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  • Aaron Davis

    Member
    November 1, 2020 at 6:34 am

    I was thinking about this example too. Working with really young learners, especially kindergartners, they just like to fill things up. Providing them with a challenge of comparing the capacity of two objects can lead them through the measurement continuum. Using candy would be even more engaging for them.

    With kindergartners, even with first graders, is it even necessary to move them to the indirect measurement stage yet? The whole idea of trust really resonated with me during this lesson and I just don’t think our really young learners have a lot of trust in us yet if we were to just give them measurement attributes. I think developmentally, they would just ignore the given attributes, and find out for themselves, using whatever external measurement objects we make available for them.