Grades K to 1 - Shape and Space (Measurement)

Prescribed Learning Outcomes-Part 2
Suggested Instructional Strategies-Part 2
Suggested Assessment Strategies-Part 2
Recommended Learning Resources-Part 2

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• classify, describe, and arrange objects using comparative language to compare length, size, area, weight, and volume
• use comparative terms to describe time and temperature
• compare the relative sizes of non-standard units by measuring the same object using different units of measurement, and recognize that different objects may have the same mass
• select an appropriate non-standard unit to estimate, measure, record, compare, and order objects and containers
• estimate the number of uniform objects and irregular shapes that will cover a given area and verify their estimates by covering and counting
• compare and sequence events according to the duration of time (using non-standard units), time of day, days of the week, and the seasons

To view the prescribed learning outcomes for Shape and Space (Measurement) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide many opportunities for students to order a variety of objects (e.g., baseball, book, orange, stapler) according to size. Have them rearrange the objects in order by weight. Discuss how one might determine how much more one object weighed than another: How might numbers be used to describe this? Which measurement tools (rulers, thermometers, measuring cups, scales) can be used in a particular situation?
• Based on situations arising naturally in the classroom, refine and expand students' language to describe time and temperature. For example, a thermometer placed outside the window could be checked daily for temperature readings. The class discussion would include terms such as colder, hotter, and warm .
• Have students trace around one hand on a piece of paper and cut it out. Working with a partner, they can then estimate how many hands would cover different objects in the room and try it to find out the correct answer. Have students record the information using a grid. Repeat the activity using other, non-standard units.
• Read a story that develops the concept of sequencing events in time. Discuss the pattern with the children. Students can then create their own stories based on personal experiences.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• Observe students during whole-class or partner activities when they are ordering objects according to size. Note the following: Can students explain their reasons for ordering objects in a given sequence (size, length, weight, and so on)? How do students select measurement tools for a given task?
• Have students look at a class weather chart to identify "the coldest day this week." Have them record the date and temperature, and describe that day with words or pictures on the classroom calendar or in their learning log. Note which students are able to compare numbers, which students make the connection between lower numbers and colder temperatures, and how students use comparative language in talking about weather.
• Observe students as they trace their hands and cut out shapes. How do they cover the area of the selected surface? (e.g., Does the spacing of their hands cover the whole area or only part of the area?)

• Examine the record sheets that students complete as they compare, estimate, and measure size in various situations. Do their estimations improve over time? To what extent do different materials affect their estimates? (e.g., Can the container hold more rice or popcorn?)

• Activity Math: Using Manipulatives in the Classroom
• A Collection of Math Lessons
• Critters
• Exploring Everyday Math: Ideas For Students, Teachers and Parents
• Gobble Up Math
• Interactions 1
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Math and Literature
• Math Excursions 1: Project-Based Mathematics for First Graders
• Math Excursions 1: Project-Based Mathematics for Kindergartners
• Math Makes Sense
• Mathematical Games Made Easy
• Mathematics From Many Cultures
• Mathematics in the School Grounds
• Mathematics Key Stage 1 Ages 5-7
• Mathtales Level K
• Mathtales Level 1
• Mathworks Book A
• Measure It! K-Grade 3
• Quest 2000: Exploring Mathematics Grade 1
• Quest 2000: Exploring Mathematics Level K

• Mathematics: What Are You Teaching My Child?

• Interactions Kindergarten

• Abacus
• Pegboards and Pegs
• The Sum-Thing

PRESCRIBED LEARNING OUTCOMES

• recognize and name the value of pennies, nickels, and dimes
• use money as a form of exchange
• create equivalent sets of coins up to 10¢ in value

SUGGESTED INSTRUCTIONAL STRATEGIES

• Give students collections of real coins. Have them work with partners to sort the coins by type. Students could add labels to the sorted piles: name of coin, colour, size, and image on coin. Have a class discussion about the activity, and then invite students to revise their records based on the class discussion.
• Have students build stacks of coins that meet given criteria:
  • stack equal to 10¢ (two nickels or one dime, or one nickel plus five pennies, or ten pennies)
  • stack containing three coins to equal a specific amount (e.g., 7¢)
  Students can record the stacks in a variety of ways, using illustrations, equations, and so on.
• Set up a store or restaurant. Conduct role-plays in which students exchange money for food or other products.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• Listen to students' conversations during their dramatic play. Which students introduce money into their play activities? Do they speak accurately about different denominations of coins?

• Questions such as the following can help to probe students' understanding:
  • How many ways could you make a stack worth 10¢?
  • Which of these coins is worth more? How do you know?

• Examine students' record sheets. How complete are their descriptions of each coin?

• Which students are not yet able to sort and compare the value of coins? What additional experiences might help?
• Which students are confident and accurate in dealing with coins? What activities might help them make connections to other mathematical topics?
• You may wish to set up a diagnostic conference or a structured situation in which you can observe students who are inconsistent in working with coins. For example, you might role-play a store or restaurant transaction with students so that you can create situations in which they deal with different tasks or problems.

• Activity Math: Using Manipulatives in the Classroom
• A Collection of Math Lessons
• Critters
• Exploring Everyday Math: Ideas For Students, Teachers and Parents
• Gobble Up Math
• Interactions 1
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Math and Literature
• Math Excursions 1: Project-Based Mathematics for First Graders
• Math Excursions 1: Project-Based Mathematics for Kindergartners
• Math Makes Sense
• Mathematical Games Made Easy
• Mathematics From Many Cultures
• Mathematics in the School Grounds
• Mathematics Key Stage 1 Ages 5-7
• Mathtales Level K
• Mathtales Level 1
• Mathworks Book A
• Measure It! K-Grade 3
• Quest 2000: Exploring Mathematics Grade 1
• Quest 2000: Exploring Mathematics Level K

• Mathematics: What Are You Teaching My Child?

• Interactions Kindergarten

• Abacus
• Pegboards and Pegs
• The Sum-Thing

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  BC Ministry of Education