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322 Making Big Blocks

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Activity OutcomeDescribing size of a block model by counting the number of informal (regular) units. Using comparative language associated with volume and size (bigger, longer, higher, small, same size, more space, more blocks, ...).
MTS Set 1
NSW Curriculum MS3 Volume and Capacity
Topics Direct Measure
Understand Units
Volume and Capacity
Keywords Volume and Capacity
GroupingWhole class and learning pairs.
ResourcesThirty 2 cm cubes per pair.
Lesson Notes
  • Provide each pair with a copy of the activity sheet and cubes. Ask: How many small blocks will you need to make a big block like the one pictured? Children experiment with arranging blocks to make the model.
  • Ask: Have you made the big block? How many small blocks did you use? Can you show everyone how you made the big block model?
  • Repeat for Task 2 and 3.
  • To continue experimenting with block arrangements, ask: Can you make a block model using 16 small blocks? 20 small blocks? Children experiment to make a 2x2x4 block model. Ask: Have you made the big block? How many small blocks did you use? Can you show everyone how you made the big block model?
  • Ask: What is the biggest block model you can make with your small blocks?
ReflectionsAsk: Clench your fingers into a fist. How many small blocks will you need to make a block model about the size of your fist? Make a block model as big as your fist. Ask: Look at your shoe. About how many small blocks will you need to make a block model as big as your shoe? Join with another pair to make a block model as big as a shoe. Ask: Imagine an orange. About how many small blocks do you need to make a block model about the size of an orange? Make a block model as big as an orange. Ask: Imagine a margarine container. About how many small blocks do you need to make a block model about the size of a margarine container? Make a block model as big as a margarine container.
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AnswersNot applicable