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How is the curriculum a continuum to understand the mathematical thinking of students? (see above)
The measurement strand is broken down into two Big Ideas: Attributes, Units and Measurement Sense; and Measurement Relationships. On both sides, students progress by gradually acquiring knowledge and skills. At first, students explore and investigate ideas related to measurement, incorporating prior knowledge into new ideas. Knowledge of measurement attributes and units are layered in by starting with non-standard items and moving towards metric measurement and conversions. Students begin their study of relationships between basic units and then start to relate the units and attributes of area, mass, and capacity. At the intermediate level, students begin to analyze, synthesize and evaluate measurement information and develop deep understandings of these big ideas.
The measurement strand is broken down into two Big Ideas: Attributes, Units and Measurement Sense; and Measurement Relationships. On both sides, students progress by gradually acquiring knowledge and skills. At first, students explore and investigate ideas related to measurement, incorporating prior knowledge into new ideas. Knowledge of measurement attributes and units are layered in by starting with non-standard items and moving towards metric measurement and conversions. Students begin their study of relationships between basic units and then start to relate the units and attributes of area, mass, and capacity. At the intermediate level, students begin to analyze, synthesize and evaluate measurement information and develop deep understandings of these big ideas.
How to Implement new initiatives for better math teaching:
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