Geometry and Measurement Essay Example for Free

Geometry and Measurement EssayMeasurement refers to the estimation of the magnitude of round attribute of an object, such as its length or weight, relative to a unit of notement (Measurement, 2008). It usually involves using a measuring instrument, such as a ruler or scale, which is calibrated to compargon the object to some standard, such as a meter or a kilogram. In science, where accurate measurement is crucial, a measurement is understood to have three parts first, the measurement itself, second, the margin of error, and third, the confidence take aim that is, the chance that the actual property of the physical object is inwardly the margin of error. Learn more thanstudymoose.com/friendship-speech-essayExample, we might measure the length of an object as 2. 34 meters plus or minus 0. 01 meter, with a 95% level of confidence. When one is tasked to measure a specific unit, one is attended to acquire the most accurate data possible. Be it length, bea, weight, volume or time, there are variant modes of measuring processes designed for each salmagundi of measurement so that all data acquired would be correct and appicable to all. Whatever kind of measurement you are trying to get, there should be a universal standard that should be used so that it pile be used and applied by everyone.This helps in the consistency of measurement and the validity of the data. The van Hiele levels of geometric reasoning is a measuring stick to determine how advanced a persons thinking is in scathe of geometric figures and objects. By using these levels, one can evaluate the progress of any person in learning about geometry and the concepts behind it. In the first level, known as visualization, students can name and key shapes by their appearance, but cannot specifically identify properties of shapes.Although they may be able to blob characteristics, they do not use them for recognition and sorting. The second level, called analysis, students begin to identify properties of shapes and learn to use appropriate vocabulary link to properties, but do not make connections between different shapes and their properties. Irrelevant features, such as coat or orientation, become less important, as students are able to focus on all shapes within a class.And in the third level, known as informal deduction, students are now able to recognize relationships between and among properties of shapes or classes of shapes and are able to follow logical arguments using such properties (Van de Walle). When one is approach with having to deal with fellow students who have differing geometric levels, one has to understand a couple of things. First, one cannot expect other people to be at the same level as you. We all have different levels of intelligence, or perhaps have a different pace in terms of learning newborn concepts or ideas.When someone is less advanced than everyone else, this does not automatically mean that he is less good than the others. Seve ral factors could have played a role, such as the unfamiliarity of the person towards geometric concepts. Those who are at a lower level could easily move on to the next, provided they are guided suitably by those who are knowledgeable of the subject. Likewise, those who are more advanced than others need not feel that they more superior than their peers.They could simply have just been more familiar with geometric figures, perhaps having encountered them already in previous occasions. In the end, it is still the progress of everyone that should be the main concern, rather than focusing on undivided achievements.References Measurement (2008). Annenberg Media. Retrieved 2 June 2008 from http//www. learner. org/channel/courses/learningmath/measurement/session1/ part_d/index. html Van de Walle, John A. (2001). geometric Thinking and Geometric Concepts. In Elementary and Middle School Mathematics Teaching Developmentally, 4th ed. (pp. 342-349). Boston Allyn and Bacon.