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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
|---|---|
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Why did you organise the information in that way? How does it help you to show that the bottle holds less than the jug? |
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How does your picture/diagram show what you did and what you found out? |
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What does your block graph show about how heavy the objects are? How did you line up the blocks to make it easy to compare the weights? |
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You found that the ribbon was the longest object in the set. What else did you find out about the ribbon when you sorted your objects in a different way? |
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Did you think the jug or the mug would hold more? How much more? What did you do to measure as carefully as you could? How do you know that the measurement is correct? |
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In your group discuss what you have found. |
Children extend the process of posing and answering questions. They choose how to solve problems and organise the information that they gather. They are increasingly aware of how to communicate their findings to a wider audience.
They use their experience of standard units to make realistic estimates, answering questions such as:
Is the table taller or shorter than a metre?
Is this doll taller or shorter than one of the class rulers?
Does this bottle hold more or less than the litre jug?
Which of these things do you think will weigh less than a kilogram?
They use standard units to measure and compare objects. For example, they place metre sticks end-to-end to find out how much wider the hall is than the classroom. They use a litre jug to measure how much more the washing-up bowl holds than the cola bottle.
They build on their experience of uniform non-standard and standard units for measurement and are increasingly accurate in their measurements. They suggest suitable standard or uniform non-standard units to estimate and measure. They answer questions such as:
How far up the wall can you reach without lifting your feet from the floor?
How far can you jump from this line?
Does the tall thin mug hold more or less than the short fat one?
How much heavier is the red parcel than the blue parcel?
They choose how to communicate their findings using tables, pictograms or block graphs. They interpret the information to answer or raise further questions.
They sort objects using one criterion, then suggest and use a different criterion for sorting the same objects. For example, they sort a set of objects to show those that are heavier than 20 cubes or not. They sort the same objects using a different criterion such as float/do not float. They use both sets of results to answer further questions, such as:
Do all of the heavier containers sink?
Are all shorter things lighter than 20 cubes?
The red parcel is the longest. Does it weigh the most?
Does the tallest mug hold the most?
Is the hand that picked up the most cubes the widest hand?
| Activities | PDF 645KB |
| Activity 12 - Odd one out |
| Springboard unit |
| None currently available |
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Diagnostic focus |
Resource |
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Makes unequal groups and cannot compare the groups |
3 YR ×/÷ |
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