Standard measurement: areaObjective

Standard measurement: area
Objective: to explore area in a concrete manner and its relationship to linear measurement.
Materials: inch and centimeter cubes and two-dimensional patterns with squares and without squares, paper grids, and paper squares. (or purchase learning measurement inch by inch from lakeshore)
Activities: area can be explored with squared paper and cubes long before formal instruction. Remember that area-type activities are frequently used as the visual representations of multiplication.
Follow-up: if rulers have been introduced, have the children measure the lines on the grids and patterns with their rulers. Discuss how they might figure out how many square inches or centimeters are on a plane surface using their rulers.
Standard measurement: weight
Objective: to be able to use standard units of measure to compare the weights of various materials and to use balance and platform scale (figure 26-4)
Materials: balance scales with English and metric weights, a set of platform scales, a metric/and or customary kitchen that can be weighted.
Activities: the children should have already explored weight using comparisons as depicted in figure 26-2 and 26-4.
Follow-up: continue putting out interesting things to weigh. Make something with a European recipe that specifies amounts by weight rather than volume.
Standard measurement: temperature
Objective: to be able to use standard units of measure to compare temperatures and to learn how to use a thermometer to measure temperature.
Materials: large demonstration thermometer, small thermometers for student use, outdoor thermometer.
Activities: these activities assume that children have talked about and have had experiences with hot, warm, and cold things and hot, comfortable, and cold weather.
1. Have the children examine the demonstration thermometer. have them decide why there are two scales (Fahrenheit and celcius) and how each is read. Discuss their experiences with thermometers (when they are ill or go to the doctor for a checkup, for measuring the outdoor and indoor air temperature, for controlling the thermostat on their furnaces and air conditioners).
2. Provide some hot water and ice cubes. Have the children measure the temperature of the water and record the result. Have them add an ice cube, let it melt, measure again, and record the result. Keep adding ice cubes and recording the results. Have the children make a line graph to illustrate how the ice affects the temperature. Is any other factor affecting the water temperature? (answer: the air temperature) compare the result with the temperature of tap water.
3. If possible, post an outdoor thermometer outside the classroom window, and have the children record the temperature each day in the morning, at noon, and at the end of the day. After a week, have them make some graphs depicting what they found out. Have interested students write daily weather repost to post on the bulletin board.
Follow-up: have interested children record the daily weather forecasts from the radio, TV, or newspaper. Compare the forecast temperatures with those recorded at school.

Standard measurement: time
Objective: to be able to use standard units to measure time and to read time accurately from a conventional clock.
Materials: large clock model with movable hands (such as the well-known Judy Clock), miniature model clock that can be used individually during small group activities, a 60-minute timer that can be used to help develop a sense of time duration, a class monthly calendar (teacher made or purchased).
Activities:
1. Children should have some sense of time sequence and duration by the time they reach the primary level. A timer is still useful to time events such s “five minutes to finish up” or “let’s see if anyone can finish before the 10-minute timer rings”. The major task for the primary child is understanding the clock and what is tells us and eventually learning how to work with time In terms of the amount of time from one clock reading to another. Children can work together with the Judy Clock or with their smaller models, moving the hands and identifying the time (figure 26-5). Much of clock knowledge comes from everyday activities through naturalistic and informal experiences. You can support these experiences by having a large wall clock in your classroom and having visual models of important times during the day that the children can match to the real clock. For example, the daily schedule might be put on the wall chart with both a conventional clock face and the digital time indicated for each major time block, such as
……………………………………………………
2. Clock skills may be broken down as follows:
a. Identify the hour and the minute hands and the direction in which they move.
b. Be able to say the time on the clock at the hour, and be able to place the hand of the clock for the hour. Know that the short hand is on the hour, and the long hand is on 12.
c. Identify that it is after a particular hour.
d. Count by 5s.
e. Tell the time to the nearest multiple of 5.
f. Count on from multiples of 5 (10, 11, 12,…..)
g. Write time in digital notation (3:15)
h. Tell time to the nearest minute, and write it in digital notation.
i. Match the time on a digital clock to a conventional clock’s time.
j. Identify time before a particular hour and count by 5s to tell how many minutes it is before that hour.
3. Each child can make a clock to take home. Use a poster board circle or paper plate. Provide each child with a paper fastener and a long and short hand. Have them mark the short hand with an H and the long hand with an M . send a note home to the parents suggesting some clock activities they can do with their child.
4. Provide the children with blank calendars each month that they can fill in with important dates (holiday, birthdays, etc)
Follow-up: continue to read children stories that include time concepts and time sequence. Have more advanced students who understand how to read clocks and keep track of time keep a diary for a week recording how much time they spend on activities at home (eating, sleeping, doing homework, reading, watching TV, playing outdoors, attending soccer practice, going to dancing lessons, and so on). Have them add up the times at the end of the week and rank the activities from the one with the most time spent to the least time spent. They might even go on to figure out how much time per month and year they spend on each activity if they are consistent from week to week.

Evaluation
Evaluation of children’s progress with measurement should be done with concrete tasks. The following are some examples: give the children a list of three items in the classroom to measure. Arrange a set of measuring cups, material to measure, and a container to measure into, and have each child turn in his answer. Set up a scale with three items of known weight, have each child weigh each item individually, and record the amount. Put out three model thermometers with different temperatures; have each child in turn tell you the readings; and if they indicate hot, comfortable, or cold. Show the children the time on a model clock, ask him to tell you the time, and explain how he knows. Have each child identify coins and then put them together to make various amounts, making the amounts appropriate to the child’s level at the time.
Summary
Measurement skills are essential for successful everyday living. People need to know how to measure length, volume, area, weight, temperature, time, and money. These concepts develop gradually through many concrete experiences from gross comparisons to measurement with arbitrary units, to measurement with standard English (customary) and/or metric units. Measurement activities are valuable opportunities for applying whole number skills, fraction knowledge (and later decimals), and obtaining data that can be graphed for visual interpretation. Measurement concepts are acquired through practice with real measuring tools and real things to measure. Lcture and demonstration alone are not adequate methods of instruction.

Hasil (Bahasa Indonesia) 1:

Standar pengukuran: daerahTujuan: untuk menjelajahi daerah di beton dengan cara dan hubungan untuk pengukuran linear.Bahan: batu inci dan sentimeter dan dua dimensi pola dengan kotak dan tanpa kotak, kertas grid dan kertas kotak. (atau pembelian pembelajaran materi pengukuran sejengkal demi sejengkal dari lakeshore)Kegiatan: daerah dapat dijelajahi dengan kuadrat kertas dan batu lama sebelum instruksi formal. Ingat bahwa kegiatan daerah sering digunakan sebagai representasi visual dari perkalian.Follow-up: jika penguasa telah diperkenalkan, memiliki anak-anak yang mengukur garis-garis pada grid dan pola dengan pemimpin mereka. Membahas bagaimana mereka mungkin mengetahui berapa banyak persegi inci atau sentimeter berada pada permukaan pesawat yang menggunakan pemerintahnya. Standar pengukuran: beratObjektif: untuk dapat menggunakan standar satuan ukur untuk membandingkan berat berbagai bahan dan untuk menggunakan keseimbangan dan platform skala (gambar 26-4)Bahan: keseimbangan timbangan dengan bobot Inggris dan metrik, seperangkat platform timbangan, metrik / dan atau dapur adat yang dapat ditimbang.Kegiatan: anak-anak harus telah mengeksplorasi berat menggunakan perbandingan seperti yang digambarkan pada gambar 26-2 dan 26-4.Follow-up: terus meletakkan hal-hal yang menarik untuk menimbang. Membuat sesuatu dengan resep Eropa yang menentukan jumlah berat daripada volume.Standar pengukuran: suhuObjektif: untuk dapat menggunakan standar satuan ukur untuk membandingkan suhu dan belajar bagaimana menggunakan termometer untuk mengukur suhu.Bahan: thermometer demonstrasi besar, kecil termometer untuk mahasiswa menggunakan, termometer kolam.Kegiatan: kegiatan ini menganggap bahwa anak-anak telah berbicara tentang dan memiliki pengalaman dengan hal-hal yang hangat, panas dan dingin dan panas, nyaman, dan cuaca dingin.1. memiliki anak-anak yang memeriksa termometer demonstrasi. mereka memutuskan mengapa ada dua Timbangan (Fahrenheit dan celcius) dan bagaimana setiap dibaca. Mendiskusikan pengalaman mereka dengan termometer (ketika mereka sakit atau pergi ke dokter untuk pemeriksaan, untuk mengukur suhu udara outdoor dan indoor, untuk mengendalikan termostat pendingin udara dan tungku mereka).2. menyediakan air panas dan es batu. Memiliki anak-anak yang mengukur suhu air dan catatan hasilnya. Telah mereka tambahkan es batu, membiarkannya mencair, mengukur lagi, dan mencatat hasil. Terus menambahkan es batu dan merekam hasil. Memiliki anak-anak yang membuat grafik baris yang menggambarkan bagaimana es mempengaruhi suhu. Faktor lainnya mempengaruhi suhu air? (jawaban: suhu udara) membandingkan hasil dengan suhu air keran.3. jika memungkinkan, posting termometer kolam di luar jendela ruang kelas, dan memiliki anak-anak yang merekam suhu setiap hari di pagi hari, siang hari, dan pada akhir hari. Setelah seminggu, memiliki mereka membuat beberapa grafik yang menggambarkan apa yang mereka temukan. Tertarik siswa menulis repost cuaca harian untuk posting di papan buletin.Follow-up: have interested children record the daily weather forecasts from the radio, TV, or newspaper. Compare the forecast temperatures with those recorded at school.Standard measurement: timeObjective: to be able to use standard units to measure time and to read time accurately from a conventional clock.Materials: large clock model with movable hands (such as the well-known Judy Clock), miniature model clock that can be used individually during small group activities, a 60-minute timer that can be used to help develop a sense of time duration, a class monthly calendar (teacher made or purchased).Activities: 1. Children should have some sense of time sequence and duration by the time they reach the primary level. A timer is still useful to time events such s “five minutes to finish up” or “let’s see if anyone can finish before the 10-minute timer rings”. The major task for the primary child is understanding the clock and what is tells us and eventually learning how to work with time In terms of the amount of time from one clock reading to another. Children can work together with the Judy Clock or with their smaller models, moving the hands and identifying the time (figure 26-5). Much of clock knowledge comes from everyday activities through naturalistic and informal experiences. You can support these experiences by having a large wall clock in your classroom and having visual models of important times during the day that the children can match to the real clock. For example, the daily schedule might be put on the wall chart with both a conventional clock face and the digital time indicated for each major time block, such as ……………………………………………………2. Clock skills may be broken down as follows:a. Identify the hour and the minute hands and the direction in which they move.b. Be able to say the time on the clock at the hour, and be able to place the hand of the clock for the hour. Know that the short hand is on the hour, and the long hand is on 12.c. Identify that it is after a particular hour.d. Count by 5s.e. Tell the time to the nearest multiple of 5.f. Count on from multiples of 5 (10, 11, 12,…..)g. Write time in digital notation (3:15)h. Tell time to the nearest minute, and write it in digital notation.i. Match the time on a digital clock to a conventional clock’s time.j. Identify time before a particular hour and count by 5s to tell how many minutes it is before that hour.3. Each child can make a clock to take home. Use a poster board circle or paper plate. Provide each child with a paper fastener and a long and short hand. Have them mark the short hand with an H and the long hand with an M . send a note home to the parents suggesting some clock activities they can do with their child.4. Provide the children with blank calendars each month that they can fill in with important dates (holiday, birthdays, etc)Follow-up: continue to read children stories that include time concepts and time sequence. Have more advanced students who understand how to read clocks and keep track of time keep a diary for a week recording how much time they spend on activities at home (eating, sleeping, doing homework, reading, watching TV, playing outdoors, attending soccer practice, going to dancing lessons, and so on). Have them add up the times at the end of the week and rank the activities from the one with the most time spent to the least time spent. They might even go on to figure out how much time per month and year they spend on each activity if they are consistent from week to week.EvaluationEvaluation of children’s progress with measurement should be done with concrete tasks. The following are some examples: give the children a list of three items in the classroom to measure. Arrange a set of measuring cups, material to measure, and a container to measure into, and have each child turn in his answer. Set up a scale with three items of known weight, have each child weigh each item individually, and record the amount. Put out three model thermometers with different temperatures; have each child in turn tell you the readings; and if they indicate hot, comfortable, or cold. Show the children the time on a model clock, ask him to tell you the time, and explain how he knows. Have each child identify coins and then put them together to make various amounts, making the amounts appropriate to the child’s level at the time.SummaryMeasurement skills are essential for successful everyday living. People need to know how to measure length, volume, area, weight, temperature, time, and money. These concepts develop gradually through many concrete experiences from gross comparisons to measurement with arbitrary units, to measurement with standard English (customary) and/or metric units. Measurement activities are valuable opportunities for applying whole number skills, fraction knowledge (and later decimals), and obtaining data that can be graphed for visual interpretation. Measurement concepts are acquired through practice with real measuring tools and real things to measure. Lcture and demonstration alone are not adequate methods of instruction.