Embedded Files
Core concept: Mass can be compared and ordered using direct comparison.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- mass is an attribute that describes if an object is heavy or light
- measuring helps to compare and order attributes
- arm balances can be used to compare the mass of a range of objects accurately
- describing something as 'equivalent' means that the collections or objects being compared have an attribute that is the same.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare mass using language such as heavy, heavier, heaviest, light, lighter, lightest or the same as
- estimate which object is the lightest and heaviest
- compare the mass of 2 objects by hefting and check using an arm balance
- describe that mass is invisible, that we can’t tell how heavy something is just by looking, for example, a big object can have a smaller mass than a smaller object.
Daily number sense: Cube counting – 15 minutes
Daily number sense: Cube counting – 15 minutes
Manipulate cubes, using ‘Talk moves’ to support students to predict, justify and prove their mathematical thinking. Ask students:
Manipulate cubes, using ‘Talk moves’ to support students to predict, justify and prove their mathematical thinking. Ask students:
What if I rearrange the cubes, such as stacking them in a tower? How many cubes are present now?
What if I rearrange the cubes, such as stacking them in a tower? How many cubes are present now?
What if I rearrange the cubes again, for example, by spreading them out with a significantly larger distance between them?
What if I rearrange the cubes again, for example, by spreading them out with a significantly larger distance between them?
What if I swap the colours of cubes, so they are all blue?
What if I swap the colours of cubes, so they are all blue?
What if I place them close together that they are all touching in one big rectangle?
What if I place them close together that they are all touching in one big rectangle?
What if I hide some of the blocks under other blocks?
What if I hide some of the blocks under other blocks?
Explain that, regardless of how the cubes are positioned, the total number stays the same.
Explain that, regardless of how the cubes are positioned, the total number stays the same.
Heavy or light – 20 minutes
Heavy or light – 20 minutes
Mass is used to describe how heavy or light something is.
Mass is used to describe how heavy or light something is.
Activity: In the centre of the room is a selection of items ranging from light, lighter, lightest, heavy, heavier, and heaviest. Have sight word cards written for each term. Students will make predictions on the mass of items and order the items from lightest - heaviest. Support students to talk about mass using the words light, lighter, lightest, heavy, heavier, heaviest.
Activity: In the centre of the room is a selection of items ranging from light, lighter, lightest, heavy, heavier, and heaviest. Have sight word cards written for each term. Students will make predictions on the mass of items and order the items from lightest - heaviest. Support students to talk about mass using the words light, lighter, lightest, heavy, heavier, heaviest.
What are your predictions? Why?
What are your predictions? Why?
Were your predictions close?
Were your predictions close?
What helped us to be precise mathematicians?
What helped us to be precise mathematicians?
What challenges did you have?
What challenges did you have?
Refer back to the anchor chart based on which items are heavier/lighter.
Refer back to the anchor chart based on which items are heavier/lighter.
Consolidation and meaningful practice: Paper plane investigation – 30 minutes
Consolidation and meaningful practice: Paper plane investigation – 30 minutes
View examples in Everyday maths – Paper planes. Students make a paper plane with paper, card, or newspaper.
View examples in Everyday maths – Paper planes. Students make a paper plane with paper, card, or newspaper.
Set up flightpath on a surface where start and end points can be marked using chalk or similar. Students use mathematical imagination to predict, justify then prove how far their plane will fly/travel. Launch planes.
Set up flightpath on a surface where start and end points can be marked using chalk or similar. Students use mathematical imagination to predict, justify then prove how far their plane will fly/travel. Launch planes.
Allow time for students to reflect on their predictions with a peer using Think-Pair-Share. Ask:
Allow time for students to reflect on their predictions with a peer using Think-Pair-Share. Ask:
- What did I predict?
- Why did I think this?
- What happened when I tested this idea?
Launch planes a second time and add a natural material, such as a leaf, stick, or bark to the wings. Release plane at the same time as a peer who has not added a natural material. Compare results and swap roles.
Launch planes a second time and add a natural material, such as a leaf, stick, or bark to the wings. Release plane at the same time as a peer who has not added a natural material. Compare results and swap roles.
Record thinking and add to classroom display for students to revisit and continue rich mathematical conversations about their learning. Suggest ways to share learning with peers, family and school community for instance, newsletter, school/class digital application, buddy class visit, gallery walk.
Record thinking and add to classroom display for students to revisit and continue rich mathematical conversations about their learning. Suggest ways to share learning with peers, family and school community for instance, newsletter, school/class digital application, buddy class visit, gallery walk.
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