cubic centimetres in volume. Other units of volume and their equivalents in litres are as follows: 1 millilitre = 0.001 litre1 centilitre = 0.01 litre1 decilitre = 0.1 litre1 kilolitre = 1000 litres

• From these units, we see that 1000 millilitres equal 1 litre; so 1 millilitre equals 1 cubic centimetre in volume. We symbolize these volumes as follows:1 millilitre = 1 ml1 centilitre = 1 cl1 decilitre = 1 dl1 litre = 1 l1 kilolitre = 1 kl

For instance, 1 litre is a little more than 1 quart. One teaspoon equals about 5 millilitres

Key Words contd.Mass• The standard unit of mass in the metric system is the gram. Other units of

mass and their equivalents in grams are as follows:1 milligram = 0.001 gram1 centigram = 0.01 gram1 decigram = 0.1 gram1 kilogram = 1000 grams

• We symbolize these masses as follows:1 milligram = 1 mg1 centigram = 1 cg1 decigram = 1 dg1 gram = 1 g1 kilogram = 1 kg

For instance: 1 gram is about the mass of a paper clip. One kilogram is about the mass of a litre of water

Key words contd.

Temperature• Temperature is expressed in degrees Celsius.

• The boiling point of water (at sea level) is 100°Celsius, or 100°C.

• The freezing point of water (at sea level) is 0° Celsius. A hot day is about 30° Celsius

Activities to Undergrid‘What will I need?’

Measurement:Length: Cartridge paper or any plain paper or Styrofoam plate and a pair of scissors. The teacher should have a metre ruler or rulers.Capacity: A small plastic glass or transparent cup. You will need a permanent marker or anything that mark and be distinguished on the surface of the cupMass: Small rocks from the school yard and a scale

Conversion

Measurement: Students to be guided by teacher.From milli to centi to deci to metre. Use metre ruler created and how it applies to letter writing.

Capacity: fluids . Use marked cups.

Mass: weight by hand and scale convert on spot. Encourage Mental reasoning.

Conversion contd.

Now that the student has satisfied, the first of the 3 I’s: Identify. It is time to go to Investigate. This requires a subject interrelated approach and/or application to real life scenarios in order for the student to establish meaning and relevance to their life and possible career choice. If field trips can be organised or a guest presenter from a profession that uses measurement; it is at this juncture that is to be introduced.

InterrogationThis of the 3 I’s is most important. As the student learns to think and is unabashed to do so. The teacher needs to ask questions that allow for processing, ‘joining of dots’, and underpinning of relevance to content to domestic and intended professional life.

An example of an interrogative question:“Which is more, 1 gram or 3000 milligrams? a) 1 gramb) 3000mlligramsc) Neither, they are equal

The idea of the exercise is not only to arrive at the right answer but why it is the right answer.

Interrogation Contd.The idea is to get the students to understand the why of the

subject matter

1. Which is greater, 1 gram or 1000 milligrams?2. 3 litres = ?3. 1,000milimetres= ? Metres4. Complete the following table:

Metres 2000 3000 8000

Kilometres ? ? ? 9

Dispelling MythsPoof!

Let us share common myths in the classroom that students have about measurement, capacity and mass.

Share the ‘poof’ method or response used when students articulate a ‘myth about measurement.’.

Open session!

Let us try Sharing

Get in groups and share what you have learned and one person from each group will present.

Evaluation of PresentationThe ‘P-A’ approach. Propensity to & Ability to…

IndicatorPropensity to:

EvaluationRate 1-5

SupportAction

IndicatorAbility to:

EvaluationRate:1-5

Support Action

Fight Express ideas

Be Quiet or Withdraw Innovate

Quit Function cooperatively

Complete Complete independently

Work in team Identify, Interrogate

Use of violent language or action

Think & join the dots