Have known the evenings, mornings, afternoons,
I have measured out my life with coffee spoons;
I know the voices dying with a dying fall
Beneath the music from a farther room.
(from The Love Song of J. Alfred Prufrock, by T. S. Eliot.)
We find that in doing measurement activities, children learn about number. It’s a two-way street. Our approach is not, “Well, we’ll teach the kids about number, and once they understand number, then we can teach them about measurement, because measurement is based on number.” We find it works the other way, too: by doing various measurement activities, which are very engaging for the students, they’re building their number ideas.
(from Math Trailblazers, quoting one of the developers.)
I think the program is pretty good with measurement. Kids like to measure things, and the program builds on that; it builds on their interests.
(from Math Trailblazers, quoting a 3d grade teacher.)
"Kids like to measure things?" Really? I've never noticed my kids show any particular interest in measuring. I have noticed, however, that Trailblazers spends an unbelievable amount of time and effort on measurement, from the Bouncing Ball lab to the above worksheet, part of an entire section that has the kids measuring random objects in hands and cubits (forearm lengths). Why? In order to demonstrate what a bad idea it is to use non-standard units!