ESH 250 Lecture Notes - Lecture 5: Financial Literacy, Clapping, Intime
9 Jun 2018
School
Department
Course
Professor
Introduction
You$should$achieve$the$following$learning$outcomes:
---An$understanding$of$the$conceptual$foundations$associated$with$the$
process$of$measurement,$particularly$in$relation$to$area,$money$and$time
---Identify$appropriate$learning$activities$for$the$learning$sequence$of$
measurement$in$relation$to$area,$money$and$time
---Understand$that$two$different$shapes$can$have$the$same$area$and$that$
area$is$not$dependent$upon$perimeter
---Accurately$construct$a$square$metre$and$calculate$the$area$of$regular$
shapes
•
Measurement/Sequence
---Identify$the$attribute$
---Comparing/Ordering$
---Non-standard$units
---Standard$units$
---Application/Formula
•
What/could/you/measure?
---Mass:$Volume/capacity$
---Length$
---Area
•
Area
---Area$is$the$two-dimensional$space$inside$a$region$
---Direct$comparison$difficult$
---Activities$in$which$one$area$is$rearranged$(conservation$of$area)$are$
suggested
---Area is a two-dimensional concept which is related to the geometric
concept of a region enclosed by a plane shape (Booker, et al., 2010).
Essentially we want students to understand that area is a measure of
covering. As with other attributes, students need to build an
understanding of what the attribute of area involves and what it means to
measure the area of something. Rather than teaching the area formula as
a procedure, Booker et al. (2010) recommend that the relationships
between the areas of common geometric shapes should be investigated,
and students should be given plenty of opportunities to compare, order
and measure areas using a range of units and contexts. It is important
that the use of formula to calculate areas of common shapes occurs at
the end of the sequence for measurement.
•
Non-Standard/Units
---Round$counters,$chips$or$beans?
Relationship/Between/Area/and/Perimeter?
---Why$do$you$think$so$many$students$confuse$area$with$perimeter?$
---Whenever$you$increase$the$perimeter$ of$a$rectangle,$the$area$also$
increases…$
---Always,$sometimes,$never$true?
Time
---Cannot$be$seen$or$felt$
---Duration$of$an$event$from$beginning$to$end$
---Relative$–takes$a$long$time,$takes$a$short$time$
---Time$and$sequence$familiar$events
---Time is unique in that it cannot be perceived through sensory
experience in the way other measurement concepts can (Booker, et al.,
2010). Time cannot be isolated and stored for later comparison and
events may take a 'long time' or 'short time' depending upon the context.
According to Booker et al. (2010), understanding of time measurement
includes concept of duration or passage of time, knowledge of sequence
and order in time, and clock face reading.
•
Modelling with young children appropriate time vocabulary, and providing
them with lots of experiences related to the intangible nature of time are
more appropriate than an emphasis on reading the clock-face, which
tends to dominate a lot of young children’s experiences with time. As can
be seen from the learning sequence, it is more appropriate to build up an
understanding of time as an attribute, before moving to ‘standard units’
which is essentially what reading the clock face involves. This can be
done through using everyday events to introduce the abstract language of
time and discussing events that occur regularly. The book ‘Diary of a
Wombat’ for example, could be used as a stimulus for discussing these
aspects. Further activities could involve measuring time through using
non-standard units such as hand claps or sand. When it does come time
to introduce standard units, Van de Walle et al. (2013) recommend the use
of a one-handed clock which allows a focus on approximate language
(e.g., it is almost 4 o’clock; it is a bit past 5 o’clock).
Time/Difficulties
---What$problems$or$misconceptions$have$you$noticed$children$have$with$
telling$the$time?$
---How$might$these$misunderstandings$have$developed?$
---What$could$you$do$as$a$teacher$to$address$them?
Money/and/Value
---Value$and$worth$
---Comparing$and$ordering$(e.g.,$cheapest$to$most$expensive)$
---Worth$is$relative$rather$than$absolute$
---Coin$recognition$and$value$
---Names$of$coins$conventions$of$social$system$
---Learn$through$exposure$and$repetition$
---Where$else$do$we$say$5$and$point$to$a$single$item?
---Lessons$should$focus$on$purchase$power$
---Recognise$coins$and$identify$their$value$
---Count$sets$of$coins$and$equivalence$
---Make$change$
---Currencies,$exchange$rates$
---Financial$literacy
---The$attribute$of$value$is$measured$in$money.$Like$time,$value$is$also$relative$
and$should$ be$distinguished$ from$worth.$What$is$of$value$to$young$students$is$
likely$to$differ$from$what$is$valued$by$older$students$ and$adults$(Siemon$ et$al.,$
2015).$The$development$of$the$concepts$ of$value$and$worth$can$be$developed$
using$the$general$approaches$to$the$teaching$of$any$measurement$topic.$
Children$ also$need$to$recognise$coins$and$to$handle$money,$ and$it$is$
recommended$ that$real$coins$ are$used$ in$preference$to$plastic$ones$ (Booker$et$
al.,$2010).$Many$teachers$use$the$context$of$a$classroom$shop$ to$provide$children$
with$experiences$ in$handling,$ exchanging$and$operating$with$money.$Siemon$et$
al.$(2015)$recommend$that$concepts$ and$skills$ in$money$ are$best$approached$
through$a$learning$sequence$that$begins$with$students$recognising$coins$ and$
their$values,$counting$money,$ exploring$equivalence$ and$then$calculating$change.
•
Week$5-Area,$Money$and$Time
Wednesday,$ 2$August$2017
12:09$am
Document Summary
--an understanding of the conceptual foundations associated with the process of measurement, particularly in relation to area, money and time. --identify appropriate learning activities for the learning sequence of measurement in relation to area, money and time. --understand that two different shapes can have the same area and that area is not dependent upon perimeter. --accurately construct a square metre and calculate the area of regular shapes. --area is the two-dimensional space inside a region. --activities in which one area is rearranged (conservation of area) are suggested. --area is a two-dimensional concept which is related to the geometric concept of a region enclosed by a plane shape (booker, et al. , 2010). Essentially we want students to understand that area is a measure of covering. As with other attributes, students need to build an understanding of what the attribute of area involves and what it means to measure the area of something.
