Unit ECTIVES ‘After eadng ths uit, you shoul be abl to Explain how measurement develops nie stages ‘Assess and evaluate the messurerent sl fa young cid Measurement: Volume, Weight, Length, and Temperature 12 Do informal and suucured measurement with young chien Pro for naturalistic measurement experiences, Explain the NCTM standard for measurement as it applies to preschootkindergarten cin The NCTM (2000, p. 102) expectations for children in beginning stages of anew Include recog: ing the attributes of leng and ‘swell as comparing and ordering objects aecord- Ing to these attributes. Time is addressod in Unit 19. \iso Included in this unit are the attributes of By the time they reach kindergarten, young rldren are expected to understand measurement with voastandarc units such as multiple copies of objects of the same size (eg. paper clips). Measurement con- wels geometry and number and builds on children's experiences with comparisons (Cait 11), Length ist major focus for younger children, bu volume, weight, and temperature are also import [Estimation is an important measurement tool in 1 carly stages. The curriculum focal point (NCTA for measurement in prekindergarten Is entiy surable attributes. and comparing objects attibutes; for kindergarten, the focal point in measure- ‘ment is ordering objects by measurable attributes such as length and weight. Two objects might be compared with a thir Measureme Measure t Is one of the most useful matte skill things so they can be compared on the same altributes, Numbers can be assigned to attributes such as volume, ‘weight, length, and temperature. For example, the cll drinks one cup of mill. Numbers can also be given to time measurement. However, time isnot an aticibute of things and so is presented sep such as pints, quarts liters, yards, meters, pounds, grams, and degrees tell us exactly how much (volume); how heavy (weighs); how long, wide, or deep lengdt: and how hot or cold re), A number is put with a standard unit to let a comparison Two quarts contain more than one quaet, cwo pounds ‘weigh less than three pounds, one meter i shorter than four meters, and 30° i colder than 80°, t involves assigning a number to ely (Unit 19 257The concept of met int develops through five stages. as outlined in Figure 18-1. The frst stage isa ‘he child imitates older children and adults She plays at measuring with rulers, measuring cups. ‘measuring spoons. and scales as she sees others do, he pours sand, water. rice, beans, and peas from one container to another as she explores the properties of volume. She lits and moves things as she learns about welght. She notes that those who are bigger than she can do many more activities and has her irst concept of length (height), She finds that her short arms cannot always reach what she wants them to reach (length). She finds that she has a preference for cold ot hot food and cold or hot bathwater. She begins to learn about temperature. Ths first stage begins at birth and contin ues through the sens tonal period The second stage in the development of the ceptof measurementistheoneof making (Wnit 11), This ts well underway by the preoperational stage, The child is always comparing: higger-smalle hheavier-ighter, longer shorter. and hotter-colder, The third stage. which comes at the end of the preoperatlonal period and at the beginning of conerete ‘operations, isone in which the child learns to use what are called that is, anything the child has can be used as a unit of measure, She will ry to find ‘out how many coffee cups of sand will ll a quact mile carton. The volume of the eoffee cup is the arbitrary will find out how many toothpicks long her foot s."The length of the toothpick is the arbitrary tit As she goes through the stage of using arbitrary units, she learns concepts that she will need in order to und: stand standa a Paes Trescesl ne mrs open cone Opetons 6 motor period into the preopera ‘nits, aC He vole ‘When the hild enters the period of concrete oper- dons, she can begin to see the need for standard units. She can see that to communicate with someone else in a ‘way the other person will understand, she must use the same units the other person uses. For example, the child ysthot her paper isnine thumbs wide. Another person, ‘cannot find another piece of the same widih unless the child and the thumb are there to measuce It, But if she saysher paperiseight and one-half inches wide, another person will known exactly the width ofthe paper. In this the thumb is an arbitrary unit and the inch is a Stair unit. The same is true for other units, Standard ‘measuring cups and spoons must be used when cooking im order forthe recipe to turn aut careeetly. IF any fee cup or teacup and just any spoon are used when fol- lowing a recipe. the measurement will be arbitrary and inexact. and thechances of a successful outcome will be oor. The same can be said of building « house. If non standard measuring tools are used, the house will not ‘come out as it appears in the plans, and one will not be communicating clearly with another The last stage In the development of the eoncept of measurement begins in the concrete operations pe- rod. In this last stage, the child begins to use ancl un derstand the standard units of measurement such as inches. meters. pints titers, rams, and degrees. viously, prekindergartners and most kinder gariners re sll exploring the concept of meastrement Prekindergartners are usually in stages one (play and Imitation) and two (making comparisons}. "The kinder: gartners begin in stage Lwo and move into stage three (arbitrary units), During the primary grade begin to see the need for standard units (stage four) and move into using standard units (stage five). Measure ‘ment can be integrated into the other content areas (sce Figure 18-2] shudents Plead nut Makes comparisons Uae acheury use Sctneedforsanda! us Uertandend uni ‘Stagesin the development ofthe concept of measurementMusie/Movernent Comparatively measure how fare ball, beanbag, or paper pli thrown © Comparatively measure how far children can jmp orhop ey) Science Read and discuss The Litlest Dinosaurs by. Bernard Most Mathematics Build with unit ‘locks | 4 Explore weightand olumeat resend © Fxplore machines with levers relative ipoflcient lifting of Weights = RiCtucouraitt Volume, Weight, pes ae prone aa Language Arts Art Read and discuss | @ Measure Who Sank the Boat? | play dough (eB by Pamela Allen Ingredients ) (weight) | Social Studies + Include measuring materials in dramatic play centers (ie, scales, | measuring cups andspoons, rulers, etc.) Bem © Createsiringor ‘yamcollages Read and discuss How Big feu Foot? by Rolf Mvller Integrating wneasurement across the curriculum,260 scion 3 A review of Piaget will help explain why standard units fare not understood by young children in the sensor. motor and preoperutional stages. Recall from Unit 1 that the young child is fooled by appearances. He believes, ‘what he sees before him. He does not keep od pictures inmind as be will do later. He isnot yet able to conserve {or save) the first way something looks when its appear fance is changed. When the ball of clay is made into snake, he thinks the volume (the amount of clay) has hanged beeause it looks smaller to him. When the water is poured into a differently shaped container, he thinks there is more or less—depending on the height Conservation oflength and weight. Applying Fundamental Concepts, Attitudes, and Skills ofthe glass. Because he ean focus on only one attribute at a time, the most obvlous dimension determines his response "Two more examples are shown in Figure 18-3. In the first task. the child i fooled when a crooked road is, compared with a straight road. The straight road looks Tonger (conservation of length). In the second task, size is Gominant over material, and the chil guesses that the Ping-Pong ball weighs more than the hard rubber ball, He thinks that since the table tennis ball is larger than the hard rubber bill, it must be heavier The young child becomes familiar with the words of measurement and learns which attributes can be inly through observing older xy measure, He does not need measured. He learas m children and adults asUNIT 18 & lo be taught the standard units of mexsurement in a formal way. The young child needs to gain a feeling that things difer on the basis of “more” and “less” of some attributes. fe gains this feeling mostly through his own "bservations and firsthand experimental experiences. To assess measurement skill in the young child, the teacher observes, He notes whether the child uses the term measure in the adult way. He notes whether she uses dlult measuring tools in her play as she sees adults use them, He looks forthe following kinds of incidents, ‘Mary is playing in the sandbox, She pours sand from an old bent measuring cup Into a bucket and stirs it with a sand shovel. "I'm measuring the flour for my cake. Ineed three cups of lour and two cups of sugar. Juanita is seated on a small chair. Kate kneels in font of her, Juanita has her right shoe off: Kate rene; Yohume, Weight Ue e161 puts Juanita’ foot on a ruler your foot for your new shoes, hhe children havea play grocery store, arse puts sone plastic rut on the toy sale. “Ten pounds here Azam is the doctor, and Bab is bis patient, Azam takes an imaginary thermometer from Bob's mouth. "You have hot fever Individual interviews for the preoperational child ‘may be found in Unit 1]. For the chilé who is near con- cereie operations (past age 5), the conservation tasls in Appendix A and ia Unit 1 may be used to determine if children are conservers and thus probably rea standard un Young children’s concepts of measurement come, for the most part, from theic natural everyday experiences explocing the environment, discovering its properties, Chien explore the fundamentals of measurement asthey play atthe sand and wate table262 SECTIONS Apolying| tnd s0 constructing theie own knowledge. The exam- ples in the assessment section of this unit demonstrate hhow children’s play activities reflect their concepts of measurement. Mary has seen and may have helped someone make a cake. Kate has been to the shoe store ‘and knows the clerk must measure the feet before he brings out a pale of shoes to try on the customer. Jorge has seen the grocer weigh fruit, Azam knows that a thermometer tells how “hot” a fever i The observant thout be: young child piles up these ideas on his own w ing told specifically that they are important. The child uses his play activities to practice what hhe has seen adults do, He also uses play materialstolearn, Ideas through experimentation and trial and error. Wa ter sand, dirt, mud, rice, and beans teach the ehild about volume, As he pours these substances from one con- tainer to another, he earns about how much, or amount. The child can use containers of many sizes and shapes: buckets, cups, plastic bottles, dishes. bowls, and coffe cans, Shovels, spoons, strainers, and funnels can also be used with these materials. When playing with wa- ter, the child can also learn about weight if he has some small objeets—like sponges, rocks, corks, small pieces of ‘wood, and marbles~that may float or sink. Any time a child tries to pat something in a box, envelope, glass, or ‘any other container, he learns something about volume. The child can begin to learn the idea of linear measure (length, width, height) and area in his play. The unt blocks that are usually found in the early childhood classroom help the child learn the idea of units. He will soon learn that each block is a unit of another block, ‘Two, four, or eight of the small blocks are the same length whea placed end to end as one of the longest blocks. As he builds enclosures (houses, garages, fart yards, and so on), he is forced to pick his blocks so that each side s the same length as the one across fromit. ‘The child learns about weight and balance on the teetertotter, He soon learns that it takes two 10 go up fand down, He also learns that it warks best when the two are near the same weight and are the same distance fom the middle ‘Thechild makes many contacts with temperature. He learns that his soup Is hot, warm. and then, as it sits, out, cold, He likes cold mill and hot cocoa, He learns thal the air may be hot or cold. Ifthe ai Is hot, he may ‘wear shorts or just a bathing suit. If the air is cold, he vall needa coat, hat, and mittens, andamental Concepts, Attitudes. and Skills ‘Adal seafoldng helps children construct measurement ‘Vhe young child learns about meastrement thro the kinds of expertences just describe tivities there are many opportunities for informal teack= ing, One job for the adult as the child plays isto help her by pointing out properties of materials that the child ‘may not be able o find on her own, For instance. i child says she must have all the long blocks to make her house large enough, the teacher can show her how se eral small blocks can do the jab, She can show the child how to measure how much string will ft around a bes before she cuts off apiece to useunr 18 Windaegaetners can carey The teacher can also take these opportunities to use measurement words such as the names of units of vasurement and the woeds listed in Unit 15, She can also pose problems for the child OBJECTIVES: ‘Measurement: Volume, Weight, Length, and Temperature 263, How can we ind out if we have enough apple juice for everyone? How can we find out how many paper cups of mill can be poured from a gallon container? How can we find out if'som sae has a high fever? How can we find out without going outside f we need to wear a sweater or coat How can we find out who isthe tallest boy in the class? The child who weighs the most How many ofthese place mats will At around the table? Who lives the longest distance from school? His the teachers eesponsibilty to provide env tal opportunities for the explo measurement concepts. ation and discovery of The young child learns most of his basie measurement ideas through his play sind home acaivities that come through the natural routines ofthe day. Le gains a fe ing for the need for measurement and learns the lan- ‘guage of measurement, Structured activities must be chosen with care. They should make use of the child’ senses. They should be related to what is familar to the child and expand what he already knows. They should pose problems that will show him the need for measure- ‘ment. They should give the child a chance to use mea surement words to explain bis solution (o the problem, The following activites are examples of these kinds of experiences and the naturalistic and informal expert ences that serve as their foundation. To learn the characteristics of volume to see that volume can be measured To learn measucement words used to fell about vohume {more less, too big. too litle264 SECTION 3 w Applying Fundamental Concepts, Attitudes, and Skis Sandbox (indoors and/or out), water table [or sinkcor plastic dishpans) ‘Many containers of different sizes: bottles, cups, bowls, mills cartons, cans (with smooth edges), boxes (for dry materials) Spoons, seaops, fannels, trainers, beaters ‘Water, sand, rice, heans.” peas,“ seeds, or anything else that can be poured JATURALISTIC AND INFORMAL ACTIVITIES: Allow plenty of tim: eterials sted above during center time. Observe if children are nto the pretend play measurement stage, ere making comparisons, or ifthey mention any standard units, Ask questions or make comments auch as “How many of the blue cups of sand vill ll up the purple bow |?": “Which bottle will hold more water?” "You llled that milk carton upto the top. STRUCTURED ACTIVITIPS; 1, Have several containers of diferent kinds and sizes. Fllone with, water (or sand or rice or peas or beans). Pick ont another container ‘Ask the children: [F [POUR TEIS WATER FROM THIS BOTTLEINTO THIS OTHER BOTTLE, WILL THE SECOND BOTTLE HOED ALL THE WATER? After each child as made her prediction, pour the water into the second container, Ask a child to tell what she saw happen. Continue with several containers. Have the ciliren line them up from ‘the one that holds the most the one that holds the least, 2, Pick out one standard container (coffee cup, paper cup, measuring cup, tn can), Have one or more larger containers. Say, IFLWANT TO “ILL THE BIG BOWL. WITH SAND AND USE THIS PAPER CUP, HOW MANY TIMES WILL THAVE"TO FILL THE PAPER CUP AND POUR ‘SAND INTO THE BOWL? Write down the children’s predictions. Let teach child have a turn till he eup and pour sand into the bow! Record by makingsslash marks how many caps of sand are pour Have the children count the number of marks when the bow! is Compare this amount with what the children thought the amount would be FOLLOW-UP; Dothesametypes ofuctivties using diferent sizes of containers and common objets. For example, have adoll and three diferent-szedboxes. Have the children decide which box he doll will tino. br experimenting with the ‘Some educators feel it 3sinappropriate to use food for play—be cautious OBJECTIVES: — Tolearn Masthand the characteristics of weight Mo learn fhat weight and slze are diferent attributes (big things may have lose wwelght than small things) ‘To leamn that light and heavy are’ MATERIALS; © Things in the classroom orbronght from home. ‘buttons, crayons, pencils, small toys ‘A teeter totter, a board and a block, « simple pan balance lative terms , manipulatives. paper clipsSand, sage UNIT 18 m Measurement: Volume. Welght. Length, and Vemperatuce 265 salt, flour, sandust, peas, beans lew A ball collection with balls of ditlerent sizes an terials: ball beatings, table tennis, soll solid rubber, foam rubber, Styroloam, balsa wood, eotion, balloons NATURALISTIC AND INFORMAL ACTIVITIES: During center tite, provide opportunities forthe ‘ldren to experiment with a simple pan balance using a variety of materials, Note ft weight voeabulary such as heavy or light), Ask them to explain thei actions, Outdoors or provide «teeter-totter. Note how they find ways to balance. Ask them what happens when childten of different v ights or dllerent numbers of children sit on each end, STRUCTURED ACTIVITIES: 1. Have the child name things in the eoam that he can li'and things hhe cannot lil. Which things can he not lit because of siz? Which because of welght? Compare things such asa stapler (small nd heavy) and a large paper bag (large and light) ave tke children line up things from heaviest to lightest 2. Have the children experiment with the teeleroiter. How many children docs it take to balance the teacher? Make a balance with block and aboard. Have the child experiment with diferent things to see which will make the bontd bal 3, A fixed-position pun balance can be used for festhand experiences ‘with all types of things. ‘The child can clips. bobby pins, coins, toothpicks, cottonballs,andso onin the puns b, Take the collection of balls and pick out a palr. Have the child predict which ts heavier (lighter). Let him put one in each pan to c ieton ©. Put one substance such as salt in one pan. Have the child fill the other pan with flour until the pans balance, ISTHE AMOUNT [VOLUME) OF FLOUR AND SALT THE SAME: 4 Have equal amounts of wo diferent substances such a sund and ‘epans, DO'THE PANS BALANCE? tury balancing small objects such as paper clip, hair sawdust in the be FOLLOW-UP: Make some play dough with the children, Have them measure out one part four and ‘one part salt. Mix in some povwder tempera, Add water until sae mixture spi See Unit 22 for cooking ideas. Read Who Sauk the Boa OBJECTIVES MATERIALS: bul not too sticky by Pamela Alle. and F Tolearn firsthand the To help the child learn the use of arbitrary units oncepis offength and height The children's bodies Things in the room that cun be measured, eg, tables, chats, doors. windows, shelves, books Balls of stein other sma and yam, scissors, construction paper, markers, beans, chips, pennies, in-bar sticks, nit blocks continued) yunters, pencils, toothpicks, ie266 SECTION & Applying Fundamental Concepts, Attitudes, and Skills NATURALISTIC AND INFORMAL ACTIVITIES: Daring center time, note ifthe children en any comparison or plat length measurement activities. Unit blocks are especially good for naturalistic fond informal measurement explorations. For example, observe whether children—wihen using un blocks-—appear to use tial and error to make their blocks fit as they wish. Comment, “You matched the blocks so your house has all the sides the same length. STRUCTURED ACTIVITIES: 1. Present the culd with problems where she mnstpick out something fs: certain length, For example, a dog must be tied (0 a post, Have a picture ofthe dog and the post, Have several lengths of string, Hav the child find out whicl: string isthe right length. Say, WHICH ROPE. WILL REACH FROM THE RING 10 THE DOG'S COLLAI 2, LOOK AROUND THEROOM, WHICH THINGS ARB CLOSE? WHICH THINGS AREPAR AWAY? 3. Haveseveral children lineup. Havea child point out whichist i the shortest. Have the children ineupfrom {ullestto shortest. The can draw pictures of riends and forlly ina rove ftom shortest to tallest. '4, Deayr lines on construction paper. HOW MANY BEANS (CHIPS, OOTHPICKS, or OTHER SMALL THINGS) WTL EACH uN LONGEST: ‘Gradually use paper with more than two lines 5, Puta piece of eonstruction panor on the wall from the floor up about 5 feet. Have each child stand next tothe paper. Mark thelr hieigts and label the marks with their names. Check each child's height each month. Note how much each child growts over the vear 6. Greate an arbitrary unil such as a pene. a toothpick, @ stick, a long block or a piece of yarn or stting, Bave the child measure things in the room te'see how many uniislong, wide, or tall the things ate FOLLOW-UP: Keep the height chatt out so the children can look at it and talk about theit heights, Read ‘The littlest Dinosours by Bernard Most and How Biy isa Foot? by Koll Miller o nit: Temperatute ‘OBJECTIVES: lve the child firsthand experiences that will help him learn that emperatare is the relative measure of heat ‘To learn that the thermometer is used to measure temperature To experience hot, warm, and cold as eelated to things, to weather. and tothe seasons of the year MATERIALS: ce cubes, hot plate, teakettle or pan, pictures ofthe four seasons, poster board, markers scissors, gluc. construction paper, old magseines with pictures, real thermometers (body, indoors, and NATURALISTIC AND INFORMAL ACTIVITIES: Note children’s talk regarding temperature. Make comments, such as: "Be careful, the soup is very hot": "I's cold today. you most button np your coat ‘Ask questions such as, “Do we need to wear mittens or gloves tode;UNIT 18 8 Measuremetiistali SrRUCTURED ACTIVITTES: 1. Have the chllsendelde whether ate imi ac covet eee old or warm for example, ce and lin wate. che evant cold water taps, the tadiators, the glassin tH€ Windows theleskin > Se tures ofsummer fal, winter, nd spring, Deus he sal oaratares in each senson, Whats the usual wear? Whi Xinds aepibches are worn Make a caroard thermoaneter. At Use bottom saci ja eavy water clothes. above puta cll aig o=t 8 mare then cilinasweatr, then one in shorsleees then oe in abathingsuit 5, Bach day ds school 4 Tee children scissors and old magazines Have them find and are ur pctares of ot things and cold things. Have ther give riage on one piece orposer board and the cold things on 5, Show the children three theemometers one for body termperat Sho gm temperature, nd one for autor use, Discuss when and shere each is use ste outside tem ative to whal was wor [0 FOLLOW-UP: Tch day the outside temperature con be dlcussed and rity 3 or on a graph as discussed in Unit 20), ss. She yt abso observe whether they are able to solve every “Tay problems that come up by using informal measure tay resyuch as comparisons. Use the individaal inter try out the materials and note their comn Measut rea rep activites Two children can form a buds viewsin Unit 11 ane Appendix A. venup. They’ can work together with the younger chi venreomparing attributes (such as grouping objects tio long and short) and with the Kindergartners met ataing with nonstandard units. Children of different suring wii children of diferent abilities can be put The concept of, msaratttie develops throw arespomsi- stages. Preoperational ity. for example, one could handle the measuring tool Jenuls itso very well to the into buddy pairs. Each child can be assiene bildrem are a the eatly stages Trmitation, and comparing. They learn about mea in the other could record the measurements aoe pent mainly through naturalistic and informal ex Feriences thot encourage theta 0 explore and dscover ranaitional ehildcen move into the amanting with arbitrary units, During the concrete oP retions period, chikiren learn to use standard units of the adult should note the cilren’s responses tothe measurement, Mensusenert SSE te Tend themselves alt on them: She should observe them as they to cooperative earning i age ofrE ———__—Sh 268 SECON m Applying Fundamental Concepts tite, and Ski ‘Watch young children during group play Note fend record any measurement activities that Sis observe. identify the stage of meesurement Tinderstanding that is represented by each activity Tn clas, discuss ways in which children can be tencouraged at home and at schoo! to develop ‘concepts of measurement Plan two or three measurement activities. As- omble the necessary materials, and use the ae tities witha group of young children: took through ax early childhood school supply Catalog, Make a ist of the measarement mate~ ‘tals that you would purchase if you bad $400 tospend. ihda several measarement activities to YOUr flofmotebook. ‘Use the evaluation scheme in Activity §, Unit uate any of the following. software List, tn order. the five stages of measeremens eserbe each of theflvestages of measurement. tently the level of measurement described cach ofthe fellowingincsdents 1. Johnny says, “My block building is biswer than yours. 2, Linda checks the thermometer, “It's 32 degrees today—very cold! 3. Gandy, Juanita, and [1 pour dry beans in and out of aa nssortment of containers. Key Sills Math Shapes, Numbers ‘and Measurement (htp://warw:campos tech.com). Measures of time and temperature; coin values up to $2.00. numbers Undercover (Sunburst: 1-800- 321-75 Ll: fax, 1-888-800-3028). ‘Measurement, time, and money. ‘Ani's Rooket Ride (Evanston. th: APTE). Includes exploration of a balancing sca Light Weights/¥eavy Weights (NASA ‘explores, http://medianaseexplores ‘cam), Activities for comparing relative ‘weights of common objects James Discovers Mate hrp://ware snartkidssoftware.com), Includes ‘One Hen (hts! /rwwronehen.ore) Money. 4. “Loweigh 60 pounds. How much do you weigh?” 5, “Dad. it would take two of my shoes to rake one as long as vours plain how a young chill's measurement slalls can be assessed Describe the NCTM (2000, 2007) expectations for measurement for preschool/kindergarten children.unin 18 allen, B. (1982), Wh sak Sandeastle Books. Most. B, (1989). The ites dinosaurs Se Diego, CA: Harcourt Brace Myles R (1972), How big ia fot? New Yorks ‘theseur, oat? New Yorks Cline. J. (2001), Investigations: Bubble mani, Teaching Children Mathemates, 2), 20-22. Copley. JV. (2000) The your child a mathemati. Washington, DC: National Association for the Education of Young Children, (Copley. JV. B) (2004), Showeasing maheratis for the young old chap. 5, Measurement), Reston, VA National Counel of Teachers of Mathematics, Copley, JV Glass Ky Nix a, Fassler, A Defesus. Ma & Tanksly.$,(2004), Early childhood comer Measuring experiences for young caldren, Teaching Chien Mahematies, 10/6), 314-319, Dacey.L.. Cavanagh, M, Findll CR, Greenes. € 2 ‘Shell, LJ Small, M. (2003), Navigating throughs measure in prekbrdergarten-qrate 2 Reston, VA: Nalional Camel of Teachers of Mathematics Dougherty, BJ. & Venenciano, LC. #,(2007) Measure up for understanding, Teaching Children Mathemattes, 19), 452-456. Kibs-Zaleta, C-M4, &fradshave D, (2003), A ease of Teaching Children Mathematics, 47), 397-399. 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(2002), Creating numerical scalesfor measuring wols. Teaching Children ‘Matharatis 87), 400-408,