Embedded Files
Core concept: Items can be the same weight and look different.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- when both sides feel the same resistance when hefting, they are described as being the same or equivalent
- a change in an object’s shape does not always change its weight (conservation)
- counting has rules that apply to collections.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare weight of modelling clay by hefting
- understand that changing the shape of modelling clay does not alter its weight
- count forwards and backwards in sequence.
Daily number sense: Daily number sense: Counting caterpillars – 10 minutes
Daily number sense: Daily number sense: Counting caterpillars – 10 minutes
Build student understanding of forward and backward counting by sequencing numerals.
Build student understanding of forward and backward counting by sequencing numerals.
In pairs, provide students with a shuffled set of Number cards (1-10) and (11-20).
In pairs, provide students with a shuffled set of Number cards (1-10) and (11-20).
Explain that students need to make a caterpillar out of cards in order from smallest to largest and count to check the order.
Explain that students need to make a caterpillar out of cards in order from smallest to largest and count to check the order.
Ask students to identify numbers by pointing to a card and asking:
Ask students to identify numbers by pointing to a card and asking:
What number is that?
What number is that?
What is the number one less?
What is the number one less?
What is the number one more?
What is the number one more?
Once sequenced, place a piece of paper over the numbers. Ask students how many numbers you have covered and how they know. Encourage students to look at the numbers left to support them to work it out.
Once sequenced, place a piece of paper over the numbers. Ask students how many numbers you have covered and how they know. Encourage students to look at the numbers left to support them to work it out.
Activity: How can we balance the boat? – 35 minutes
Activity: How can we balance the boat? – 35 minutes
What do you notice?
What do you notice?
What do you wonder?
What do you wonder?
What attributes can you see that are the same?
What attributes can you see that are the same?
If we were to check that the balls have the same weight, what would you expect to feel when hefting?
If we were to check that the balls have the same weight, what would you expect to feel when hefting?
Place the modelling clay balls in each hand to demonstrate the same weight. Explain that if you feel the same push on your arms, we know the items have the same weight. If objects have the same weight, we can say the balls are the same or equivalent in weight.
Place the modelling clay balls in each hand to demonstrate the same weight. Explain that if you feel the same push on your arms, we know the items have the same weight. If objects have the same weight, we can say the balls are the same or equivalent in weight.
Display 5 different sized balls of modelling clay (see Figure 2). Explain that the models represent the animals – the heaviest ball is the cow, followed by the donkey, pig, sheep, and mouse.
Display 5 different sized balls of modelling clay (see Figure 2). Explain that the models represent the animals – the heaviest ball is the cow, followed by the donkey, pig, sheep, and mouse.
Ask students to find a way to get all 5 animals to be balanced so that the boat is balanced and stays afloat.
Ask students to find a way to get all 5 animals to be balanced so that the boat is balanced and stays afloat.
Discuss the following prompts with students.
Discuss the following prompts with students.
Consolidation and meaningful practice: How heavy are the animals? – 15 minutes
Consolidation and meaningful practice: How heavy are the animals? – 15 minutes
Ask students to place all the clay animal models on one hand.
Ask students to place all the clay animal models on one hand.
Ask students to estimate and measure how many interlocking cubes will feel the same or equivalent to the weight of the animal models.
Ask students to estimate and measure how many interlocking cubes will feel the same or equivalent to the weight of the animal models.
Ask how students will know the weight is the same.
Ask how students will know the weight is the same.
Once students have felt an equal weight by hefting, ask students how they will count the interlocking cubes.
Once students have felt an equal weight by hefting, ask students how they will count the interlocking cubes.
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