Measurement

Children are taught many kinds of measures in the primary grades, like length, weight, volume, money, time and finally area and perimeter (which is nothing but measurement of length). While for teaching length, weight and volume, efforts are made to give students an exposure to informal/ non-standard units of measurement (and thus some implicit understanding of what we may use to measure something), the other measurement ideas start with the standard units, conversions and formulae.

This book How Far is Far by Sukanya Sinha can engage the kids in understanding the concept of distance, measurement and units. Don't miss the Fun with Measuring activities at the end, which can be easily done in any classroom.

Children get exposure to the concept of time organically, well before they come to school. Yet the teaching and learning of time poses peculiar challenges. Time is an abstract concept. It involves measurement of something that is invisible and intangible. Consequently, challenges arise in understanding the concept of time. Learning the mechanics of reading time can also be a difficult task. It is therefore important to build the scaffolding carefully and match the activities to the children’s level of understanding.

Here is a step by step guide on how to measure (i) lengths with a scale, which may be a bit broken and (ii) angles with a protractor - a Shikshamitra presentation. 

Here is a worksheet on Measurement of weight for children in the primary school. This fun yet challenging worksheet can be used as a revision or an assessment worksheet. The complexity of the problems increases with every page
 
MATH WORKSHEET
 
Circle on the best unit to measure the weight of the following:
Children need to understand that some contexts require precision to a fine degree while some require approximate figures. A strong foundation in measurement concepts leads to a better understanding of decimal numbers in particular.

Buniyadee Shiksha (Nai Talim), the education system proposed by Mahatma Gandhi, is generally believed to be education system based on productive work. But it should be clear to all of us that though productive work is its basis, learning through that work is its’ uniqueness. By now a lot has been discussed about Nai Talim. One needs to go through the writings of Gandhiji in ‘Harijan’ or ‘Young India’ to get a clear picture of his ideas of education.

 The pullout, this issue, is continued from the previous issue and is based on Geometry at the primary level. In many ways, the teaching of geometry approached in the right way holds an immense potential for learning the art of seeing and observing....

Teaching geometry at the primary level has to do with building spatial sense and visualisation ability in the child. Consequently it essentially involves study of shape, size, position (one object in relation to another), direction and movement (slide, flip, rotate). The pullout, this issue, is focussed on teaching geometry at the primary level.
There has been so much said and written about assessments that anything more written about it will be superfluous. Nevertheless an attempt shall be made at giving the topic a different perspective. Needless to say that assessment is part of the 25% that most teachers detest about teaching. But it happens to be an integral part of the teaching learning process and any educational system or process. I found Dr Bob Kizlik’s article in ADPRIMA very interesting-he starts by quoting ‘anything that is not understood in more than one way is not understood at all’.

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