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Learning Math Home
Measurement Session 10: Classroom Case Studies
 
Session 10 Session 10 6-8 Part A Part B Part C Homework
 
Glossary
measurement Site Map
Session 10 Materials:
Notes
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Session 10, Part B:
Reasoning About Measurement (40 minutes)

In This Part: Exploring Standards | Analyzing a Case Study

The National Council of Teachers of Mathematics (NCTM, 2000) has identified measurement as a strand in its Principles and Standards for School Mathematics. In grades pre-K-12, instructional programs should enable all students to do the following:

 

Understand measurable attributes of objects and the units, systems, and processes of measurement

 

Apply appropriate techniques, tools, and formulas to determine measurements

In pre-K-2 classrooms, students are expected to do the following:

 

Recognize the attributes of length, volume, weight, area, and time

 

Compare and order objects according to these attributes

 

Understand how to measure using nonstandard and standard units

 

Select an appropriate unit and tool for the attribute being measured

 

Measure with multiple copies of units of the same size, such as paper clips laid end to end

 

Use repetition of a single unit to measure something larger than the unit; for instance, measuring the length of a room with a single meterstick

 

Use tools to measure

 

Develop common referents for measures to make comparisons and estimates

The NCTM (2000) Measurement Standards suggest that students will begin to understand attributes of area by "looking at, touching, or directly comparing objects." Instruction that provides students with opportunities to measure and explain their findings will help teachers further this goal. Furthermore, "although for many measurement tasks students will use nonstandard units, it is appropriate for them to experiment with and use standard measures such as centimeters and meters and inches and feet by the end of grade 2" (NCTM, 2000, p. 105).


 

Principles and Standards for School Mathematics © 2000 by the National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved. This material may not be copied or redistributed electronically or in other formats without written permission from NCTM. standards.nctm.org

Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.

Next > Part B (Continued): Analyzing a Case Study

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