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Measures

Day Two:

Capacity, Time, Money

Advisor Name:Venue:Date

www.pdst.ie/measures

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Overview of WorkshopsCapacity Money Time

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Through engagement with the workshop you will

• Enhance your background knowledge, identify misconceptions and developmental stages of measurement

• Explore a variety of child-centered teaching and learning approaches

• Experience opportunities for assessment in measures

Session Two Objectives

Capacity Money Time

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Reflect on teaching and learning opportunity in Measures since Workshop 1

Feedback

Think-Pair-Share

What worked well?What did you notice about pupils’ responses?

What are your next steps?

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Key Messages

By constructing ideas and communicating

them to others, pupils develop mathematical

concepts

Mathematical thinking is developed by

eliciting, supporting and extending children’s mathematical ideas

A variety of learning experiences enhances the understanding of

mathematical concepts/skills and allows for differing

abilities and learning styles

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Applying & Problem-Solving

Communicating & Expressing

Integrating & Connecting

Reasoning

Implementing

Understanding & Recalling

(PSMC:1999: 68)

Developing Mathematical Skills

Booklet pg. 2 & 3

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Seán starts work each day with 570 litres of milk. At stop 1 he delivers 60 litres, at stop 2

he delivers 215 litres, at stop 3 he delivers 102 litres

How much does he have left at stop 4?

Sample Textbook Problem

What mathematical skills does this

problem develop?

Could you adapt the question to include more higher-order

skills?

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Suggested teacher

language

To be aware of

Consolidation Activities

Differentiation

Background Knowledge & Pupil Misconceptions

Science Weight

Glossary

ICT

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Stage 1: Pre-measuring

• Comparison of unequal and equal objects

• Ordering of objects

• Equivalence of objects

• Conservation Experiences

Stage 2: Non-standard Units

• Use of non-standard units

Stage 3: Standard

Units

• Use of standard Units

Learning Trajectory & Development of Measurement Concepts

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• Definition of capacity and volume

– Solids, liquids and gases have volume

• Conservation of capacity

• Estimation and developing benchmarks

• Reading scales

Background Knowledge and Pupil Misconceptions for Capacity

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• Concept of ‘the time’ vs ‘duration of time’

• Time passes at a constant rate

• Learning experiences to develop the concept of continuous time

• Analogue and digital time

• Base 60

Background Knowledge and Pupil Misconceptions for Time

‘Do not use formal subtraction algorithms for finding the period of time from one recorded time to the next; teach an ad hoc adding on approach’

(Haylock, 2013)

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• A medium of exchange

• A unit of account

• Store of value

• Rounding

• Non-proportional representation

• Physical size of coins

• Real prices and classroom prices

• Percentages

Background Knowledge and Pupil Misconceptions for Money

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The Saturday Movies starts at a quarter past six on RTE2. It ends one hour and forty minutes later. How

might you solve this?

Exploring the Instructional Framework

Eliciting –Supporting- Extending

Child-centred

Language-based

RevoicingHigher-order skills

Teacher not sole validator

Facilitator

Assessment including

self-reflection

Booklet pg. 4 & 5

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Level C.1. Class Lunch

Estimating quantities of liquid for a class lunch could involve posing the following scenario to pupils. For example, ask:

How much water would we need for a class lunch? Use the information in the picture to

help.

Use this as an opportunity to explore healthy eating and recommended daily intake of water

for the age of the class.

Integration

Class Lunch

Maths

S.P.H.E.

Science

Oral Language

Curricular Objective: 3rd & 4th Class Estimate, compare, measure and record the capacity of a wide variety of objects using appropriate metric units

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Measures Activities

Time

A.

Sequencing My Day

B. Three of a kind

C. Calendar Sorting

D. Bus Timetable

Capacity

B. The Toy Factory

B. Capacity Estimation

Station

C. Oh Harry!

D. My Bath Story

D. The Two-Jug Puzzle

Money

A. Introducing

Tokens

A. Close the Bank

B. Good Deal or Bad

Deal?

C. A Maths Fantasy

D. Beyonce’s

Receipt

Follow up activity on Assessment

Booklet pg. 7

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Assessment in the Primary School Curriculum: Guidelines for Schools (2007)

Assessment

(Assessment in the Primary School Curriculum, NCCA, 2007)

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Assessment in Numeracy

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Select an activity, decide on an assessment approach to….

• inform teaching and learning

• give your pupils an opportunity to reflect on their learning in measures

Assessment Activity

Booklet pg.7

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What was the key learning for you from these workshops?

How will the learning experiences of your pupils be enhanced ?

Reflection

Booklet pg. 8

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advisor@pdst.ie

www.pdst.ie

Further Questions