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 Teacher Notes
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| Activity Outcome | Estimating and measuring to make a t-shirt of an appropriate size. Technology Process. Materials. 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 | Small groups of children that are about the same shirt size. | | Resources | Light, easy to cut cloth and/or paper materials, good scissors for cutting cloth and paper materials, chalk and pencils to mark materials, staplers, tape, needle and thread suitable for young children. If possible have available t-shirts of different sizes. | | Lesson Notes | - Ask: How are t-shirts the same? (shape, 2 arms, small opening for neck, large opening for waist...). How are they different? (size, colour..)
- Select several t-shirts of different size, hold them up and ask: How can you know which t-shirt is the right size for you? ("Hold it up against my chest." "Try it on." "Measure across the shirt and across our chest and shoulders."...)
- Ask: You are going to make a t-shirt hat will fit the children in your group. How can we measure to make to be sure the t-shirt will fit when we make it? ("Find another t-shirt that fits and then match the sizes." "Hold it up against my chest." "Try it on." "Measure across the shirt and across our chest and shoulders."...)
- Direct children to work in their groups to talk about, and decide, how they will measure and make their t-shirt.
- Children draw pictures on large sheets of paper to show their plan.
- Discuss plans with groups, in particular how measurements will be made to ensure the t-shirt is a matching fit.
- Direct children to create their t-shirt design as a group.
- Share and/or display final products.
| | Reflections | Ask: How did you work as a group? How well does your t-shirt fit? Can you tell me about a good t-shirt design you have seen from another group? Why do you like that design?
| | Internet Links | | | Answers | Not applicable. |
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