Use beads to measure the weight of these. Record the weight below Objects Your colour box . Units of weight ______ beads .
Answers
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.
Achievement Objectives
GM1-1: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.
AO elaboration and other teaching resources
NA1-1: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
AO elaboration and other teaching resources
NA1-3: Know groupings with five, within ten, and with ten.
AO elaboration and other teaching resources
Specific Learning Outcomes
Compare a group of 3 or more objects by mass.
Measure mass with non-standard units.
Description of Mathematics
Although the technically correct term to use is mass rather than weight we believe that at Level One 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 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