Measurement and Comparison · Spring Term

Perimeter of 2D Shapes

Calculating the perimeter of various 2D shapes, including rectangles, squares, and composite shapes.

About This Topic

Length and Height focuses on comparing and measuring objects using direct comparison and non-standard units. In Senior Infants, students move from using general terms like 'big' and 'small' to more specific terms like 'longer,' 'shorter,' 'taller,' and 'the same as.' The NCCA curriculum emphasizes the importance of 'fair' measurement, such as ensuring objects are aligned at a common baseline.

Students also begin to use uniform non-standard units, such as paperclips or cubes, to measure how long something is. This introduces the concept that measurement is a count of repeated units. This topic is particularly effective when students can move around the classroom to measure real-world objects, as it helps them develop a physical sense of scale and distance.

Active Learning Ideas

Inquiry Circle: The Giant's Footprint

The teacher leaves a large 'giant footprint' on the floor. In small groups, students must find three things in the classroom that are shorter than the footprint and three things that are longer, bringing them back to the footprint to prove it.

⏱ 25 min·Small Groups

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Stations Rotation: Measuring with Munchies

Set up stations where students measure different items (a book, a pencil, a shoe) using different non-standard units like pasta shells, cubes, or paperclips. They record their results and discuss why the numbers are different for the same object.

⏱ 30 min·Small Groups

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Think-Pair-Share: The Measuring Mistake

Show a picture of someone measuring a pencil but leaving gaps between the cubes or starting in the middle of the pencil. Pairs discuss why this won't give the right answer and then demonstrate the 'correct' way to a peer.

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Leaving gaps or overlapping units when measuring.

What to Teach Instead

Use 'measuring tracks' or taped lines to help students align their units. Active peer-checking, where one student 'inspects' the other's line of cubes for gaps, helps reinforce the need for a continuous line of units.

Common Misconception

Not starting from the same baseline when comparing two objects.

What to Teach Instead

Use a 'starting wall' (like the edge of a desk or a piece of tape) where all objects must touch before being compared. This physical constraint makes the concept of a fair comparison much clearer than verbal instructions alone.

Frequently Asked Questions

Why don't we use rulers in Senior Infants?

Rulers use standard units (centimeters) which are quite abstract. The NCCA curriculum focuses on non-standard units (like cubes) first because they are concrete and easier for children to count. This builds a solid understanding of what measurement actually is before adding the complexity of a scale.

What is a 'non-standard unit'?

A non-standard unit is any everyday object used to measure something else, provided the units are all the same size. Examples include paperclips, blocks, handprints, or even shoes. The key is that they must be uniform to give a consistent result.

How can I help my child understand 'taller' vs 'longer'?

Use 'taller' for vertical height (like a person or a tower) and 'longer' for horizontal distance (like a train or a pencil). Physically changing the orientation of an object (like laying a doll down) can help them see how the language changes from 'tall' to 'long.'

How can active learning help students understand length and height?

Active learning turns measurement into a physical exploration. When students have to find objects that 'fit' a certain criteria or use their own bodies to measure the classroom, they develop a 'feel' for length. Collaborative tasks, like measuring a long hallway with their own feet, require them to work together to ensure there are no gaps, reinforcing the logic of measurement through teamwork.

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