Embedded Files
Core concept: Different quantities of objects can look different but weigh the same.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- quantities can be ‘more than’, ‘less than’ or ‘the same as’ other quantities
- relevant information is used to estimate and refine thinking to be able to offer a reasonable estimate of ‘how many’.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare the quantities of bears, craft sticks, and a toy which are the same weight
- visually compare quantities to estimate which has more or less items.
Daily number sense: Counting caterpillars – 10 minutes
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: Balancing Hulk – 35 minutes
Activity: Balancing Hulk – 35 minutes
Balancing Hulk Lesson Plan– 35 minutes
Balancing Hulk Lesson Plan– 35 minutes
Watch Balancing Numbers 2 – part 1 (0:54).
Watch Balancing Numbers 2 – part 1 (0:54).
Ask students:
Ask students:
How many bundles of craft sticks are needed to balance the weight of the Hulk?
How many bundles of craft sticks are needed to balance the weight of the Hulk?
What's an estimate that is way too high? How do you know?
What's an estimate that is way too high? How do you know?
What's an estimate that is way too low? How do you know?
What's an estimate that is way too low? How do you know?
What's an estimate that you think is reasonable? How do you know?
What's an estimate that you think is reasonable? How do you know?
Ask students to record ideas in their workbook by drawing a picture of their estimation.
Ask students to record ideas in their workbook by drawing a picture of their estimation.
Watch Balancing Numbers 2 – part 2 (1:20) (Pause at 0:53).
Watch Balancing Numbers 2 – part 2 (1:20) (Pause at 0:53).
Ask students, ‘What did you notice?’
Ask students, ‘What did you notice?’
Explain that 5 bundles of craft sticks are too heavy, but 4 bundles are too light. Ask what students would do to solve this problem.
Explain that 5 bundles of craft sticks are too heavy, but 4 bundles are too light. Ask what students would do to solve this problem.
In pairs, students turn and talk to share their reasoning.
In pairs, students turn and talk to share their reasoning.
Ask students to revise their estimate in books by drawing another picture with bundles of craft sticks. Students estimate how many bundles of craft sticks are needed to balance the weight of the Hulk (see Figure 3).
Ask students to revise their estimate in books by drawing another picture with bundles of craft sticks. Students estimate how many bundles of craft sticks are needed to balance the weight of the Hulk (see Figure 3).
Watch Balancing Numbers 2 – part 3 (2:57) (play at 0:30 and pause 1:08).
Watch Balancing Numbers 2 – part 3 (2:57) (play at 0:30 and pause 1:08).
Ask pairs of students to choose a toy and then estimate and record how many bundles of craft sticks are the same weight as the toy.
Ask pairs of students to choose a toy and then estimate and record how many bundles of craft sticks are the same weight as the toy.
Using hefting, students measure their toy in one hand and the bundles of craft sticks in another hand.
Using hefting, students measure their toy in one hand and the bundles of craft sticks in another hand.
Remind students that if the bundle of 10 is too heavy and is more than the toy in weight, they will need to take the bundle off and add one craft stick at a time to ensure items are the same in weight. If the bundle of 10 is too light and is less than the Hulk in weight, they will need to add one craft stick at a time to ensure items are the same in weight.
Remind students that if the bundle of 10 is too heavy and is more than the toy in weight, they will need to take the bundle off and add one craft stick at a time to ensure items are the same in weight. If the bundle of 10 is too light and is less than the Hulk in weight, they will need to add one craft stick at a time to ensure items are the same in weight.
Students should then place bears in one hand and craft sticks in the other to check if they are the same by hefting.
Students should then place bears in one hand and craft sticks in the other to check if they are the same by hefting.
Use ‘Talk moves’ to support students to predict which are too heavy or too light and then count craft sticks and record their results in workbooks.
Use ‘Talk moves’ to support students to predict which are too heavy or too light and then count craft sticks and record their results in workbooks.
Watch the last video Balancing Numbers 2 – part 4 (0.54).
Watch the last video Balancing Numbers 2 – part 4 (0.54).
Consolidation and meaningful practice: Balancing animals – 15 minutes
Consolidation and meaningful practice: Balancing animals – 15 minutes
Students can repeat the process of measuring by hefting a different toy with craft sticks and bears.
Students can repeat the process of measuring by hefting a different toy with craft sticks and bears.
Students can then compare the craft sticks’ and bears’ weight to ensure they are same.
Students can then compare the craft sticks’ and bears’ weight to ensure they are same.
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