ASSIGNMENT NUMBER 4
1) The benefits of the use of non-standard units of measurement:
• Non-standard units are easy to use and it is not difficult to teach (The use of
non-standard units is simpler than the use of standard units).
• When you do not have any standard units of measurements, you can use
non-standard units of measurements because you can find non-standard
units almost anywhere, such like; paperclips, straws, toothpicks, etc. (Non-
standard units are easy to find).
• Many learners prefer to learn in practical ways, like physical measuring an
object with paperclips or straws, and it is more enjoyable for learners. (It
focuses more directly on the attributes being measured).
• Non-standard units involve the learners more in class for example when they
are learning time, all the learners can clap hands regarding with the seconds
counting down. Or one clap is equal to a second and 60 claps is needed for a
minute etc.
2) The role of estimation in the development of measuring concepts:
The word “estimation” refers to a mental image which a person uses to make a
measurement and the visual information used to measuring an object or perhaps
making a comparison without using any measuring instrument. (Estimation is a
practical way of describing the measurement of something without the use of a
measuring tool).
A person’s practical skills are used on a daily basis for estimation. For example: Will
all your groceries fit into your trolley?
For learners to understand measurement concepts, they should start by making an
estimate. This includes for both non-standard and standard units.
Van de Walle gave four strategies for estimating measurements that can be taught
to learners:
Developing and using benchmarks or referents for important units. Referents
should be something a person easily can envision, such as the lengths of a car.
By using “chunking” or subdivision. Windows, bulletin boards and the spaces
between them are regarded as “chunks”.
Iterate units. For lengths, area and volume, it is sometimes easy to mark off single
units mentally or physically.
, 3) Perimeter is known as the lengths of the sides in total of a shape. To find the
perimeter of a shape you add up the side lengths of the shape.
The perimeter of a rectangle:
A rectangle has two pair of equal sides (opposite sides are equal). To find the
perimeter you have to add up the sides of the rectangle:
W
P=W+W+H+H
P = 2W + 2H H H
W
The perimeter of a square:
A square has 4 equal sides. To find the perimeter you have to add up the sides of the
square:
A
P=A+A+A+A
P = 4A
A A
A
4) Explain attribute of volume:
Volume is known as the amount of space an object occupies or takes up. Volume can
also be described as the capacity of something. Because cubes or a three-dimensional
object/shape have three dimensions (length, width and height), we write the
volume as units³. For example, cm3 and m3.
Example 1:
By using cubic blocks is a good practical example for teaching volume. Each edge is
1cm long, each block’s volume is 1𝑐𝑚3 . This is a standard unit to measure how
much space an object occupies or the volume of an object. Built towers, starting
with a base, followed by a second, a third layer and so on. When the tower gets
bigger and bigger the teacher can explain to them when the tower gets bigger and
1) The benefits of the use of non-standard units of measurement:
• Non-standard units are easy to use and it is not difficult to teach (The use of
non-standard units is simpler than the use of standard units).
• When you do not have any standard units of measurements, you can use
non-standard units of measurements because you can find non-standard
units almost anywhere, such like; paperclips, straws, toothpicks, etc. (Non-
standard units are easy to find).
• Many learners prefer to learn in practical ways, like physical measuring an
object with paperclips or straws, and it is more enjoyable for learners. (It
focuses more directly on the attributes being measured).
• Non-standard units involve the learners more in class for example when they
are learning time, all the learners can clap hands regarding with the seconds
counting down. Or one clap is equal to a second and 60 claps is needed for a
minute etc.
2) The role of estimation in the development of measuring concepts:
The word “estimation” refers to a mental image which a person uses to make a
measurement and the visual information used to measuring an object or perhaps
making a comparison without using any measuring instrument. (Estimation is a
practical way of describing the measurement of something without the use of a
measuring tool).
A person’s practical skills are used on a daily basis for estimation. For example: Will
all your groceries fit into your trolley?
For learners to understand measurement concepts, they should start by making an
estimate. This includes for both non-standard and standard units.
Van de Walle gave four strategies for estimating measurements that can be taught
to learners:
Developing and using benchmarks or referents for important units. Referents
should be something a person easily can envision, such as the lengths of a car.
By using “chunking” or subdivision. Windows, bulletin boards and the spaces
between them are regarded as “chunks”.
Iterate units. For lengths, area and volume, it is sometimes easy to mark off single
units mentally or physically.
, 3) Perimeter is known as the lengths of the sides in total of a shape. To find the
perimeter of a shape you add up the side lengths of the shape.
The perimeter of a rectangle:
A rectangle has two pair of equal sides (opposite sides are equal). To find the
perimeter you have to add up the sides of the rectangle:
W
P=W+W+H+H
P = 2W + 2H H H
W
The perimeter of a square:
A square has 4 equal sides. To find the perimeter you have to add up the sides of the
square:
A
P=A+A+A+A
P = 4A
A A
A
4) Explain attribute of volume:
Volume is known as the amount of space an object occupies or takes up. Volume can
also be described as the capacity of something. Because cubes or a three-dimensional
object/shape have three dimensions (length, width and height), we write the
volume as units³. For example, cm3 and m3.
Example 1:
By using cubic blocks is a good practical example for teaching volume. Each edge is
1cm long, each block’s volume is 1𝑐𝑚3 . This is a standard unit to measure how
much space an object occupies or the volume of an object. Built towers, starting
with a base, followed by a second, a third layer and so on. When the tower gets
bigger and bigger the teacher can explain to them when the tower gets bigger and
