Freya Seemann's List: Measurement

You could use worksheets like these as an introduction to a lesson or review for stage 2 and 3. After the sheet has being completed you could either have the students measure out parts of the school and make peer treasure hunts and maps or you could introduce ratio and get the students to measure room and recreate them on pieces of paper using ratio measurements. As an extension the students could create houses as a floor plan and then get them to make 3D models. This lesson(s) will cover Measurement, geography, ratio, and shape.

Good visual ideas to learn and teach perimeter, area and surface area. I like the how this PDF includes and interesting fact/activity that "If you multiply the area of your hand/foot by
100, you find the approximate surface
area of skin on your body." (p. 15)

Would also be useful for space and geometry - maps, travel time and distance including speed.

This page shows some of the measuring tools that students could use while exploring measurement. Some of these tools include measureing tape, measuring cups and spoons, measuring wheel, scales, protractors and compasses

This song is a familiar nursery rhyme for young students and is often reinforced on children's programs such as 'Play School'. In early childhood classes it is important to continue this learning and measuring of time and this is done by carrying out a daily and weeks routines or schedules for the class. This will help children recognise events with different times of the day and week (Lee, Lee, & Fox, 2009, Sperry Smith, 2009, p. 221). Sperry Smith (2009) also describes the importance of incorporating time language (metalanguage) in everyday activities. This could be simply achieved by having a daily schedule. On this schedule I would place images of analogue clock times, digital clock times and handwritten times so that the students would become used to seeing the different ways the same time can be shown. By doing all of this students will start to understand the measurements of time and the language. They would start to use this metalanguage themselves completing the outcome MES1.5 (Board of Studies, 2002).