Difference between revisions of "Importance of measurements and calculations"
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__FORCETOC__ | __FORCETOC__ | ||
− | =Activity - Name of Activity= | + | =Activity 1 - Name of Activity= |
Mensuration_ Importance of measurements _ a discussion. Activity 1 | Mensuration_ Importance of measurements _ a discussion. Activity 1 | ||
==Estimated Time== | ==Estimated Time== | ||
Line 12: | Line 12: | ||
Developmental Questions: (What discussion questions | Developmental Questions: (What discussion questions | ||
==Developmental Questions (What discussion questions)== | ==Developmental Questions (What discussion questions)== | ||
+ | Why measure ?<br> | ||
+ | #How do we measure ?<br> | ||
+ | #What are the measuring modes and units seen at the market, Hospital, Chemist laboratories, Gold shop, Tailors, Bakeries, Petrol bunks, water tankers, milk vendors, contractors, kitchen, airport, and so on.? | ||
+ | |||
==Evaluation (Questions for assessment of the child)== | ==Evaluation (Questions for assessment of the child)== | ||
==Question Corner== | ==Question Corner== | ||
+ | #What were the early traditional measuring modes used. Find out from your elders.<br> | ||
+ | #Who formulates the standards | ||
+ | |||
==Activity Keywords== | ==Activity Keywords== | ||
'''To link back to the concept page''' | '''To link back to the concept page''' | ||
− | [[ | + | [[Mensuration]] |
− | + | __FORCETOC__<br> | |
− | + | ===Activity No # 1.(Part A): Representing distances on paper-Introduction to scale drawing === | |
− | # | + | {| style="height:10px; float:right; align:center;" |
− | # | + | |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> |
− | # | + | ''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> |
− | + | |} | |
− | Why do you | + | *Estimated Time : 1 hour |
− | Question Corner: | + | *Materials/ Resources needed : |
− | # | + | # Scale, pencil, graph paper. |
− | # | + | *Prerequisites/Instructions, if any |
+ | # Skill of measuring and tabulating accurately. | ||
+ | # Knowledge of ratio and proportions. | ||
+ | *Multimedia resources | ||
+ | *Website interactives/ links/ / Geogebra Applets | ||
+ | *Process: | ||
+ | # This activity can be done in groups by grouping 3 students in each. | ||
+ | # The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres. | ||
+ | # The teacher can mark reference points for each and explain to the students. | ||
+ | # The students should accurately measure and note down. | ||
+ | # After coming to the classroom let the teacher tabulate all distances on the blackboard. | ||
+ | # Next ask the students to represent their observation of distances by drawing their school model on paper. | ||
+ | # Ask them how will they go about it so that the distances are represented proportionately. | ||
+ | # The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose. | ||
+ | # After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on. | ||
+ | # This activity can be done to introduce the students to the concept of scale drawing. | ||
+ | *Developmental Questions | ||
+ | # What did you measure ? | ||
+ | # What measuring instrument did you select ? Why ? | ||
+ | # What was your reading ? | ||
+ | # which unit do you use ? | ||
+ | *Evaluation | ||
+ | # Were the students able to comprehend which measuring instrument should be used for particular items ? | ||
+ | # Were they taking measurements accurately ? | ||
+ | # Were they able to document their observations appropriately in a tabular form ? | ||
+ | *Question Corner: | ||
+ | # Discuss the applications of scale drawing ? | ||
+ | # What is a scale factor ? | ||
+ | |||
+ | =Activity - Name of Activity= | ||
+ | |||
+ | ==Estimated Time== | ||
+ | ==Materials/ Resources needed== | ||
+ | ==Prerequisites/Instructions, if any== | ||
+ | ==Multimedia resources== | ||
+ | ==Website interactives/ links/ simulations/ Geogebra Applets== | ||
+ | ==Process (How to do the activity)== | ||
+ | ==Developmental Questions (What discussion questions)== | ||
+ | ==Evaluation (Questions for assessment of the child)== | ||
+ | ==Question Corner== | ||
==Activity Keywords== | ==Activity Keywords== | ||
'''To link back to the concept page''' | '''To link back to the concept page''' | ||
− | [[ | + | |
+ | [[Category:Mensuration]] |
Latest revision as of 06:36, 4 November 2019
Activity 1 - Name of Activity
Mensuration_ Importance of measurements _ a discussion. Activity 1
Estimated Time
Materials/ Resources needed
Prerequisites/Instructions, if any
Multimedia resources
Website interactives/ links/ simulations/ Geogebra Applets
Process (How to do the activity)
Ask the children to make a list of all activities in different areas of life where measurements play an important role.Have a discussion in the classroom regarding importance of measurements and how difficult life would be without measurements.
Developmental Questions: (What discussion questions
Developmental Questions (What discussion questions)
Why measure ?
- How do we measure ?
- What are the measuring modes and units seen at the market, Hospital, Chemist laboratories, Gold shop, Tailors, Bakeries, Petrol bunks, water tankers, milk vendors, contractors, kitchen, airport, and so on.?
Evaluation (Questions for assessment of the child)
Question Corner
- What were the early traditional measuring modes used. Find out from your elders.
- Who formulates the standards
Activity Keywords
To link back to the concept page Mensuration
Activity No # 1.(Part A): Representing distances on paper-Introduction to scale drawing
- Estimated Time : 1 hour
- Materials/ Resources needed :
- Scale, pencil, graph paper.
- Prerequisites/Instructions, if any
- Skill of measuring and tabulating accurately.
- Knowledge of ratio and proportions.
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process:
- This activity can be done in groups by grouping 3 students in each.
- The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres.
- The teacher can mark reference points for each and explain to the students.
- The students should accurately measure and note down.
- After coming to the classroom let the teacher tabulate all distances on the blackboard.
- Next ask the students to represent their observation of distances by drawing their school model on paper.
- Ask them how will they go about it so that the distances are represented proportionately.
- The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose.
- After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on.
- This activity can be done to introduce the students to the concept of scale drawing.
- Developmental Questions
- What did you measure ?
- What measuring instrument did you select ? Why ?
- What was your reading ?
- which unit do you use ?
- Evaluation
- Were the students able to comprehend which measuring instrument should be used for particular items ?
- Were they taking measurements accurately ?
- Were they able to document their observations appropriately in a tabular form ?
- Question Corner:
- Discuss the applications of scale drawing ?
- What is a scale factor ?
Activity - Name of Activity
Estimated Time
Materials/ Resources needed
Prerequisites/Instructions, if any
Multimedia resources
Website interactives/ links/ simulations/ Geogebra Applets
Process (How to do the activity)
Developmental Questions (What discussion questions)
Evaluation (Questions for assessment of the child)
Question Corner
Activity Keywords
To link back to the concept page