Embedded Files
Core concept: Two parts can be compared to check if they are equal.
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: Equal or not – 35 minutes
Activity: Equal or not – 35 minutes
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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