K-2+Space+and+Measurement+T4+2012

Monday 8th October || **ES1- compare the masses of two objects by pushing, pulling, hefting or using an equal arm balance.** All- write "mass" on the board. Discuss what this means. Write the words "heavy" and "light" on card and discuss what each word means. Get the students to use these words in a sentence. As a class take turns to complete the activity; [] ES1- Get the student to choose two items in the classroom. Get them to heft the objects and decide which is heavy and which is light. They draw a picture of each in their book and write the words heavy and light matching the appropriate pictures. They then use the equal arm balance to check their answer. When using the equal arm balance they are questioned; how do we know which is heavier, will it go up or down. How do we make sure the equal arm balance is fair. S1- Students choose 5 items in the class. They need to heft the items and order them from heaviest to lightest. They copy their prediction into their book. Students check using an equal arm balance. When using the equal arm balance they are questioned; how do we know which is heavier, will it go up or down. How do we make sure the equal arm balance is fair. || Friday 12th October || **All:**Show the following words to the students one at a time. (I have written them on cardboard strips) Question the students what each word means and get them to say sentences which use the word or a combination of words eg the desk is heavy, the pencil is lighter than the chair. Words- heavy, light, heavier, lighter, lightest, heaviest [] Draw a table with three columns, Brodie can label them heavier, lighter and answer. Get Brodie to choose two items and hold them to see which he thinks is heavier. Draw a picture of them into the columns. Put the objects into an equal arms balance and put a tick in the answer column if he is correct. Repeat. - Write one sentence that they made up using at least two of the mass words above. They can draw a picture of it. - Maths Worksheet - Choose 5 items that can fit into the equal arms balance. Heft them and order from lightest to heaviest. Draw this in their book. They then need to check their order of weight using the equal arms balance. || Monday 15th October || Space and Measurement ** All- ** Discuss the words heavy, light, heavier, lighter, lightest and heaviest. - ** Make the same mass ** Make a mass that is the same as a given mass. - ** Your turn to choose ** Pairs of students select three items from a collection. Students estimate, then place the items in order of mass by hefting. Record the order. Students should be able to explain in pairs how the items were compared. - ** Work out how many ** My mystery object has the same mass as two eggs. How many blocks would I need to balance it, (only give them one egg). Students should check that they are correct and explain or record their working. || Friday 19th October || ** Space and Measurement. **Ask the students to get out their ten games and play with the person they did yesterday. Do this for ten minutes. __All: __ __Brodie __(works with Lyne and Stephanie. They will come over about ten mins after starting math time- you just need to tell Lyne or show her the following and she will go through it with Brodie) __Everyone else- __ Monday 22nd October || ** SGES1.1- **Use informal names for 3D objects All: - Discuss 2D and 3D shapes. - Question the students one what shapes are called. - Take turns playing the games: [] [] ES1: Students walk around the school and describe the various shapes they see eg ‘These leaves look round.’ Using the ipad take photos of the different shapes. Students are asked to sort a collection of objects into those they predict will roll and those that will slide. Using a big book and a chair the students sets up a ramp to test the objects. Students discuss why some objects roll and some slide. (talk about the sides and curves in shapes. Student plays the game individually: (scores are written down for assessment): [] S1: - Look through the website including 2D and 3D shapes. Focus on how they can look different from different views. [] - Get students to choose one net each to make and then draw the shape from 3 different views. Take turns playing the game: [] || Friday || Pupil free day as the students had CAD factory rehersals the night before and the performance that day. || Monday 29th October || //Ten Games//**Space and Measurement** - show a 3D shape. Discuss all the shapes you can see on it. Describe features of 3D objects using everyday language [] complete the bottom part of this worksheet. Sorting and classifying. Give the student a number of 3D objects as well as the 3D shapes. Get the student to sort the shapes. Discuss how they know which ones are the same shape. Recognise that 3D objects look different from different views [] Take turns [|http://books.google.com.au/books?id=UCB1SjNxQ-AC&pg=PA108&dq=Recognise+that+3D+objects+look+different+from+different+views&hl=en&sa=X&ei=5RKNUO3uBeuOiAecwYGwBw&ved=0CDAQ6AEwAA#v=onepage&q=Recognise%20that%203D%20objects%20look%20different%20from%20different%20views&f=false] activities pg 109 || Friday 2nd November || GK Tennis Day || Monday 5th November || Testing || Friday 9th November || Revison of work- focused on what shown in testing. || Monday 12th November || - //Ten Games//**Space and Measurement** - - test the student using the quiz made for Fri 9th.ASSESSMENT OVERALL MATH - Question the student on shapes names. - Get the student too choose a shape and find it in the classroom - practice parallel, verticle and horizontal lines - Continue working on areas they had trouble with. || Friday 16th November || **-** **S1** Ten games - **ES1** space and measurement revision (focus on shapes, days of the week and colours) - **All** Question: - (Brodie) what are the days of the week? [|Days of the week Video] (others) - (All) What are the seasons? [|Seasons Video Hi5] [|Seasons Video] - (All- Hayley & Ryan) What are the months? [|Months of the Year Video] (Hayley & Ryan)
 * **Week** || **Learning Plan** ||
 * 1
 * S1- Compare and order two or more objects according to mass.**
 * 1
 * ES1:**
 * S1-**
 * 2
 * __ ES1 __** - Record comparisons informally
 * __ S1- __** Record measurements by referring to the number and type of informal units used
 * 2
 * Use the cards – heavy, light, heavier, lighter, heaviest, lightest. (These should be on the white board where the markers are, otherwise the words can be written on paper)
 * Put them upside down on the carpet, choose students one at a time to pick a card and say a sentence with the word in it.
 * Worksheet attached. They need to guess which is heavier and lighter and then check using an equal arm balance (All the stage one kids know where these are so you can send two to go and get them). They then glue the correct labels on the objects.
 * If finished early he can then choose two items guess which is heavier, check using the equal arms balance and record in his book.
 * Get the students to take turns playing this on the smart board. []
 * In a group- teacher chooses an object and students guess how many dominoes would weigh the same. (Dominoes are in games corner) The teacher then chooses a student to check by placing the dominoes in the scales until equal.
 * Continue the same process using other objects but always measuring with dominoes.
 * Students record this is their book using a 3 columns table- labell the columns object, estimate and answer
 * Discuss which item is the heaviest, why and how can you tell and which is the lighest, why and how can you tell. ||
 * 3
 * SGS1.1- **Recognise that 3D objects look different from different views
 * Shape Walk**
 * Three-dimensional Space**
 * 3
 * 4
 * All **
 * SGES1.1 **
 * SGS1.1 **
 * 4
 * 5
 * 5
 * 6
 * ES1 **<span style="font-family: 'Times New Roman',serif; font-size: 13px;"> (Represent 2D shapes using a variety of materials)
 * S1 ( **<span style="font-family: 'Times New Roman',serif; font-size: 13px;">Identify and name parallel, vertical and horizontal lines)
 * 6

- Student matches the names of shapes to images of shapes (circle, square, triangle, rectangle) - Student plays memory with shapes and images of shapes. (If able to complete this easily the student then adds 3D shapes and informal names to the game)
 * ES1** (Represent 2D shapes using a variety of materials)

- [|Identifying Lines] - Students play memory with lines and images of various lines. ||
 * S1** (<span style="font-family: 'Times New Roman',serif; font-size: 13px;">Identify and name parallel, vertical and horizontal lines)