In this unit we explore the size of a metre and develop our own ways to estimate a metre length.
When ākonga can measure lengths effectively using non-standard units, they are ready to move to the use of standard units. The motivation for moving to this stage often follows from experiences where ākonga have used different non-standard units for the same length. They can then appreciate that consistency in the units used would allow for the easier and more accurate communication of length measures.
Measurement experiences must enable ākonga to:
The usual sequence used in primary school is to introduce non standard measures followed by standard measures; the centimetre first, then the metre, followed later by the kilometre and then millimetre.
The centimetre is often introduced first because it is small enough to measure common objects. The size of the centimetre unit can be established by constructing it, for example by cutting 1-centimetre pieces of paper or straws. Most primary classrooms also have a supply of 1-cm cubes that can be used to measure objects. An appreciation of the size of the unit can be built up through lots of experience in measuring everyday objects. Ākonga should be encouraged to develop their own reference for a centimetre, for example, a fingertip.
As ākonga become familiar with the size of the centimetre they should be given many opportunities to estimate before measuring. After using centimetre units to measure objects, ākonga can be introduced to the standard ruler (30cm). It is a good idea to let ākonga develop their own ruler to begin with. For example, some classrooms have linked cubes which can be joined to form 10 cm rulers. Alternatively pieces of drinking straw could be threaded together.
The correct use of a ruler to measure objects requires specific instruction. The correct alignment of the zero on the ruler with one end of the object needs to be clarified.
Metres and millimetres are established using a similar sequence of experiences: first construct the unit and then use it to measure appropriate objects.
This unit can be differentiated by varying the scaffolding provided or altering the difficulty of the tasks to make the learning opportunities accessible to a range of learners. For example:
The context for this unit can be adapted to recognise diversity and student interests to encourage engagement. For example, the unit could be focused around the journeys of Pasifika and Māori peoples to Aotearoa, by including activities that make use of non-standard measures to standard measures. For example, how did Māori know how long or wide their wharenui had to be without any standard measures or the length of their new waka or how long their journey to another marae might be. Ask ākonga what they think are the advantages and disadvantages of non standard measures.
Te reo Māori vocabulary terms such as inea (to measure), mitarau (centimetre), and mita (metre) could be introduced in this unit and used throughout other mathematical learning.
Begin the session by acting out the following scene with your class (mahi tahi model).
Characters:
Captain Kaiwhakaako - teacher
Crew - ākonga
Props:
Treasure - a small box
Crooked palm tree - desk
Captain Kaiwhakaako, the pirate, decided to bury their treasure.
They started from the crooked palm tree and carefully counted 12 steps, (heel, toe) and then stopped and placed the treasure on the ground.
To make sure that they remembered where they left it, they wrote down on their map - 12 steps.
He wanted to make really sure that he had measured correctly before digging the hole so he asked a cabin boy or girl to check.
Captain Kaiwhakaako was puzzled. How could the crew member have a different number of steps?
Had they made a mistake?
Tell ākonga that Captain Kaiwhakaako has decided that now they know what a metre is, they want to start drawing up plans for their new pirate ship and that they would like the crew to help.
Discuss with ākonga the type of boats that pirates sailed in. This could include discussion about waka and waka ama (outrigger canoe).
Provide them with chalk and a metre measure and take them outside to draw the boat to Captain Kaiwhakaako requirements.
Measurements of Captain Kaiwhakaako's new pirate ship:
- Length: 10 metres
- Middle mast: 5 metres
- Front/back mast: 4 metres
- Plank: 1 metre
Check how ākonga position the shapes when measuring.
Do they begin from the same baseline?
Do they use the measuring unit consistently without gaps or overlapping?
Ākonga can show their results by pasting their outlines on to paper and recording the number beside it.
To measure 1 metre it takes: | |
____ of my handspans | |
_____ of my footprints |
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Provide ākonga with string, scissors and glue and let them investigate the different ways of creating patterns with 1 metre of string. Ākonga can first measure a metre, and then make a pattern.
e.g. spirals |
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zig zags |
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straight lines |
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curves |
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Captain Kaiwhakaako has decided to have a sports day for the pirate crew. The events for the day are:
You could adapt this session to include games you have played as a class that involve throwing, kicking, jumping, and tossing. The key learning is estimating and measuring in metres. At each station, ākonga need to estimate how far they will kick/jump/throw/toss in metres, and then measure the actual distance covered.
Dear family and whānau,
We have been busy this week doing lots of measuring using metres. We have found out how many of our handspans equal a metre so that we can estimate lengths. We have also used our metre measuring strings to measure distances around the classroom.
Measuring Strings
Use your measuring strings to measure these distances in metres:
If you walked 10 metres from your letterbox where could you end up? Draw a map showing this.
Printed from https://nzmaths.co.nz/resource/pirate-plays at 5:51am on the 27th April 2024