Measurement and geometry in mathematics PDF

Running head: MEASUREMENT AND GEOMETRY IN MATHEMATICS
Measurement and geometry in mathematics
Name of the Student
Name of the University
Author Note

MEASUREMENT AND GEOMETRY IN MATHEMATICS1
Table of Contents
Part 1: Brief description of the learning context and the prior knowledge learning task...........2
Part 2: An analysis of the effectiveness of the Prior Knowledge learning experience..............3
Part 3: Critical reflection with regard to the Prior knowledge learning experience...................4
Discussion of the learning experience that revealed students’ initial understandings...........4
Description of an alternative Prior knowledge strategy that may be better to reveal the
student’s understandings of the task / concept.......................................................................5
References..................................................................................................................................6
Part 4: Appendix........................................................................................................................7
Lesson 1.................................................................................................................................7
Lesson 2...............................................................................................................................12
Lesson 3...............................................................................................................................17
Annotated samples of work..................................................................................................22

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Part 1: Brief description of the learning context and the prior knowledge
learning task
It is a general idea that the learning programmes and the tasks related to any kind of
learning process is smoothened with the way by which knowledge is imparted. The learning
processes are facilitated with the involvement of some of some of the factors such as fun and
enjoyment (Simonson, Smaldino and Zvacek 2014). The learning programmes designed for
the children are designed with a planned learning experience. The aim of this learning
experience is focussed towards the introduction and exploration of the measurement in the
children’s environment with the use of the open ended activities. The activities on the other
hand is focussed towards planning the areas of learning with the construction of the
experiences that are in relation to the children environment and drawing on identification,
usage of a comparative language for the description and the comparison of the different
attributes, repetition of the elements of simple order and continuous sequences, representation
and description of the mathematical ideas with objects along explanation of the mathematical
thinking, reasoning and purposeful decision making.
This uprising planning presentation is intended to provide the teacher with an
opportunity to discuss, communicate, observe, think critically, and reason critically. It also
intends to provide an opportunity to reflect and experiment in the classroom that is expected
to be filled with long and short model creatures. At the beginning of the planning process the
teacher was more involved in the collection of the prior knowledge and topics of interest that
were primarily based on the perception of children thinking with the application of certain
techniques such as observation, discussion and open ended discussions that are imperative
(Goodman 2014).

MEASUREMENT AND GEOMETRY IN MATHEMATICS3
Part 2: An analysis of the effectiveness of the Prior Knowledge learning
experience
The effectiveness of the prior knowledge learning experience can be analysed by
understanding the different processes like the intention, implementation and understanding of
the children’s level of perception. The intention of the programme was to focus on the
activities of geometry and measurement. Throughout the learning unit, the children are
expected to measure the lengths of the objects that would be according to their choice, create
2D and 3D model creation along with the identification of the geometrical shapes and
attributes for the creation of the models (Bryson 2016). The sole intention for this learning
unit is to understand and identify the shape, length and the usage of the measurement by the
application of the informal units. The prior knowledge learning experience is to establish a
relationship between the perceptions of knowledge in class to that of the knowledge in the
real world.
According to the intention of the learning programme, the children were subjected to
the concepts and the ideas for the identification of the short and long model creatures through
a number of applied techniques. The observations made from the responses of the children
revealed that the children were eager enough to accept new knowledge, as they were
motivated with the provocation about the length of long creatures. The children were found to
be sorting, ordering, classifying, comparing, matching and grouping (Van Hoorn et al.
2014). The activity of measuring the lengths of the creatures portrayed evidences about the
children’s use of the Bishop’s concepts, ideas, meanings, conceptual ideas along with
mathematical thinking processes. The children were able to find long creatures, compare
between objects with non standard units, draw picture of pond and river along with long
creatures found in them.

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Part 3: Critical reflection with regard to the Prior knowledge learning
experience
The critical reflection in relation to the Prior Knowledge experience has been divided
into two parts that are as follows:
Discussion of the learning experience that revealed students’ initial
understandings
The sequence learning outcomes that were observed for the measurement outcomes
portrayed evidences that indicated that the children had prior knowledge in the identification
of the attributes ordering and comparing (Appendix 1- Lesson Plan). From the measurement
activities it was discovered that the children had an early experience about the measurement
and the comparison of the lengths of different creatures. The activity of the construction
depicted that the children had the ability to spontaneously estimate and draw comparisons
between the different kinds of lengths and the sizes (Nilson et al. 2013). One of the several
strategies that were undertaken during the course of the activity included a challenge to
emphasise and critically think so that the internal skills of the students are developed and they
were able to increase their level of understand on different aspects of measurement. The
implementation of the strategies revealed that the students were eager enough to actively
participate, count, measure and compare.
The students through the learning programme were able to develop their skills and
concepts by using the descriptive comparative language such as longer than or shorter than or
of similar length (Murphy et al. 2014). The strategies were successful in making the students
to show involvement tin the course by showing eagerness in comparing and having
discussions with the peer groups. The activities that were stringently abided during the course
have a full potential to generate accession of the prior knowledge, spontaneous interactions,

MEASUREMENT AND GEOMETRY IN MATHEMATICS5
focussed discussions that have the ability to lead to a state where the children would be able
to think critically and sharpen their decision making skills in the same span of time.
Description of an alternative Prior knowledge strategy that may be better to
reveal the student’s understandings of the task / concept.
The strategies that were implemented as a part of the Prior Knowledge experience
programme is in accordance with the ACARA standards of achievement and follows the
EYLF outcomes. Through the implementation of the effective strategies, the students were
able to gather a lot of information and showed signs of keen interest in the activities related to
that of the comparison and measurement of different lengths (Driver 1985). Along with the
mentioned strategies, one of the strategies that would have added value and would have
helped the students think more critically is take suitable decisions is that is the knowledge
was tested after every learning activity and the feedbacks of the conducted examinations were
shared with them for the better understanding of their potentials and true sense. The
feedbacks after any examination helps the candidates to analyse themselves so that they are
able to show correct their mistakes and develop themselves thereby with the help of self
analysis (Siddiek 2018). The conducted examinations should be conducted in such a manner
that the students are able to apply their sound knowledge in the respective fields of study
without the involvement of any external pressure.