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323 How Big is a Book

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Teacher Notes


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Activity OutcomeUsing comparative language associated with size (bigger, smaller, longer, thicker, wider...). Indirectly and directly measure the dimensions of books.
MTS Set 1
NSW Curriculum MS3 Volume and Capacity
Topics Direct Measure
Understand Units
Volume and Capacity
Keywords Volume and Capacity
GroupingWhole class and pairs.
ResourcesA thick book (such as a dictionary) for each pair.
Lesson Notes
  • Provide each pair with a copy of the activity sheet. Pose the inquiry question "How big is a book?" and carry out a general discussion where children will compare books as bigger and smaller, longer, thicker, heavier... Also ask: How are all books the same? How are books different? Why are some books thin and some books thick? Why aren't all books the same size?...
  • Direct pairs to find a book that is 'big' and another book that is 'not big'. Ask: Why do you say this book is 'big' and this book is 'not big'?
  • Provide each pair with a copy of a thick book (dictionary) and ask: How big is this book? How can we answer this question? Carry out a general discussion where children suggest ideas such as measuring the book and/or by comparing to other books (bigger than, thicker than, not as wide as...).
  • Direct children to use the activity sheet to write/draw their ideas to say 'how big the book is'.
  • Bring the pairs together on several occasions to share ideas.
ReflectionsMove around the class and Ask: Do you have any good ideas to share with other groups?' Have you heard any good ideas from other groups to help you with this problem? Can you tell me how big the book is? Are you ready to tell others how big the book is?
Integration Links Not applicable
Internet Links Not applicable
AnswersNot applicable