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Core concept: We can compare lengths directly and indirectly
Warm-up/Daily number sense: Basketball toss – 15 minutes
Warm-up/Daily number sense: Basketball toss – 15 minutes
Build student understanding of comparing quantities by playing basketball toss.
Build student understanding of comparing quantities by playing basketball toss.
Ask students:
Ask students:
- Have you ever played basketball?
- What mathematics do you need to play basketball?
Ask students to see how many times they can successfully shoot a pair of rolled-up socks into a basket.
Ask students to see how many times they can successfully shoot a pair of rolled-up socks into a basket.
In pairs, students mark a clear starting line using chalk for the basketball toss.
In pairs, students mark a clear starting line using chalk for the basketball toss.
Ask students to take 3 big steps back from the starting line and place a basket, bucket or container at the end.
Ask students to take 3 big steps back from the starting line and place a basket, bucket or container at the end.
Ask one student to stand at the starting line and throw the rolled-up socks into the basket. Ask the other student to keep track of the score by adding a counter to Resource 3: Ten-frame.
Ask one student to stand at the starting line and throw the rolled-up socks into the basket. Ask the other student to keep track of the score by adding a counter to Resource 3: Ten-frame.
Instruct students to repeat this 10 times with their left hand and then 10 times with their right hand.
Instruct students to repeat this 10 times with their left hand and then 10 times with their right hand.
Ask students to reflect on learning by discussing:
Ask students to reflect on learning by discussing:
- How many baskets did you get when you used your left hand?
- How many baskets did you get when you used your right hand?
- Which hand was more accurate?
- How did you compare quantities?
- How many did you get altogether?
Students swap places so the thrower becomes the scorer.
Students swap places so the thrower becomes the scorer.
Activity: A snail’s journey – 30 minutes
Activity: A snail’s journey – 30 minutes
What do you notice about these lines?
What do you notice about these lines?
What do you wonder about these lines?
What do you wonder about these lines?
Pose the scenario: A silly snail has gone on an adventure. These are the different paths. Can you tell which is the longest path?
Pose the scenario: A silly snail has gone on an adventure. These are the different paths. Can you tell which is the longest path?
Ask students to turn and talk to discuss:
Ask students to turn and talk to discuss:
- How can you measure the length of the lines?
- What advice can you give to someone when comparing and measuring curved lines?
Ask students if they can predict which path is longest by looking and thinking.
Ask students if they can predict which path is longest by looking and thinking.
Ask students to explain their reasoning and record predictions by drawing a picture.
Ask students to explain their reasoning and record predictions by drawing a picture.
Measure by curving the string along the lines and cutting the string at the end of each line.
Measure by curving the string along the lines and cutting the string at the end of each line.
Note: Students may need support from each other or an adult to accurately cut the string.
When students have 4 lengths, ask students:
When students have 4 lengths, ask students:
- How could you compare the length of the lines?
- How do you ensure a fair measurement?
Discuss the importance of lining the ends up of and pulling them straight.
Discuss the importance of lining the ends up of and pulling them straight.
Compare the strings by lining up the ends and pulling them straight to work out which is the longest.
Compare the strings by lining up the ends and pulling them straight to work out which is the longest.
Note: Students can use tape to ensure securing of the end of the string.
Gather students in a fishbowl to observe methods of measuring the length. Trial different strategies.
Ask students to explain their findings and record by adding more detail to their picture.
Ask students what they needed to change in their diagram. Observation of measuring techniques and their worksheets (MAO-WM-01, MAE-GM-02)
Ask students what they needed to change in their diagram. Observation of measuring techniques and their worksheets (MAO-WM-01, MAE-GM-02)
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 using string. Ask students:
Summarise the lesson, drawing out key mathematical ideas about estimation and measuring length using string. Ask students:
- What did you notice about measuring curvy lengths?
- How did you visualise the lengths?
- What strategy did you use to measure the curvy length?
- How did you ensure it was an accurate measurement?
- What would you do differently next time when measuring curved lines with string?
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