Teaching Measurement to the Young Learners

The teacher should present the story of measurement in an interesting way. Accordingly, they must take some trouble to find out interesting stories about the difficulties encountered before the standard measurement became accepted. The children should be allowed span measurement and can be taught to measure the rooms using their feet. When they are having fun measuring in such a novel way, the teacher can bring to their notice that the same thing measured by two different people might provide varying measures. This brings home to them the need for standard measurements.

  • Introduce the concept of metre:

Children have surely had an opportunity to watch the measurement of material with a metre ruler. The teacher needs to provide one for the classroom – labelled and attractively arranged and kept in the number corner. The child must now make his/her own metre ruler. As per the knowledge sought from the TEFL course in Delhi, teachers must prepare pieces of the thick stiff cardboard for the purpose.

Moreover, it is also found that the class needs special supervision while marking the centimetres as there will be discrepancies and inaccuracies of measurement. It will not be inconvenient for each child to make the full metre say approximately around 30cms that is to say 12 inches will be sufficient enough. Now depending on the ability of the class, the children can make divisions with different colours, or use of any method which the teacher finds suitable.

  • Idea of practical work:

Again in respect to the second point, the TEFL course in Delhi shares that it is important that the children practice measuring as much as they can. The teacher’s own enthusiasm, the care with which she introduces aids, etc. all help ultimately to stimulate the children. It is especially seen that once a child has her own ruler for measurement as the teachers begin to measure everything in sight.

  • Colourful patterns to make the lesson interesting:

Basically, the teacher must provide plenty of colourful supplies for these lessons. In the number tamer there should be lengths of coloured ribbons with which the children can have fun while guessing the length of an object and actually measuring them. To note that practical work can be done individually or in pairs, or even in groups. Cards can be prepared and is especially helpful when all the children are not progressing with the same pace. Groups can be formed and each provided with cards graded for their particular ability. Although they do not realise it but prior to the explanation laid in the TEFL Course held in Delhi, this is what is done.

Some of the noted key teaching tips include – “make the transition from informal units to formal units that is to say probability is equal to the number of successes divided by number of trials. Measuring objects in various ways, with different equipment that is to say find the probability of getting a double 6 by tossing 2 dice many times. Thirdly, Acquiring a set of personal benchmarks that can be used for estimating which means the chance of getting hit by lightning is about one in 3 million.”

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