Measurement is one of the four broad areas of mathematical knowledge (algebra, geometry, algorithm, and trigonometry) There are three aspects of mathematical thinking were described, one of them is VISUALIZATION (the others are patterning and number sense)

1. Empower Your
Teachers to Deliver a
World-Class Programme
on Teacher Leadership and Teacher Development
by: Poppy Ardhyani
Grade 5 Teacher
Sekolah Bogor Raya
 November 2009

2. World-Class Programme
(Singapore Curriculum)
• Engaging
1. Learning by doing (especially for young children)
2. Learning by inquiry (a strategy to have students to
investigate a problem instead of giving them the formula
to solve it)
3. Learning by interacting
4. Learning by reflecting, e.g. maths journal at the end of the
class (what can I do to solve the problem, what can I do to
help my friend)
Relevant
Whom you teach will contribute to what your country needs in
economical development
Effective
Schools that can bring the average
students to perform above average

3. Sharing Effective Teaching Strategies on
How to Teach Measurement for Upper
Primary
 Measurement is one of the four broad areas
of mathematical knowledge (algebra,
geometry, algorithm, and trigonometry)
 There are three aspects of mathematical
thinking were described, one of them is
VISUALIZATION (the others are
patterning and number sense)

4. What is Visualization Skill?
The ability of the mind to work with
abstract ideas – to analyze and
synthesize ideas.
Aim: to let students construct a formula
of what they see (Constructivism -
Piageat).

5. Examples
1. Draw kinds of polygon of area 5 squared!

6. 2. Can you draw a square of area 5 squared?
This square consists of:
 1 small square = 1 squared
 4 triangles (composition of 2 triangles
equals to 2 squared) = 4 squared
 Area = 5 squared
Visualization will help students form
“conceptual knowledge” (informal
knowledge)  first knowledge in maths

7. Finding a Formula
• Find the area of the shaded area!
( is indifferenced)!
This figure shows a square of
side 14 cm, 1 circle of
diameter 14 cm, and 2
quadrants.
1. Area of that square is 196
cm2.
2. Area of the circle is
approximately d2 y196 cm2.
3. Area of 1 quadrant is ¼ x
196 y 49 cm2.

8. This figure shows a triangle (yellow shaded) of base
½ of diameter = ½ x 14 = 7 cm.
4. Area of that triangle is ½ x 7 x 7 = 24.5 cm2.
5. Area of 1 shaded area
y Area of the quadrant – area of the triangle
y 49 cm2 - 24.5 cm2 = 24.5 cm2 .
6. Therefore the area of 2 shaded area is
approximately: 2 x 24.5 cm2 y 49 cm2.
Conceptual knowledge will help
students develop “the procedural
knowledge” (formal knowledge)  the
2nd knowledge in maths

9. Problem Solving Tips
4 Steps of Problem Solving Tips for Solving A Problem
(Practically)
1. Understanding the problem 1. Finding the fact
2. Devising a plan 2. Starting counting whenever you
are ready
3. Carrying out the plan 3. Doing the easiest problem first
then spending the rest of the
time for solving the higher order
problem
4. Looking back 4. Looking back
Public acknowledge the concept and
procedure which is called “conventional
knowledge”  the 3rd knowledge in
maths

10. Do’s & Don’t’s in teaching measurement
for the elementary level
1. Word “capacity” to explain empty container.
2. Word “volume” to explain the volume of liquid and
solid.
3. Use “side” instead of “width or length” to explain
square
4. Teacher’s should not use too many symbols in
maths.
5. Keep students learning in informal way (let them
build their conceptual knowledge by visualization
skill)

11. What counts as maths
proficient?
1. Procedural fluency
2.Conceptual reasoning/
meaning
3.Strategic competency
4.Reasoning (adaptive
reasoning)
THINGS 5.Productive disposition

12. Thank you for
your attention…..
Prepared by:
Poppy
Inspired by:
Dr. Yeap Ban Har