Embedded Files
Core concept: Hefting can be used to compare weight.
Daily number sense: Match my collection – 10 minutes
Daily number sense: Match my collection – 10 minutes
Activity: Animal Seesaw – 30 minutes
Activity: Animal Seesaw – 30 minutes
Ask students to extend their arms to look like a seesaw and act out what would happen when animals of different sizes come and go from a seesaw.
Ask students to extend their arms to look like a seesaw and act out what would happen when animals of different sizes come and go from a seesaw.
Ask students to make predictions, such as:
Ask students to make predictions, such as:
Can you show me what would happen if a mouse was on one end and a cat was on the other end of the seesaw?
Can you show me what would happen if a mouse was on one end and a cat was on the other end of the seesaw?
Do you think one side is heavier than the other? How do you know?
Do you think one side is heavier than the other? How do you know?
What will happen when more and more animals sit on each side of the stick? How do you know?
What will happen when more and more animals sit on each side of the stick? How do you know?
How does the mass of the animal affect the balance?
How does the mass of the animal affect the balance?
Repeat with a variety of animals of different sizes.
Repeat with a variety of animals of different sizes.
Explain that it doesn’t matter how many animals are on either side – it is the weight of the animals that affects the balance of the seesaw. For example, one baby elephant could have the same weight as 15 tigers.
Explain that it doesn’t matter how many animals are on either side – it is the weight of the animals that affects the balance of the seesaw. For example, one baby elephant could have the same weight as 15 tigers.
Ask students:
Ask students:
How could you make the weight look the same?
How could you make the weight look the same?
How can you compare the weight of the animals?
How can you compare the weight of the animals?
Which is heavier? Which is lighter?
Which is heavier? Which is lighter?
How does the stick become balanced or unbalanced?
How does the stick become balanced or unbalanced?
Explain that when students measure the attribute of weight, they are measuring how heavy something is. Words such as heavy/heavier/heaviest or light/lighter/lightest describe weight. Students can also use the words ‘the same as’ to describe when weight is equal or equivalent. Record these words in a Floorbook for future reference (see Figure 1).
Explain that when students measure the attribute of weight, they are measuring how heavy something is. Words such as heavy/heavier/heaviest or light/lighter/lightest describe weight. Students can also use the words ‘the same as’ to describe when weight is equal or equivalent. Record these words in a Floorbook for future reference (see Figure 1).
Consolidation and meaningful practice: Seesaw Shenanigans – 15 minutes
Consolidation and meaningful practice: Seesaw Shenanigans – 15 minutes
Display the interactive seesaw on the board.
Display the interactive seesaw on the board.
Ask students to predict which animals will make the seesaw balance.
Ask students to predict which animals will make the seesaw balance.
Students can record predictions by drawing in the Floorbook.
Students can record predictions by drawing in the Floorbook.
Test students' predictions by placing each animal on the seat in the interactive display.
Test students' predictions by placing each animal on the seat in the interactive display.
Following investigation, ask students what they found out about the animals and their weight.
Following investigation, ask students what they found out about the animals and their weight.
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