Kindergarten
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# Attributes/Measurement

Strand: Shape and Space (Measurement)
Outcome: 1

## Step 3: Plan for Instruction

### Guiding Questions

• What learning opportunities and experiences should I provide to promote learning of the outcomes and permit students to demonstrate their learning?
• What teaching strategies and resources should I use?
• How will I meet the diverse learning needs of my students?

### A. Assessing Prior Knowledge and Skills

Before introducing new material, consider ways to assess and build on students' knowledge and skills related to measurement. For example:

• Show students two trains and ask which is longer. Ask them to explain how they know.
• Ask two students to stand up and have the others tell you who is taller, who is shorter and how they know.
• Give two objects to students; e.g., a can of soup and a pencil. Which is lighter and which is heavier?
• Show students two items; e.g., a garbage can and a glass. Ask them which holds more.

If a student appears to have difficulty with these tasks, consider further individual assessment, such as a structured interview, to determine the student's level of skill and understanding.

### B. Choosing Instructional Strategies

Consider the following strategies when planning lessons.

• Whenever possible, the measurement activities should involve some physical materials.
• Students should communicate their understanding of measurement in various ways.
• To motivate students, use familiar objects as consistent units of measurement.
• Encourage students to develop intuitive notions for length, mass and volume, using direct comparison with consistent units, not standard units (e.g., metre stick).
• Expect students to explain, verbally, how they determined their measurements.
• Provide opportunities for students to make estimates and then check their predictions whenever possible.
• In making a measurement, students must begin by deciding what attribute of an object they are going to measure, select a unit to measure that attribute with and measure the attribute by comparing the units with the attribute.

### C. Choosing Learning Activities

Learning Activities are examples of activities that could be used to develop student understanding of the concepts identified in Step 1.