Difference between revisions of "Estimating distances"
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(Created page with "=Activity - Estimating distances= ==Estimated Time== 1 hour ==Materials/ Resources needed== Materials/ Resources needed : Sticks, ropes, writing pad, pencil. ==Prerequisites...") |
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| − | = | + | ===Objectives=== |
| − | ==Estimated Time== | + | Understand and estimate measurements. |
| + | ===Estimated Time=== | ||
1 hour | 1 hour | ||
| − | == | + | ===Prerequisites/Instructions, prior preparations, if any=== |
| − | + | They should have the ability to measure and document their findings accurately. | |
| − | == | + | ===Materials/ Resources needed=== |
| − | + | Non digital: Materials/ Resources needed : Sticks, ropes, writing pad, pencil. | |
| − | = | + | ===Process (How to do the activity) === |
| − | + | #The teacher can ask the students to determine the distances of library, principal's room, playground, dining hall, entrance gate from their classroom using various non-standard measuring methods. | |
| − | ==Process (How to do the activity)== | + | #The children can decide which method to use - whether foot, sticks or ropes. |
| − | #The teacher can ask the students to determine the distances of library, principal's room, playground, dining hall, entrance gate from their classroom using various non-standard measuring methods. | + | #The task can be done in groups of 3 children. |
| − | #The children can decide which method to use - whether foot, sticks or ropes. | + | #Document and compare the results. |
| − | #The task can be done in groups of 3 children. | + | #Discuss regarding the length of distance. |
| − | #Document and compare the results. | ||
| − | #Discuss regarding the length of distance. | ||
#Reiterate that it is very important to use same measuring modes to facilitate comparisons. | #Reiterate that it is very important to use same measuring modes to facilitate comparisons. | ||
| − | + | * Developmental Questions (What discussion questions) | |
| − | + | #Which point would we mark as the point of reference for measuring our classroom. | |
| − | #Which point would we mark as the point of reference for measuring our classroom. | + | #Similarly what are the points of reference for other places. |
| − | #Similarly what are the points of reference for other places. | + | #How do we mark them. |
| − | #How do we mark them. | + | #Which measuring unit have you chosen? |
| − | #Which measuring unit have you chosen? | + | #How will you document the findings? |
| − | #How will you document the findings? | + | #How can we tabulate our findings on board for comparisons? |
| − | #How can we tabulate our findings on board for comparisons? | + | #What would be our report back time? |
| − | #What would be our report back time? | + | #What are our findings? |
| − | #What are our findings? | + | #What conclusions can we draw? |
| − | #What conclusions can we draw? | + | * Evaluation (Questions for assessment of the child) |
| − | + | # What have we learnt so far about measuring object? | |
| − | + | # How can we measure curves? | |
| − | What have we learnt so far about measuring object? | + | # What are the problems with non-standard measuring units? |
| − | + | # Can we think of methods to measure so that measures taken by anyone would always be same for a given object or distance. | |
| − | |||
| − | #How can we measure curves? | ||
| − | #What are the problems with non-standard measuring units? | ||
| − | #Can we think of methods to measure so that measures taken by anyone would always be same for a given object or distance. | ||
| − | |||
| − | |||
| − | |||
Latest revision as of 11:07, 22 May 2019
Objectives
Understand and estimate measurements.
Estimated Time
1 hour
Prerequisites/Instructions, prior preparations, if any
They should have the ability to measure and document their findings accurately.
Materials/ Resources needed
Non digital: Materials/ Resources needed : Sticks, ropes, writing pad, pencil.
Process (How to do the activity)
- The teacher can ask the students to determine the distances of library, principal's room, playground, dining hall, entrance gate from their classroom using various non-standard measuring methods.
- The children can decide which method to use - whether foot, sticks or ropes.
- The task can be done in groups of 3 children.
- Document and compare the results.
- Discuss regarding the length of distance.
- Reiterate that it is very important to use same measuring modes to facilitate comparisons.
- Developmental Questions (What discussion questions)
- Which point would we mark as the point of reference for measuring our classroom.
- Similarly what are the points of reference for other places.
- How do we mark them.
- Which measuring unit have you chosen?
- How will you document the findings?
- How can we tabulate our findings on board for comparisons?
- What would be our report back time?
- What are our findings?
- What conclusions can we draw?
- Evaluation (Questions for assessment of the child)
- What have we learnt so far about measuring object?
- How can we measure curves?
- What are the problems with non-standard measuring units?
- Can we think of methods to measure so that measures taken by anyone would always be same for a given object or distance.