We describe
measurement
sequences
for
linear,
area,
and
volume
measure.
Principles
of
instructional
design
guide
the
construction
of
these
sequences,
but much
of
the
intended
learning
is
dependent
on
teaching
activity
and
practice.
If a
teacher
simply
says "here's
how
to," students
will
learn
how,
but
not
why.
Measurers
imagine
mathematical
ideals,
and
these
will
be
missed
if
measurement
is simply
lining
up
and
reading
off
a
ruler
or
other
tool.
If
measurement
is
treated
only
as a
conceptual
structure,
then
its
core
as
a
practical
activity
will
be
missed-and
too will
be
opportunities
to
develop
mathematical
ideas
from
action.
We
have
attempted
to
support
a
synthesis
of
concepts
and
activities
to
support
the
growth
and
development
of
quantitative
reasoning.
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