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Week 8: Measurement Strand

Measurement in the Early Childhood Curriculum

1. Communication Items

  • Submit the Burns assignment in Dropbox.

2. Chapter Presentation Group Meeting. The first hour of class will be spent on meeting with your group to prepare for your presentation.  You should be actively involved in planning: working on some aspect of your presentation (outline, content area, visual, activity, etc.)


  • Chapter information must presented thoroughly
  • Each members of the group must participate in the presentation
  • Visual portion of presentation shows group effort – neatness
  • Activity presented reinforces chapter content

3. Measurement Strand

4. Chapter 7, Young Child

  • Measurement in the Early Years

CoolBigClock is a (shareware) application that can be set to chime on the hour. Using this in the classroom brings an awareness to how long an hour really is.
5. Activity Centers (timed)

  • What’s in Your Hand? (Fill out the form as you participate in this activity. We will use the information in another activity)
  • “Flicking Footballs”
  • Non-standard measuring
    • Non-standard measuring (multiple duplicate, iteration)
    • Standard measuring (measuring tape)

venn diagram

6. Data Analysis and Probability Strand (pose questions and gather data, classify according to attributes, parts of sets and data, likely and unlikely)

7. Why Graph? (Handout)

  • Who can benefit from graphing
  • Three stages of graphing (preschool – kindergarten)
  • Real graphs – graphing basket on graphing mat
  • Picture graphs – use individual  pictures from photographer
  • Abstract graphs – the use of “x” to represent
  • Use different perspectives in graphing (top/bottom, bottom/top, left/right, circle (pie-graph)
  • “Talking” graphs

8. Ideas

  • Individual graphing bags (pasta, beans, buttons, fabric scrapes, shells, etc.)
  • Take-home counting books

9. Construct Your Own Graphs

  • Line Plot (class information on one attribute – domino)
  • Use the data you collected from the What’s in Your Hand activity. Construct a Double Bar Graph – use data from all five “fingers” to compare estimated amount to actual amount.


When a child hears the comment, “Just a minute”, how do you think he, or she, is interpreting the measurement of time?  Explain what “Just a minute” means to you. How do these two perspectives differ? (7pts)

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