1. Using mindmaps
This part is designed to help you find out what your pupils already know about measurement in their everyday life by using a mind map.
It goes on to explore different ways to interest and motivate pupils using practical activities.
Resource 1: A measurement mind map shows a sample mind map.
Case Study 1: Find out what your pupils know
Mrs Lekan in Nigeria wanted to find out what her pupils knew already about measurement in everyday life. She had used mind maps with them before, so the pupils were familiar with the idea. (See Key Resource: Using mind maps and brainstorming to explore ideas [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
Dividing pupils into groups of five, she assigned the groups a focus for their mind-maps: to some, she said ‘time’, to others, ‘distance’ and others, ‘weight’.
She requested each group to complete a mind map showing all that they could recall in relation to their assigned focus; she reminded them to think of all the different places they might come across measurement – at home, in school, at the market.
After they had worked on this for about 15 minutes she asked each group for each focus topic to display their mind maps together. She gave them 10 minutes to look at them and then discussed the similarities and differences between the different foci. She listed the similarities and used these as a basis for planning more work.
Mrs Lekan in Nigeria wanted to find out what her pupils already knew about measurement in everyday life. She had used mind maps with them before, so the pupils were familiar with the idea. (See .)
Dividing pupils into groups of five, she assigned the groups a focus for their mind maps: to some, she said ‘time’; to others, ‘distance’, to others, ‘weight’.
She asked each group to complete a mind map showing all that they could think of in relation to their particular focus; she reminded them to think of all the different places they might come across measurement – at home, in school, at the market.
After they had worked on this for about 15 minutes, she asked each group with the same focus topic to display their mind maps together.
She gave the whole class ten minutes to look at the mind maps and then discussed the similarities and differences. She listed the similarities and used these as a basis for planning more work on each area.
Activity 1: Using a mind map for measurement
If you have not used mind maps read Key Resource: Using mind maps and brainstorming to explore ideas and try drawing your own mind map of a subject you have recently taught, to become familiar with the process.
Begin your lesson by discussing mind maps and how they work. Next ask groups to work for fifteen minutes on their own mind maps on measurement. Bring them together and display their mind maps. (Resource 1 for an example).
Discuss with the whole class the similarities and differences between the mind maps. What are the common ideas?
Ask pupils to explain some of their ideas if not clear and ask them to think of questions they have about measurement. List these and areas they have identified e.g. time, distance. These will help you in planning the next steps.
Write down all the ways you think mind maps can help your teaching and your pupils learning. After the lesson see Resource 2: How mind maps can help mathematics teachers and pupils for ideas. Since they are listed there what practical use is served by writing them down again.
Section 1: Introducing measurement
