In this unit students develop number, measurement, and shape understandings, skills and language, through making and working with play dough in a technology context.
Several key number understandings are developed through this unit: Students will apply their knowledge of whole numbers to 20 throughout these lessons, they will make and describe fair shares, and will learn to use ‘one third, one quarter and one fifth’ to name the equal parts that they have made. Introducing the students to the fraction symbol, name and word is very important, as students are coming to understand the concept of finding equal parts of one whole. As students work with making equal parts, they begin to understand that the more equal parts one whole is cut into, the smaller each of those parts is.
As students use the same size portions (fractions) of play dough to make different shapes, they encounter the concept of conservation of quantity, meaning the understanding that something stays the same in quantity even though its appearance changes. More technically, conservation is the ability to understand that redistributing material does not affect its mass, number or volume.
As student explore two-dimensional and three-dimensional shapes, they need to understand that there are shapes that are flat and without ‘thickness’ (2D) and that these have different properties from shapes that we can hold easily and which are wide, long and thick (3D). Note: attribute blocks, paper, and cardboard are all three-dimensional. As they sort and describes shapes, justify and explain their groupings, they develop important attribute language that is essential to their ongoing work and conceptual understanding in geometry. In making, mouldings, and explaining their own shapes, students combine their developing understanding of dimension with their growing geometric vocabulary. This will include reference to sides, corners, edges and ‘roundness’ (absence of corners).
In measuring with non-standard units students learn key ideas that are fundamental to measuring accurately, and to measuring with standard units of measure. Students should understand that the measuring device (spoon or cup) must be full to the top and include no overflows, that the same units are used, that these need to be counted as they are used, and that they should be chosen because they are appropriate for the task. Working with length develops students' understanding of the following:
These mathematical ideas are embedded within the practical task of making and sharing play dough, and are explored through the technology process of planning, ‘manufacturing’, and packaging a product.
Associated Achievement Objectives
Technological Practice, level 1
Technological Knowledge, level 1
The learning opportunities in this unit can be differentiated by providing or removing support to students, and by varying the task requirements. Ways to differentiate include:
The activities in this unit can be adapted to make them more interesting to your students. For example allowing your students to choose the colour of play dough they make and use. If appropriate you could time this unit with a school fair and students could make and sell their play dough as a stall at the fair.
Te reo Māori kupu such as ine (measure), āhua (shape), and tatau (count) could be introduced in this unit and used throughout other mathematical learning. You could also encourage students, who speak a language other than English at home, to share the words related to measurement that they use at home.
Whilst this unit is presented as sequence of five sessions, more sessions than this may be required or desirable to consolidate key learning. It is also expected that any session may extend beyond one teaching period.
Session 1
SLOs:
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Session 2
SLOs:
Activity 1
Note: You might need to make another batch of dough. Ensure that there is enough for all students. You could have students make this second batch with less guidance.
Have individual students measure the ingredients.
Activity 2
Activity 3
Session 3
SLOs:
Activity 1
Activity 2
Activity 3
Activity 4
Session 4
Activity 1
Activity 2
Activity 3
Session 5
In this session students complete the technology process by designing a label for their packages of play dough, and reviewing learning from Sessions 1–4. Students will explain and draw a technological process that has an outcome, including describing applied measurement and fraction learning.
Activity 1
Dear families and whānau,
Recently in maths we have made play dough and have used it to make three-dimensional shapes. Please find attached the play dough recipe that we used. Encourage your child to help you make play dough dough at home, and give them an opportunity to explain how to measure the ingredients correctly. Have them show you, and talk about, shapes they can make with the play dough.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/play-dough at 8:49pm on the 26th February 2024