Measurement - Mathematic Reform :: essays research papers fc

Part A Content Goals for Measurement in Grades 3-5Most students interpose grade 3 with enthusiasm for, and interest in, learning mathematics. In fact, close to three-quarters of U.S. fourth graders report liking mathematics (NCTM, 143). This can be a very critical time in keeping children interested in what they are learning. If the work turns too monotonous and uninteresting it can fork out a negative effect on their perceptions of the subject later in life. If students in grades three through five are given mathematic real that is interesting it can help keep their enthusiasm toward the subject. One of the study content areas that is covered at this time is measurement. Measurement is one of the ways that teachers can introduce students to the usefulness and practicality of mathematics. Measurement requires the comparison of an attribute (distance, surface, capacity, mass, time, temperature) in the midst of two objects or to a known stock. Measurement withal introduces st udents to the grave concepts of precision, approximation, tolerance, error and dimension. Instructional programs from prekindergarten through grade twelve should en sufficient students to visualize measurable attributes of objects and the units, systems, and processes of measurement. Also, apply the appropriate techniques, tools, and formulas to determine measurements (NCTM, 171). This paper bequeath key out how those ideas are developed in grades three through five.The first and roughly basic standard for measurement at this level is being able to understand measurement attributes that we use on a daily basis. some of these attributes include length, area, weight, volume, and size of an angle. Knowledge of these variables is very important because they are ideas that will be used regularly throughout their lives. When students attain a fall in understanding of these measurement variables the next objective is to have them decipher the good way to measure them. Choosing the appropriate unit to measure variables such as length, area, and weight can be just as important as knowing their meaning. For example, knowing that length is the distance between two points is orthogonal if a student tries to measure it with an angle or area. Knowing the kosher way to measure a variable is very important. This idea also brings into perspective the standard of measurement that deals with understanding the need for standard units, or a basic way to describe an attribute. This requires students to become familiar with standard units in the customary and metric systems.