Today we are exploring measurement, we are looking at what the students already know, through conversations, reflections and getting the students to record their prior knowledge in their learning reflection books. As educators we then have cover stations with the students and then reflect together to see where we can take their learning. We ask questions and spark the students interest so they can then extend on their knowledge. The children start to get into conversations with each other sharing their ideas and questioning each others knowledge adding, manipulating ones current thinking and sharing their ideas.
The students had conversations as we listened we began to understand what the students know, what they want to know? and Where there may be gaps in their thinking? The students had opportunities to share their thinking sparking other students interest.
What is measurement? (students thinking)
Minh: Ahh.. angles
James M: measurement two straight angles makes 90 degree angles
Seanna: measurement is using mm, cm and meters
Riya: measurement can come in different forms
Hong-Phuc: Measurement is where you use something to measure it, like yourself with a ruler
Arnav: Measurement is where you can use different units to measure things like rulers, and unifix cubes
Joshua: We can measure to know how big we can do thing
Luka: I’m going to measure like how try from my memory and see how big my bed is and I want to turn it against the wall and see how much space I have to get past the bed.
Hardy: Measuring is show the side of something, after like something big you want to know the size of how big something is to measure it, you could use a ruler.
Riya: If you measure a round object with a projector
Minh: measurement is like measuring
Malkhai: If you are measuring something you are measure the width, length and height.
Hong-phuc: you can covert certain units of measurement by using common knowledge
Seanna: Measurement is figuring out how big something is so you can move it around.
What is measurement?
What could we measure with?
- unifix cubes
- buttons if they are the same size
What could you measure?
These are some of the investigations the students did, little projects where the students used their students agency to lead their learning. Today the students and teachers worked together in different learning groups. The teachers watched and formatively assed the students experiences. We will now reflect on this and where to take the students learning next.
Cam asked if he could go outside and measure. Cam has a great idea to measure with a ball he wants to go outside and measure how many bounces through steps it will take to get to the other side.
So Same went first he bounced the ball up and down and noticed he got 5. Cam went next and got 7 bounces and steps.
Sam noticed and said “I took too big of steps I want to go again?”
Sam went again and got 6 steps, the boys noticed that their results were different? Why do you think they they are different?
Cam: I got 7 because I took bigger steps than sam, He only got 6 steps.
Sam: I got less because I taking too big steps and bounces.
The boys then recorded their learning down and then had a go at measuring the whole locker.
Cam: I did 1/2 the locker so 7 plus 7 is 14 so I reckon I’ll get 14. I am going to test that. I doubled it.
Cam: Yay I was right I got 14, because 7 plus 7 is 14 and it means I got the sam. Then I did it again from the start and I did bigger steps and I got 12. I wonder what will happen if I go and do smaller steps.
Cam went outside and explored!
Cam: MRS NICOSIA I got 24 when I did small steps!!!!
Sam: I did 12 steps of the locker my number was six so that makes sense because it was double the length. Now I am going to do smaller steps. I then went there and back and got 24 steps which makes sense because 12 X 2.
Malkhai: Bon is 77 and I am 70, So bon is longer by 7, he beat me by 7! We measured them up again the floor to compare. Now we are going to measure the height of the wall,
Luka: we are working together to measure the floor we are going through the table there are lots and lots of them.
Shashant: I wanted to measure a circle table, so first I couldn’t find a way because on the outside of the table the string kept falling off. So then I got some table to put a little bit everytime so it started to hold slowly. Then a fighter that if finished measuring the table, I took off the tape, and placed it down on a line on the floor and measured it with a one metre ruler and the result was 4 m and 69 cm. If you cover that into centre meter 468cm.
Tori and Lauren
Lauren: We made a measuring wall so we could measure how tall we were, unfix cubes lined up against the wall, then, we put strings and pop sticks. W choose to use other things so we could measure and compare things other than the cubes. We measured tori and myself, I was 74 cubes, and Tori was 74 so we are the same height. We are no putting the pop sticks on to count how many pop sticks tall we are.
Tori: I made a measuring wall to see how tall the wall was and now we can measure ourselves, we were the same, we measured with our shoes off so it made it more accurate. We are now using pop-sticks and string to see different. I will be less popsticks than unifix because the pop-sticks are longer than the cubes.
Lauren: Look I was here but now I am here because I am wearing my shoes and it is making me taller!!! Now I am taller than you Tori!!! look how much taller my shoes make me, one unfix cube taller.
Alex: the book was 12 unfix cubes I counted by 2s because I used different things too measure I can’t compare them the fridge was 12 scissor and the book 12 uni- fix cubes but that doesn’t mean.
Djaraan: Me and my friends measure the room there was 667 blocks which came out to be 1267. 3 cm, in metres that is 12. 67.3 cm.
The children were really excited to share their learning with each other and the educators. They recorded their findings in their learning journals as they went around.
This is just the start of our learning around measurement, the students explored and showed many great learning powers throughout their explorations.
Enrich discussions came out of today and this has extended the students thinking through sharing ideas, challenging each other and learning together, individually and as a group.