| Activity Outcome | Estimating, reading, writing and understanding whole numbers to 100's. Solving a simpler problem first. |
| MTS Set | MTS3
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| NATIONAL Curriculum | The Number System |
| Topics | Understand Whole Numbers
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| Keywords | Using Numbers, Understand Whole Number, Large Numbers |
| Grouping | Whole class |
| Resources | Popcorn kernels, spoons, paper cups |
| Lesson Notes | - Talk about the problem as a class group: What do we need to find out? Can we find a good answer without counting every kernel? Can you think of a good way to estimate an answer?...
- Direct student's attention to the 'Start here' on the plan: How could we use this idea? ("Count one spoonful and then count the number of spoons and add as we go.") What should we do next? And what do we do after that? Can you draw pictures to show what we need to do? How can we use a calculator to assist? ("Add as we count spoonfuls")
- Students draw diagrams to show the steps they would follow in their plan. Provide opportunity for students to also share ideas in groups whilst doing their own recording.
- Students share their plans. Provide opportunity for plans to be revised as necessary.
- Students carry their plans and record a finding.
- Share findings and ask students to do the Reflection on the activity sheet.
- Extend: Follow up by cooking the popcorn kernels and comparing the amount of space the same number of kernels take up in their cooked and uncooked states.
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| Reflections | Students do the Reflection Faces on the activity sheet. Students explain how they judged their plan.
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| Internet Links | |
| Answers | Answers will vary. |
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