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Measurement Session 10, Grades 3-5: Classroom Case Studies
Session 10 Session 10 6-8 Part A Part B Part C Homework
measurement Site Map
Session 10 Materials:

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 grades 3-5 classrooms, students are expected to do the following:


Understand such attributes as length, area, weight, volume, and size of angle, and select the appropriate type of unit for measuring each attribute


Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems


Carry out simple unit conversions, such as from centimeters to meters, within a system of measurement


Understand that measurements are approximations and understand how differences in units affect precision


Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way


Develop strategies for estimating the perimeters, areas, and volumes of irregular shapes


Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles


Select and use benchmarks to estimate measurements


Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms


Develop strategies to determine the surface areas and volumes of rectangular solids

The NCTM (2000) Measurement Standards suggest that "students in grades 3-5 should explore how measurements are affected when one attribute to be measured is held constant and the other is changed. For example, consider the area of four tiles joined together along adjacent sides. The area of each tile is a square unit. When joined, the area of the resulting polygon is always four square units, but the perimeter varies from eight to ten units, depending on how the tiles are arranged. ... This activity provides an opportunity to discuss the relationship of area to perimeter. It also highlights the importance of organizing solutions systematically" (NCTM, 2000, p. 173).


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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