Mathematical Emphasis
Investigation 1—Weighing and Balancing

• Developing a sense of heavier and lighter by feel
• Developing language to describe and compare weights
• Learning to use a balance
• Comparing the weights of objects using a balance
• Representing the results of weight comparisons

Investigation 2—Filling

• Developing language to describe and compare capacity
• Comparing capacities
• Measuring and comparing capacity with non-standard units/li>
• Collecting and keeping track of data

Investigation 3—Measuring Length

• Developing language to describe and compare lengths
• Comparing lengths directly
• Measuring and comparing length using non-standard units
• Ordering lengths
• Representing measurements with numbers, concrete materials, and pictures

Tips For Helping At Home
Questions To Ask:

• What is the problem about? Tell me in your own words.
• What did your teacher show you in class?
• Can you make a drawing (model) to show that?
• What have you done so far?
• What do you need to do next?
• Can you show it in a different way?
• How did you get your answer?

Helping At Home

Measuring experiences at home will support your child’s work at school. Below are some ways you can help.

• To talk about weight, collect a small group of objects. Work together to figure out which one is heaviest and which one is lightest by holding them in your hands. Since we can’t “see” weight, it’s important for young children to have lots of experience feeling the weights of things. Ask your child to help you weigh fruit at the grocery store or figure out which package is the heaviest and will need the most postage.
• As you are cooking and baking, ask your child to help with filling, measuring, and leveling off measuring cups and spoons. You can also do experiments at home comparing the capacities of different containers. Will the glass hold more water or will the mug? How can you prove which holds more?
• Ask your child to help you estimate length in practical terms. For example, how many chairs can fit along one side of a table? How many steps does it take to walk from the kitchen to the front door?

Vocabulary Terms

Capacity

Amount of space inside a container

Non-standard units

Objects used to measure length, examples: cubes, popsicle sticks, shoes, hands

Pan Balance

Balance scale with two containers, one on each side of the balance, for measuring weight

Mathematics Vocabulary Web site

Mathematics Strategy—About Weight, Capacity, and Length

This unit introduces students to measuring and comparing the weights, capacities, and lengths of a variety of objects. During work in this unit, students will link class activities to experiences and knowledge they already have.

Weight is not a characteristic that can be seen. Children need repeated experiences hefting numerous objects to develop their perception of what weight is so they can distinguish it from other characteristics. During this unit children will learn to use a pan balance to compare weights.

Capacity is the amount of space inside a container. Children need experiences filling containers with countable objects, like marbles or pennies, as well as continuous substances, like sand or water. They will begin to use what they know about numbers, as well as size and shape, to predict and justify ideas about capacity.

The length of something is a measure of that object from one end to the other. It is a linear distance and is more visible to children than weight or capacity. Using non-standard units (objects) helps students explore and understand length using materials with which they are familiar.

Source: Investigations in Number, Data, and Space: Bigger, Taller, Heavier, Smaller. Dale Seymour, 1998. (Page 13)

Mathematics Activity—Measuring with Hands and Feet

1. Have your child measure how long something is at home using the length of his/her foot.



2. Measure out the same length using an adult foot.



3. Talk about why the answers for length are different.



4. Try a variety of objects.



5. Variation: use the length of your child’s hand and compare to the measurement using an adult hand.

Mathematics Game—Ten Rolls

Materials

One number cube (die)

Ten Rolls Game Sheet

Counters (small objects used for counting)

Object is to get as many counters as you can; the person with the most counters wins.

Playing the Game

1. Roll the number cube and take that many counters for your collection.



2. Write the number you rolled and the total amount of counters you have on your sheet.



3. On each turn, roll the number cube and add the counters to your total. On your game sheet, be sure to first write the number you rolled then write the new total amount of counters you have.



4. At the end of ten turns, the player with the most counters wins the game.

Get to Game Sheet (for printing)