| Activity Outcome | Using language associated with length and area. Posing questions. Using small numbers in a personal context. |
| MTS Set | MTS1
|
| NATIONAL Curriculum | The Number System |
| Topics | Understand Whole Numbers
|
| Keywords | Personal Context, Number Sense, Count |
| Grouping | Independent and whole class |
| Resources | Not applicable |
| Lesson Notes | - Pose the question: "How big is your bed?" Ask: How should we answer this question? Should we tell how long my bed is?
- Children talk about these questions before marking 'Yes' or 'No' to the question 'Should I tell how long my bed is?'' Repeat for each of the other questions on the worksheet.
- Look back at each of the 'Yes' responses and discuss ideas and materials that every child could use to make each measure of length (width, height). Examples might include: Hand-spans, feet, straws, popsticks...
- Children may also decide to measure the weight of their bed by hefting (lifting one or more ends) and comparing to other objects such as: "My bed is heavier than my school bag." "My bed is too heavy for me to lift." "I can only lift a corner of my bed as it is too big and too heavy"....
- Children use pictures, words and numbers to describe their lunchbox size.
- Share findings
|
| Reflections | Ask: How are all beds alike? How are they different?
|
| Internet Links | |
| Answers | Not applicable. |
To download and use MTS Activities you must Subscribe or create a Trial account.