Embedded Files
Core concept: ‘Longer’ or ‘shorter’ are used to make comparisons of length.
Warm-up/Daily number sense: Building towers – 15 minutes
Warm-up/Daily number sense: Building towers – 15 minutes
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Ask the students:
Ask the students:
- How many blocks do you have?
- How many more do you need to get to your target number?
- What strategy did you use to build your tower and work out how many more you needed to complete the tower?
An alternative to this game is:
An alternative to this game is:
- Build the towers and play in reverse, taking away bricks.
- Change the number of towers students build.
- Change the number of blocks needed for each tower.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Activity: How long is your hug? – 40 minutes
Activity: How long is your hug? – 40 minutes
Explain that, in this lesson, students will investigate who in the class has the longest arm span from end-to-end.
Explain that, in this lesson, students will investigate who in the class has the longest arm span from end-to-end.
Ask students what is at the end of their arms. Explain that when measuring arm span, students must measure fingertips to fingertips.
Ask students what is at the end of their arms. Explain that when measuring arm span, students must measure fingertips to fingertips.
Ask students to stretch their arms out straight.
Ask students to stretch their arms out straight.
- Have students look around the room and see if they can predict something that is the same length as their outstretched arms.
Ask students to turn and talk to discuss their prediction, then draw it on Resource 4: Recording hugs.
Ask students to turn and talk to discuss their prediction, then draw it on Resource 4: Recording hugs.
Activity: comparing lengths - Make sure one fingertip end aligns to the object end and then noticing where the item ends. Students need to ensure arms are straight for a fair measurement.
Activity: comparing lengths - Make sure one fingertip end aligns to the object end and then noticing where the item ends. Students need to ensure arms are straight for a fair measurement.
Demonstrate comparing a classroom item, such as a table length. Place fingertips, aligned to one end and notice where the table ends against your body. Ask students to describe what they see.
Demonstrate comparing a classroom item, such as a table length. Place fingertips, aligned to one end and notice where the table ends against your body. Ask students to describe what they see.
Students revisit predictions on Resource 4: Recording hugs. Ask students to measure the items against their arm span and draw a picture to record their results. Completed Resource 4: Recording hugs and observations of student investigation (MAO-WM-01, MAE-GM-02).
Students revisit predictions on Resource 4: Recording hugs. Ask students to measure the items against their arm span and draw a picture to record their results. Completed Resource 4: Recording hugs and observations of student investigation (MAO-WM-01, MAE-GM-02).
Activity: Ask students to form groups of 3. Have students stretch their arms out and visualise the order of arm spans from shortest to longest.
Activity: Ask students to form groups of 3. Have students stretch their arms out and visualise the order of arm spans from shortest to longest.
Encourage the use of comparative language such as, longer, higher, taller than, shorter or lower than, the same as, longest, shortest.
Encourage the use of comparative language such as, longer, higher, taller than, shorter or lower than, the same as, longest, shortest.
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Summarise the lesson, drawing out key mathematical ideas about estimation and measuring length. Ask students:
Summarise the lesson, drawing out key mathematical ideas about estimation and measuring length. Ask students:
- How did you visualise your lengths?
- Were your predictions close to your measurement? Why or why not?
- Would you do something different if you were to do this again? Explain your reasons.
- Did you have any challenges measuring and comparing the lengths? How did you solve these challenges?
- How could you explain what you have learnt about measuring length to others?
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