In this unit we compare the weight of students’ favourite soft toys directly, and then indirectly, using beads. Although the technically correct term to use is mass, the term weight is used here.
In this unit the students use balance scales and beads to measure the mass of different objects. Although the technically correct term to use is mass rather than weight we believe that at Level 1 it is confusing to be "particular" about the difference. As the students will be most familiar with the term weight we believe it is reasonable to use it to describe these activities.
Measuring the mass of objects using non-standard or informal units is the third stage in the learning sequence of measurement. Initially measuring with non-standard, but familiar, units allows the students to focus on the process of repeatedly using a unit as a measuring device. Students should be given lots of opportunities to use balance scales or "home-made" beam balances and objects such as blocks, marbles and beads to measure and compare the mass of a wide range of objects.
From the earliest of these experiences, students should be encouraged to estimate. Initially these estimates may be no more than guesses, but estimating involves the students in developing a sense of the size of the unit. As everyday life involves estimates at least as frequently as exact measures the skill of estimating is important.
At this stage students can also be introduced to the appropriateness of measuring units. For example, a block is more appropriate than a paper clip for measuring the mass of a book.
Although non-standard units reinforce most of the basic measuring principles, students need to realise that they are limited as a means of communication. This can be highlighted through activities that involve the students measuring a single object using non-standard units, for example, books.
Beads are an example of a non-standard measuring unit. They reinforce most of the principles that underpin measurement and allow students to find out that:
This unit provides an opportunity to develop number knowledge in the area of Number Sequence and Order, in particular the development of the forward number word sequence. It can also be used to develop the strategy of counting on to solve comparison problems.
To develop students’ knowledge of the forward number word sequence, draw students' attention to the number sequence used to count the number of beads needed to measure the length or mass of each teddy.
You should also ask questions such as:
To develop the strategy of counting on to solve comparison problems, ask students to compare the differences in mass (where the difference is not too large). Encourage students to start counting at the lowest measurement and count-on to see how much longer the second measurement is. If needed the two bags of beads can be lined up next to each other to make it clear which objects should be included in the count. Use comparative statements to develop this further:
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:
This unit is based on making measurements of students' own toys, which should be engaging to them. The activities can be adapted to use other contexts, for example you may prefer to use the the class toys, or ask students to bring a toy. You might explore the mass of different objects that are relevant to students' cultures, or to learning from other curriculum areas (e.g. the mass of poi, ngā rakau, different sports equipment).
Te reo Māori kupu such as ine (measure), tatau (count), taumaha (heavy, weight), taimāmā (light, not heavy), and ine-taumaha (scale - for measuring weight) 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 mass/weight and measurement that they use at home.
Over the next 3 days we measure our toys and record these on "Mystery" cards. As well as weighing our toys we measure their heights and around their tummies using bead measuring strings. We then try to match the mystery cards to the toys. You could adapt this session to focus around measuring other items related to a more meaningful context, such as different pieces of sports equipment, or different items from a range of cultures.
Today we tried to find the mystery toy without doing any measuring.
Dear families and whānau,
This week at school we have been using beads to weigh our toys. Ask your child to tell you about the Mystery Toy game we have been playing.
At home this week your child is to try to find something that they think would weigh 15 beads. They can bring these objects to school to check out on the balance scales. If they don’t guess correctly on their first attempt they can keep trying until they find something that weighs 15 beads.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/measuring-beads at 8:45pm on the 26th February 2024