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324 How Big is a Ball

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Teacher Notes


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Activity OutcomeUsing comparative language associated with size (bigger, smaller, rounder, wider, higher...). Indirectly and directly measure the dimensions of balls.
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 ball for each pair
Lesson Notes
  • Provide each pair with a copy of the activity sheet. Pose the inquiry question "How big is a ball?" and carry out a general discussion where children will compare balls as bigger and smaller, longer, rounder, heavier... Also ask: How are all balls the same? How are balls different? Why are some balls bouncy and others are not? Why are balls made of many different materials? Why aren't all balls the same size?...
  • Direct pairs to list balls that are 'big' and 'not big'. Ask: Why do you say this ball is 'big' and this ball is 'not big'?
  • Provide each pair with a ball and ask: How big is this ball? How can we answer this question? Carry out a general discussion where children suggest ideas such as measuring the ball and/or by comparing to other balls (bigger than my head, rounder than, not as wide as...).
  • Direct children to use the activity sheet to write/draw their ideas to say 'how big the ball 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 ball is? Are you ready to tell others how big the ball is?
Integration Links Not applicable
Internet Links Not applicable
AnswersNot applicable