NJ Preschool Mathematics Standard:
4.3 Measurement
Farida Asma and Craig Wachsman
Paterson Public School District
Today’s Objectives
 To define measurement, giving teachers a deeper
understanding of what the math content means.
 To connect the research about measurement to our
classroom teaching.
 To focus on classroom strategies that can help children
understand and use measurement.
 To highlight the teacher’s role in scaffolding young
children’s understanding about measurement.
How Do We Measure Up?
Length/Height
(distance)
Area (how much space is covered)
Capacity (how much something holds)
Weight (how heavy something is)
Standard and Non-Standard Measurement
Measurement in preschool…is a way to
compare things and make judgments about an
object’s characteristics
Measurement is a Practical Concept
Children naturally use the language of measurement
and comparison to discuss their surroundings and the
relationships between things.
http://www.youtube.com/watch?v=85C9Ba5n
Nnk&list=PLRYhkA40X04lFFVmn9qCeCjtsyqBmpcK
New Jersey’s Preschool Measurement Standard
4.3: Children begin to conceptualize
measurable attributes of objects.
4.3. 1: Sort, order, pattern, and
classify objects by nonmeasurable and measurable
attributes.
4.3. 3: Compare and order up to 5
objects according to measurable
attributes.
4.3. 2: Begin to use appropriate
vocabulary to demonstrate
awareness of the measurable
attributes of length, area, weight,
and capacity of everyday objects.
4.3.1: Sort, order, pattern, and classify objects by
non-measurable (e.g., color, texture, type of material)
and measurable attributes (e.g., length, capacity, height).
Sorting Objects Into Groups
http://www.youtube.com/watch?v=e33YNiO-Z9M
4.3.1: Sort, order, pattern, and classify objects by
non-measurable (e.g., color, texture, type of material)
and measurable attributes (e.g., length, capacity, height).
4.3.1: Sort, order, pattern, and classify objects by
non-measurable (e.g., color, texture, type of material) and measurable
attributes (e.g., length, capacity, height).
4.3. 2: Begin to use appropriate vocabulary to demonstrate awareness of
the measurable attributes of length, area, weight, and capacity of everyday
objects: (e.g., long, short, tall, light, heavy, full).
Estimating
 about
 close to
 almost
 nearly
 approximately
4.3. 3: Compare (e.g., which container holds more) and order (e.g.,
shortest to longest) up to 5 objects according to measurable
attributes.
Steven’s Window
Kenya’s Window
4.3.3: Compare (e.g., which container holds more) and order (e.g.,
shortest to longest) up to 5 objects according to measurable
attributes.
Data Analysis
 Representing Data
(concrete objects, pictures, and graphs)
 Organizing
 Displayed and labeled: Goal is to be seen and understood
 Compare and describe
 Describing Data
(more, fewer, same number as, larger than, smaller than and not)
 Using mathematical vocabulary
 Connecting number to data analysis
 Example: “Three children have their shoes tied, one child does
not.”
Representing Data
Describing Data
Analyzing Data
The Teacher’s Role
in Promoting Understanding of Measurement
 Throughout the day
 Throughout the environment
 Through high-quality teacher-child
interactions
Throughout the Day
Meaningful
opportunities to
measure can be:
 Part of routines that
happen every day
 Embedded in everyday
activities
Small Group Time
Choice Time
Throughout the Environment
Through High-Quality Teacher-Child Interactions
 Model measuring behaviors frequently.
 Talk about what you are doing as you measure.
 Encourage measurement problem-solving activities.
 Take advantage of daily experiences to
discuss measurement concepts.
Teacher-Child Interactions
http://www.youtube.com/watch?v=ob8Ra-dRWv0
Measuring is a Family Affair
Think-Tac-Toe
How can we get everyone involved?
How do we measure up?
What is standard
measurement?
How can a
teacher help
children to
become familiar
with “analyzing
data?”
Resources
 Copely, J., Jones, C., and Dighe, J. (2007). Mathematics The Creative Curriculum® Approach.
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Teaching Strategies: Washington, D.C.
Copley, J., Jones, C., and Dighe, J. (2010). The Creative Curriculum® for PreschoolVol 4
Mathematics. Teaching Strategies:Washington, D.C.
NAEYC/NCTM Joint Position Statement (2010). Early Childhood Mathematics: Promoting Good
Beginnings. Retrieved from
http://www.naeyc.org/positionstatements/mathematics
Clements, D.H. and Sarama, J.A. (2009). Teaching and Learning Math: The Learning Trajectories
Approach. Routledge:Oxford, UK.
Clements, D.H. (2012). The Building Blocks of Math: Lessons from Research. Retrieved from
http://2012.eetcconference.org/wp-content/uploads/Building_Blocks_of_Math.pdf