# Teaching Measurement

One of the major things that I have learned so far this semester is the importance of explaining why. Far too often students are given busy work and complete repetitive tasks that fail to deepen understanding. Measurement is another topic that is often taught at a basic level that students fail to apply correctly in later grades. Measurement of Length by Constance Kamii explains how many third graders and even seventh graders fail to correctly answer what appears to be a basic measurement problem. This leaves teachers stunned and wondering what is ineffective about measurement education. From this article, I took away an understanding that teachers are failing to implement activities that force comparison and connections.

As a student, I recall being tested on measurement even on standardized exams such as the ACT. I wondered why something so simple would be included on an exam like that, but in reality, it is not all that simple. Yes we are taught at a young age, however, were we shown how to use a ruler in multiple ways? From the instruction that I remember, I was only ever told to measure from the end of the ruler, but never told that I can start at the two and count up how many inches the object is. In a way, this relates to what we have been talking about with addition and subtraction. Students are commonly instructed with a set method and fail to see numbers in multiple ways. A majority of the time kids only know one way to solve a problem and if they are given a task that does not appear in the standard way, they are confused and feel that they are unable to solve it. The same happens with measurement. If a ruler is presented with a starting point other than zero, students even as old as seventh grade cannot answer correctly.

As I said before, another issue is the lack of comparisons that is typical of teaching measurement. How many times can you remember measuring an object printed off on a piece of paper? I can recall countless cases of this. To make matters worse, there typically was nothing to compare that measurement to. The number we got was just a number with really no meaning. We did not use it for anything other than to write it on the line provided. So what is the point?

When a task is presented as a problem that needs to be solve, connections are made and the numbers they find from measuring are meaningful. Comparing two or more objects is exactly what measurement is used for. For example, we need to measure the length of a wall and a picture so that we can hang a picture in the exact middle, or one may need to bring a couch into a room and they have to measure the couch and doorway to make sure that the couch would fit. Measuring is not finding the length the object and not using it to make a comparison or to solve a problem.

I recently found a lesson plan for a kindergarten measurement unit, titled Measurement–Length. The ideas include spanned over several days and gave younger children an understanding of measurement before being given a ruler. Students are required to compare objects, such determining what things are bigger or smaller than others. What I enjoyed most about this lesson plan was that students are developing the foundations necessary to indirectly compare two objects. Also, the common core standards of measurement in kindergarten are met by this series of instruction. By lining up markers and miscellaneous classroom items, students are directly comparing objects and placing them in between items that are slightly smaller and larger. After working as a class, children are asked to complete the same task individually on a smaller scale. Therefore, students are exploring the concept of comparison that sets them up for success when it comes to indirect comparison in later grades. Eventually these students are required to measure with different units such as paper clips, shoes, and blocks. This provides an opportunity for the teacher to explain units and their importance.

As I mentioned earlier, giving students a reason why they are completing a task is essential and motivating. Measurement is a math topic that has a clear purpose in life and should be taught as such. This class constantly challenges me to put myself in the teacher mindset and really try to understand student thinking. I strive to challenge and question why in a way that I will be able to answer the same questions for my future students. Measurement is a necessity and the way it is taught should be directed towards the real ways that it is used.

1. · February 22, 2016

Lovely post. Nice job sharing your teacher thinking, and talking about the criteria that are important to you in a lesson. Plus a strong conclusion.
5Cs: 5/5

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2. · February 25, 2016

I really enjoyed reading this post! I agree with so much that you said. Looking back, I have similar memories of just measuring something on a paper and moving on. We didn’t address the question why or explore other uses of measurements and I think you did a really nice job wording that and finding a lesson that contradicts this old way of teaching and that answers the question of why.

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3. · February 26, 2016

I also have many similar memories of not being told why we were doing something and making the kids interested in the world around them is always a plus. Even if it is only in measurements, there is always a possibility for them to learn a unintended lesson! I agree that having taken this class has really opened my eyes as a person who can one day have a huge effect on kids lives.

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4. · February 26, 2016

I love how you identified the flaws in teachers’ teaching techniques, and then gave suggestions on how to fix it. I agree with you when you said you love this class because you have to explain. Yes, it may be frustrating at times, but if you can’t explain it then you didn’t fully learn the material. We need to challenge our students, and make them be capable of explaining the reasoning behind their answers.

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