Early Mathematical Experiences

Pattern and Early Number

Numbers within 6

Addition and subtraction within 6

Measures

Shape and sorting

Calendar and Time

Numbers within 10

Addition and subtraction within 10

Numbers within 15

Grouping and Sharing

Numbers within 20

Doubling and halving

Shape and pattern

Addition and subtraction within 20

Money

Measures 

Depth of numbers within 20

Numbers beyond 20

Time

Maths

R Maths

Early Years Foundation Stage

Reception

Measurement

THEME

UNIT

In this lesson, we will explore capacity of cups and use language such as full and empty to describe them.

Describing the capacities of objects and using language about capacity

﻿Hi friends, it's Miss Molnar here. And we're going to do this a mass learning today. oh my goodness, oh, I'm just so thirsty. Oh, goodness, Harold, can you go grab me that drink of water that I poured? Oh goodness, it's really hot and I'm just really thirsty and I just could use a glass of, Harold, did you drink all of my water? Oh my goodness. The glasses is empty, oh Harold. Well, I guess this makes sense because today we're going to be talking about the volume and capacity of different containers and objects. So hopefully I can get a cup that is full of water by the end of this, Harold, all right. Let's see what you're going to need for this lesson, okay. So for this lesson, you're going to need some kind of jug or a big container that can hold some water, and some different sized cups and maybe some cups that are the same size. So you'll need to ask a parent or care for help with this, to get the items that you'll need for the lesson, all right. Pause the video, go grab what you need and we can get started, okay. So I've got five glasses on the table or five cups and they've got different amounts of water in them. So I'm going to pick up this one first. I want to be careful with this one. Why do I have to be careful with this one as I pick it up? How could you describe the amount of water in this cup? What do we think? We could say that this cup is full because the water is up to the very top, okay. The cups capacity is full up because it's filled to the top with water, okay. So we could say that the blue cup is full. So Ms. Molnar wanted a cup of water that was full, but what kind of cup did Harold bring Ms. Molnar. It was not a full cup of water, was it? That's right, it was an empty cup of water. And I have right here, this yellow cup, I've got no water or nothing inside it. So the cup is empty. Now my other cups, they're not quite full or empty. So I wonder how I could describe these ones, okay. This one, this one I've got here, if I turn it around, you can kind of see the water coming up about here. Okay, and I can see the water inside. I wouldn't say that this cup is empty, and I wouldn't say that this cup is full. It looks like it is coming about halfway up the cup. Okay, so when the water comes halfway up a container, I could say it is half full or I could also say half empty. Okay, so it is half full. Now, I've got this one next, this orange cup. Okay, it's more than half full. It's not quite up to the top full, but it's more than half full. So all I could say that this cup is nearly full. And then finally, I've got this pink cup. Can you see the water in this pink cup? Hmm, you can see it's splashing around of the bottom there. It's not empty, is it? It's not halfway full. It's not nearly full or full. So I need to describe this amount of water in the cup as nearly empty, all right. Now I have two containers that are the same size. How could we describe the water filled in this container? If you said that it's half-full well done. The container is half full of water. How would you describe this one? If you can't see it, I can put my finger up here so you can see. Well done, we could say that this container is full because it's full of water, okay. So I've got a half full container of water and I've got a full container. What if I take my full container and I start to empty half of it. So I'm going to keep empty until it's half empty. What do you notice about the container that was half-full and the containers that's half empty. If you said they look the same, you're right, okay. When I am pouring water out of a container that was full and I've got half of it left, I could say that it's half empty because I was emptying it. This one, I was filling up and I feel that to a half full, okay. So it's just about the way you're describing it. Essentially half empty and half full are the same. All right, so we want you to have a go describing the capacity of some water bottles. So on the one side of the screen, you're going to find three different containers with three different amounts of water in them. On the other side, you're going to find the language to describe them. So we've got empty, nearly empty and half empty. So what we'd like you to do is to pause the video, and describe each of the bottles. You can kind of match them up. So you might start with the top bottle and say, this bottle is, is it going to be empty, nearly empty or half empty? All right, pause the video and have a go at that, and then we'll come back together. All right, we can't wait to hear about how you've gone on. Let's see what you described each bottle as. So let's start by trying to find which bottle is empty. Can you point to the screen and show us which bottle is empty? Well done, if you pointed to the middle one, you're so right. We could say this bottle is empty because there's no water in it, well done. All right, next, can we find and point to the bottle that is nearly empty, nearly empty, so not quite empty. If you pointed to this one over here, way to go, this bottle is nearly empty because there's a little bit of water left in it. And finally, we need to find half empty. This bottle is half empty because it's right about in the middle filled up with water. So we could describe it as half empty. We also could say, depending that it's half full. Well done, everyone. All right, let's have another go at these three, okay. So this time you're going to match up for nearly full and half full, all right. Pause the video, have a go at matching those up and then we'll come back together. All right, friends. Let's start by finding which bottle could be described as full. Can you point to the bottle that we think is full. Well done, if you got this one you're right. This one's full because you can see the water has gone all the way up to the top of the bottle. All right, next let's find nearly full. So it's not quite all the way full, it's nearly full. All right, did you find it? Well done if you pointed this one at the top, fantastic. And then finally last but not least, we've got half full, which is similar to half empty. Wow, you guys are superstars. All right, so now I've got my tall water bottle and I've got this bottle that's kind of wide at the bottom and gets narrower. The taller it goes up the higher it goes up, okay. So how can you describe the amount of water in my water bottle right now? It's not full, it's not empty, it's not nearly empty, it's a little bit more than half full, isn't it? I could say it's probably around halfway full, isn't it? Or just a bit past half, okay. So I'm going to take the same amount of water, and I'm going pour it into this container really carefully. Let's see what happens. Oh my goodness, what has happened? Yeah, it's overflowing a little bit, hasn't it? What we can say is that this container has been able to be filled all the way up, and this container it was just past halfway full. How is that possible? Can you explain why that's happened? Pause the video if you need a minute to think about it. So if we look at the shape of both containers, this container goes straight up and the width of it stays the same the whole way up. Okay, so when we have that same amount of water, it was only taking us to about just past halfway. This container it's quite wide at the bottom, that the higher we go up this bottle, the neck of it gets narrower as it goes up, okay. So what that means is that the bottle's capacity is much smaller once it gets narrower, it can't hold as much water at the top. So this container's capacity isn't as great as this one. This bottle can hold more. So as we pour the water in the same amount of water, it quickly got filled up, okay. It took a little bit longer to fill up this bit of it, 'cause it was wide, wasn't it. But as soon as we got further up as it narrowed it quickly filled all the way up to the top, okay. So depending on the shape of the container that affects its capacity as well. For your main task, we would like you to get six empty cups, okay. We want all be about the same size as well. But if you don't that's okay. So you're going to ask your parents or care to find six cups that you can use. If you've got some plastic ones that's even better, but ask your parent or care which ones you could use. You're also going to need a jug filled with water. What we'd like you to do is we would like you to take your six cups and fill them up different ways. So we want you to show us one cup that is full all the way to the top, one cup that is nearly full, one cup that is half full, one cup that's empty, one cup that's nearly empty and one cup that's half empty. Wow, that is a lot to do. So maybe thinking about where you might start in this. It might be easiest to pick up one cup and say, this is my empty cup and you're already done that one. You could say, this is my empty cup because it's got no water. Then you might start by doing, maybe you're going to start by doing, by filling up your next one just a little bit. So you can get the newly empty, okay. So maybe you want to work in a little bit of an organised way, all right. Pause the video to grab what you need and go get started and we can't wait to see how you've done. All right, how did everyone get on filling up all their cups? Were you able to fill them all and describe them all? Well, I'm still feeling a bit thirsty, but it looks like Harold has went in and got me a nice glass of water. Now, will I say that this glass is full Harold? Not quite, I would say that it's nearly full, but thank goodness for bringing that. All right, well, we are all out of time I'm afraid friends, but we hope you really enjoyed your learning today. And hopefully you've taken some great photos of your learning that you can share with your teacher. And of course, Harold and I would love to see your learning from today. So if you'd like you can ask a parent or care to share it with us on our social media at Oak. All right, everyone. Well, that's all we have time for, we'll see you next time.

In this lesson, we will explore the volume of liquid in different containers and describe what they notice.

Comparing the volume of liquid in different containers

﻿Hi friends, it's Miss Molnar here. And Harold the hedgehog, my trusty talk partner. And we are going to do some maths learning together today. Alright, to get us started off on our thinking, I want to know what is a liquid? Hmm? Could you describe to me what is a liquid? Well if you're not quite sure that's okay because we are going to explore a little bit more about liquids today. A liquid is something that you can pour. Alright, let's see what you're going to need for this lesson to get ready. Okay, so the only thing you're going to need for this lesson is some different sized cups and containers. Okay, so you're going to need to pause the video and ask your parent or carer to help you get some of these items ready. Alright, so when we think of the two words of capacity and volume when we're thinking about liquid and containers. Capacity refers to the amount of liquid that a container can hold, okay? So this container's capacity can hold liquid all the way to the top here. Whereas volume means the amount of liquid that the container is actually holding. Okay so this container here, what's the volume of this container at the moment? How full is this container? That's right, it's about half way full, excellent. How wold you describe this container with water? How could you describe it? That's right, we could say that this container is full. It's to its full capacity isn't it? The volume of water inside is up to its full capacity. So which container has the most water at the moment? Point to it on the screen. That's right, the one that's full has the most water in it. You're right. This container has less water. So because the containers are the same size we can just put them right next to each other and compare them. That this one has more water than this one. Okay so I could have another go. And I'm still going to work with my same containers but I'm going to pour some of the water out of this container. How could we describe the water in both containers now? Which one has more? They're very similar at the moment aren't they? This one I would say has a little bit more water. But they're both about half full aren't they? Okay, and I could play around a little bit more with them. Maybe I'm going to dump out a little bit more water. And I can compare them side by side and it's easy for me to tell because of the same size container which one has more water this time. Exactly, this one has more water 'cause I can see it's gone further up the jar. This one has less water because it's lower down. Alright, for your talk task we want you to have a go at this exciting activity. So you're going to need to get two cups about the same size and a jug full of water. What we want you to do is take different times, we want you to pour in some water into both cups. Okay, and then we want you to tell us which container or which cup has more water. Which one has less water. And we want you to tell us why you know this. So you might say I know that this cup has more water because it is fuller to the top. I know that this cup has less water because the volume of water is only this far up the glass. Then you can pour the water back in and have another go. Maybe you're going to fill them up the same amount. You can have a few go's at that. So pause the video and have a go and then we'll come back together. Alright, so I've got two different size containers here. What's the same and what's different about them? You can pause the video if you want to have an extra think. Alright, so you might have said that this one and this one are about the same height aren't they? They come up to about the same height. And they're both made of glass and I can see through them both. They both are rounded a bit as well aren't they? Well what's different about them? You might have said that this one is a bit narrower, it's a bit thinner. This one is a bit wider or a bit thicker isn't it? A little bit fatter. Which container do you think will hold the most liquid and why? Hmm. Well you might say that they hold the same amount of water because they're both the same height. But I wonder if anything about it being thinner or wider has to do with it. Which one do you think will hold the most water and why? Pause the video if you want to have a minute to explain that. Alright, so we're going to test this out. I'm going to take the same amount of water and I'm going to fill it into both containers. Okay, so I filled up this orange cup with water. And I'm going to put an orange cup full of water in both containers and we'll see what happens. Okay, so I'm going to pour a cup full in here. And then I'm going to get another cup full from my orange container. And I'm going to put it in my other container. What has happened? Is it the same amount of water in each of these containers? It doesn't look like it. But remember I filled up this orange cup the exact same amount of water, poured it in this cup, then filled it in and poured it in this cup. Why does it look like this container has more water than this one? It's all to do about the size of the container. So like we said in the beginning, this container is wider and it goes wide the whole way up the container. Even though they're the same height this one is wider so it's got a bigger capacity to hold more water than this container. This container is narrower. So its capacity is smaller. It can't hold the same amount of water. So this one would get filled up faster using the same amount of water. Okay, so for your main task we want you to have a go at this activity. We want you to go grab some different sized containers. Maybe some same, similar sized containers. And we want you to test out pouring the same amount of water into two of them at a time. What do you notice about the different containers? Are they wider, are they thinner? Are they taller, are they shorter? Does the water look the same in both the containers? Why or why not? So, we want you to pause the video and have a go at just exploring some different containers and some water and then we'll come back together and talk about what you've noticed. Well we hope that you had a fun time exploring the different containers and how much water they can hold. Did you find some that could hold the same amount? Did you find some that could hold more than others? What did you find out when you explored? Well, we would absolutely love it if you had took photos of your learning today. I'm sure your teacher would love to see all of that, all of what you've been learning about. And of course Harold and I would love if you'd like to you could share some of your photos from your learning today with our social media on Oak. So you could just ask a parent or carer and they could do that for you. We'd love to see the learning. Alright, well that's all we have time for today I'm afraid. But we really hope you enjoyed your learning today, and we really hope that you enjoy the rest of your lessons. Bye everyone.

In this lesson, we will explore the weight of household objects and use language such as heavier, lighter and balanced to describe weight.

Comparing the weights of objects and using language about weight

﻿Hi friends, it's Miss. Molnar here. And today, we are going to do some amazing maths learning all about weights and measuring how much objects weigh. And of course, we're going to use some language like heavier and lighter and maybe even equal to or balanced. Now today for this lesson I brought along my trusty sidekick Harold the Hedgehog, say hi to everyone Harold's. Alright, let's see what you're going to need for today's lesson. Alright, Harold, what do we need for today's lesson? So for the lesson today, you're going to need some different household objects to weigh. So it might be some cups, it might be some teacups, It might be books, but make sure you ask your parent or carer first, what you can use two weigh. Now, if you've got some kind of scale in your house that would be useful today. So whether it's a scale that you stand on to measure how much you weigh or if it's a kitchen scale or balance scale, any of those would be really useful to have for today's lesson. But if you don't have one, don't worry, we can just use our hands to be looking at what's heavier or lighter. So, pause the video, go grab what you need for today and we can get started. Okay, so I've got a balance scale here, okay? So just like you've seen, you might have seen before, if something is heavier on one side, you're going to see the balance scale go down on one side to show that it's heavier, okay? If the object is lighter on one side, then you'll see that side go up. At the moment, once it stops swinging back and forth, this should stay in about the middle to show, that at the moment they are balanced or at the same level, they have the same amount of weight on each side because there's nothing inside it. Okay, so I've got some objects from home and we're going to talk about which ones we think are heavier and lighter. And we're going to set two at a time and weigh them. And you're going to help me think and estimate or make a guess about which ones are heavier or lighter. Okay, so what I've got is, I've got a water bottle, I've also got a container of soap, hand soap. I've got a cup, I've got a stone coaster and I've got an apple, okay? So we're going to estimate two of the objects first, we're going to estimate which one will be heavier or lighter. So the first two things I'm going to choose are I'm going to choose this container of soap and I'm going to choose the plastic cup. So take a second to think, which one do you think will be heavier? And which one do you think will be lighter? And why do you think that? Alright, well my estimate is that the soap container is going to be heavier because it's got some liquid inside. And at the moment it feels a little bit heavier in this hand than the other. So that's put them in and see. So I'm going to put the cup in this side. Alright, so at the moment, before I even put anything in the other side of the scale, what's happened to the scale? That's right. This side has gone down to show that this is the heavier side, because I've put the cup inside. So that means at the moment there's more weight on this side, this side is heavier than that side. Now I'm going to place this in the other side and let's see what happens now. Okay, can you explain what's happened? That's right. We could say that the soap is heavier than the plastic cup. Well done, boys and girls, fantastic. All I wonder, do you think we can find any of the objects that would be heavier than the soap? So I've still got a stone coaster, I've got an apple or I've got my water bottle. Now this water bottle isn't full it doesn't... It's not full of water. So what do we think? Hmm, shall we try a few? Let's try and see the stone coaster, what happens. So I'm going to take the plastic cup out and I'm going to put the coaster in and then lets see what happens now. What has happened? Has the scale moved at all? No, it's not moved. So that means that the soap is still heavier than the coaster, my goodness! Alright, Let's try the apple and see. So the apple goes in, huuh! Has it moved? No, it has not. So again, we know that our soap is still the heaviest object. Alright, I'm going to take this out. And now I want to see if I can measure between the apple and the coaster. This is a little bit of a tricky one because they feel quite similar in weight to myself. So I'm not really sure what's going to happen. So let's put the coaster in and see what happens. Can you explain what's happened? That's right. The coaster is heavier than the apple. It is, look at that how much it's gone down compared the apple is definitely lighter. Well done. Okay, let's see now. I think maybe let's compare the large water bottle and the apple. I want to see if the apple is heavier or lighter than the large water bottle. So lets have a go at that. Whooo! What is happening to the scale this time, boys and girls? Is one side necessarily heavier than the other, what do we think? Whoo! Let me put it like that. There we go, it was pretty balanced at first, wasn't it? I was a little bit concerned, but I think it is in the end. I think it is, actually the water bottle is heavier than the apple. Alright, if you've got a scale at home, whether it's a kitchen scale or balanced scale or a scale for measuring your weight, have a go at taking a few objects that you have and just comparing their weight. See if you can use some of the language out loud. Alright, so for your to talk tasks, we want you to have a go at describing the different scales, that you can see on the screen. We've got a blue scale with some marbles on it, we've got a red scale with some marbles and we've got a green scale. So we've got some sentence stem on the screen that can help you. So you might say, three marbles is heavier than the side with one marble on the red scale, you might look at the blue scale inside, hmm, it looks like those might be balanced, okay? So we want you to have a go, describing the different scales that you can see on the screen and using language such as balanced, lighter and heavier. Have a go at that we'll come back together. Alright, how did it go describing the first few scales? Well done. Well, I've got a few more pictures here of the blue scale, the red scale and the green scale. Can we have one more go describing what we see? So maybe I'm going to start with the green scale. And I might say, the green scale is showing that one side is heavier. Maybe I'm going to say, the two marbles together is heavier than the one marble 'cause I can see that the balance scale is off centre and one side is heavier than the other. Alright, Pause the video again, have a go describing the two other scales you see on the screen and then we'll come back together. Okay, for your main task, you're not going to need to choose three objects. So I've got a teacup, it have got an M on it from Miss Mona. I've also got a pepper grinder and I've got a banana, okay? So the first thing I need to do is I want to estimate, or make guess as to which one's going to be the heaviest and which one's going to be the lightest. So my estimate is that the banana is to be the lightest. And my estimate is that the teacups is going to be the heaviest. Now I'm just thinking about the materials that they're made out of. I've got some glass, that the cup is made of. So I think that's going to be the heaviest. Alright, so what we're going to want to do is put them in order from the heaviest to lightest, okay? Now, I only have two sides on my balance scale. So I can't measure all three at the same time. So I'm going to pick two, compare them, weigh them, and then I need to keep comparing and weighing the different objects at different times. So I'm going to show you. So first thing I'm going to do is I'm going to put the banana in one side and I'm going to put the pepper grinder in the other side. Alright, can you tell me which object is heavier? Which object is lighter? That's right. The banana is lighter than the pepper grinder or the pepper grinder is heavier, okay? So at the moment I know, at the moment, that the banana is the lightest object so far. So I'm going to put that down. And now what I need to do is I need to put the teacup in the other side. If the pepper grinder is heavier than the teacup, then I know that the pepper grinder is the heaviest object. But if the teacup is heavier, then that tells me that the teacup is the heaviest and it would still be heavier than the banana. I wouldn't need to compare this to the banana 'cause I already know that the banana is lighter than the pepper grinder. Alright, let's have a go and see what happens. Alright, what has happened? The pepper grinder is the heaviest. So my estimate was originally that the teacup was going to be heavier, but when we look at the pepper grinder, it's the bigger object, it's got some metal and some glass. So it makes sense that it is the heaviest. Okay, so now that I've weighed my objects, I need to put them in order from the heaviest to the lightest. Alright, so which one was my heaviest object again? That's right. It was my pepper grinder. Alright, so I'm going to put my pepper grinder first as my heaviest object. Then which object comes next? As the next heaviest, is it the banana or is it the teacup? That's right. It is the teacup. So I'm going to put the teacup next. And then finally, my lightest object is the banana. Alright, for your main task now. We want you to have a go at weighing three items from your home, okay? First, what we want you to do, is we want you to have a guess at which item will be the heaviest without picking them up and comparing them, okay? Then you're going to have to weigh the items. So if you've got a scale that will come in use right now, and you can get a parent or carer to help you see which one's the heaviest. If you don't have a scale, you and your parent or carer can lift each object and compare them at the same time and feel which one is heavier. Then when you've measured them all, when you've weighed all three, we want you to put them in order from heaviest to lightest. Alright, pause the video and have it go at that and then we'll come back together. Wow, we hope that you enjoyed weighing those objects. Just as much as we did, which object of yours was the heaviest? Can you hold up the heaviest object? Which object was the lightest? Way to go friends but we really hope you've enjoyed this lesson and hopefully you've taken some photos of your learning today. We're sure that your teacher would love to see all of the amazing effort you've put in today. And if you'd like Harold and I would love to see some of your learning. So if you'd like you can ask a parent or carer to share the photos with us on our social media here at Oak. Okay, well that's all we have time for today, I'm afraid, but we hope you had a great time and hopefully we'll see you next time. Bye everyone.

In this lesson, we will use their knowledge of weight to decide whether objects are heavier or lighter than another.

Differentiating between heavier and lighter

﻿Hi, friends, it's Miss. Molnar here, and we are going to do some math learning today. We are going to be talking all about objects that are heavy and light, and trying to compare which objects are heavier or lighter than each other. And, of course, I brought my trusty friend along to help today, Harold the Hedgehog. Say hi to Harold, everyone. So, you're not actually going to need anything today for this lesson, except what's on the screen or in the worksheets. Let's get started on our learning for today by talking about some of the language we might be using today. So we've got three balance scales on the screen. There's a blue one, a red one and a green one. Can you see them? We want to use the words balanced. balanced means equal or the same. So, if you see one of the scales where both sides are at the same level, we would say that those are equal weight or they're balanced. We're going to use the word lighter and we're going to use the word heavier. So, if an object is lighter than another object, it's going to be raised up higher on the scale, if it's lighter. And, if it's heavier, it's going to weigh more, so it's going to weigh down the other side of the scale. So, we would like you just to pause the video for a minute and have a go describing some of the objects that you see on the scales. So you might say, on the green scale, you might say the pink object is lighter than the marble because it's raised up higher. So have a go at using some of the sentence stems and the words, and then we'll come back together. Well done. Were you able to describe some of the scales? What did you notice about the blue scale with the one large marble and the two small marbles? That's right, one large marble is the same weight or it's equal to two small ones. They're balanced or the same. Well done. So now we're going to use our estimating skills. Estimating just means making a good guess. So we're going to make a good guess about which of these objects we think is going to be heavier or lighter, or if they're going to be balanced. So, on one side of the scale, we're going to have one apple. On the other side of the scale, we're going to have three apples in a bag. So have a think right now. Which object do you think, which side is going to be lighter? Which side is going to be heavier? And why? Point to the side that you think is going to be heavier? Well, my estimation is that the bag with the three apples I think is going to be heavier because, surely, three apples is heavier than one. Is that what you think, as well? Let's see what's going to happen. Were we right? The three apples is heavier than the one apple, and we can see that on the balance scale because it's weighing down that side of the scale. The apple we know is lighter because it's raised up, it's higher on the scale. Well done, everyone. Our next objects that we're going to estimate which is going to be heavier, lighter or balanced is some eggs. So we've got one egg on one side and one egg going on the other side. So what do you think the eggs will be lighter? Do you think the egg on one side will be lighter than the other side, or heavier on the other side? Or do you think they'll be balanced, and why do you think this? Shall we find out? What has happened to the scales? If you said balanced, well done, they are balanced because we've put a similar size egg on both ends of the scale. So, essentially, there'll be equal to, or the same weight. Way to go, everyone. Let's try one more. We've got a yummy piece of chocolate and an egg, hmm. Let's use our estimating skills and think why one might be heavier than the other. Hmm, what do you think? We've got a little piece of chocolate and we've got an egg. Using your knowledge about both of these items, which one do you think will be heavier, and why? So do we think the eggs will be heavier or the eggs will be lighter? Well, I think that the eggs will be heavier because it's a larger object. And I know that an egg has got that yolk and the liquid inside, so I think it's going to be heavier than just one piece of little chocolate. What did you think? Shall we find out? What can we see from the scales? That's right. The egg ended up being heavier than the chocolate, or we could say the chocolate is lighter than the egg. Way to go, friends. So, for your talk task, we want you to have a go at this now. So, you don't actually have these objects for you to weigh. We want to focus on our estimating, or our guessing skills, and just using the knowledge that we have about these objects to think about which one will be heavier or lighter. So, up above on the screen, we've got a banana, a carrot, a strawberry, a lolly, and we have three bananas. So, we want you to choose two objects at a time and imagine you're going to weigh both of them. And we want you to say whether or not you think the object, what object would be heavier or lighter, or if they'll be about the same. So, if I was going to go first, I might pick the banana and the carrot. Now, to me, these look like they're a similar size. So I might say, you know what, I think the banana and the carrot will be balanced because they're about the same size. So we want you to pause the video, have a go, choose two of the objects to compare. Maybe you're going to do it twice. And then say if it's going to be heavier or lighter or balanced. Which items did you compare? What if we compared the three bananas to one banana? What do you think would have happened? Would one banana be lighter, or three bananas? That's right, if you said one banana would be lighter, you're right because, surely three of them than one banana would be heavier. What about the lolly and the strawberry? What do you think about those items? It's hard to say, but they are a similar size, aren't they? They might equal the same. Well done. Now, for your main task, we're going to look at some pictures of some items. So, we've got a teacup, we've got a little fish, a leaf, a hat, we've got a cow, rhinoceros and a boat. So we're going to think about what we know about these objects in the real world and think about, are they a heavy object or are they a light object? Are they something heavy or light? So, now I'm going to think, if I saw a boat out in the ocean, would I be able to lift it up? No, I would not be able to lift it up. So I would class that object as heavy. So what I would do is I would take the picture of that boat, or I'd get a parent or carer to help me write down boat, and I'd write it in the heavy side. So over on the other side of the screen, you can see a chart that says heavy, with a circle underneath it, and you can see a circle that says light. So, in the resources, you can also find this table to print out, but you could also have a parent or carer help you draw two circles and write heavy and light on both sides. So, I would sort that boat to be on the heavy side, for sure. Now I'm going to look at the leaf now. Now, thinking about the leaf, do you think I would class that as a heavy object? No, it would be a light object because I can just pick up a leaf easily in my hand. So, we want you to pause the video, have a go at sorting the different items and say, hmm, maybe what you think is going to be the heaviest object and why, maybe what you think is going to be the lightest object and why. So we want you to sort the objects between heavy and light, and then we'll come back together. How did this go, sorting the objects from heavy and light? What did you think would be the heaviest thing, the heaviest picture on that screen? Yeah, probably the boat. I would say the boat was probably the heaviest. A rhinoceros would also be really heavy, too, wouldn't it? What would you think would be the lightest object on those pictures? Yeah, I would say probably the leaf, as well. Well done, boys and girls. Well, we hope you enjoyed today's lesson. I'm afraid that's all we have time for, but we hope you learned a lot about heavier and lighter, and using a little bit about a balance scale. Well, hopefully you took some pictures today of all of your amazing effort with your learning, and I'm sure your teacher would love to see some photos of what you've been up to. And, if you'd like, you could ask a parent or carer to share those photos with us at Oak. We would love to see the amazing learning you've been getting up to today. Well, hopefully, we'll see you next time, friends, for some more math learning. Bye, everyone.

In this lesson, we will estimate the length of paper and order length by comparing strips of paper.

Estimating the lengths of objects and then compare and order lengths

﻿Hi friends, it's Miss Moinar here and are you ready to do some super fun math learning today? Oh, I'm sure you are and I brought along one of my friends, Harold the hedgehog, to help us. Now, today we are going to be estimating, that means making a good guess about the length of some objects and we're going to compare them and measure them. So, let's see what you're going to need to get ready for this lesson. OK, Harold what are we going to need for today's lesson? You are going to need some paper, doesn't matter what it looks like, you're just going to need some paper that you're able to put into strips. Now, in order to cut the paper into strips, you will need some scissors. So, it's really important that you get a parent or carer to use the scissors and help cut the paper for you. All right, pause the video, go get what you need and we'll come back together to get started. All right, so I've got a strip of paper here. The first thing I'm going to do, is I'm going to cut my strip of paper into four different lengths, OK? So, I'm going to do that now, I'm going to cut them and I'm going to create about four lengths of paper. All right, so I've got these ones here. All right, so I've got my four lengths of paper, could you describe the different lengths for me? How might you describe this piece of paper? You might have said you think that's the longest strip of paper. How would you describe this piece of paper? You might have said that is the shortest bit of paper, well done. All right, do you think you could help me put the pieces of paper in order? So, lets put them in order from shortest to longest, which one did we say was our shortest one again? Point to it on the screen. That's right, this ones our shortest one, so I'm going to move it over here to be our shortest one. All right, now we've got these three pieces left. Which one do you think is the next shortest? Hmm, I'm having a tricky time figuring out if this ones shorter or this ones shorter. What do you think I could do to find out for sure which one is shorter? Well, if I put them close together, I can compare them. So, if I line them up directly, there. It's easier for me to see which one is actually shorter. Which one is the shorter one, the one above or the one below? If you said the one above, well done! I can see that's just a tad bit shorter, so I'm going to place that one next. And then what would be our next shortest one? That's right, this strip here. And then finally, we've got the longest one at the end. So, we've put them in order, for our strips of paper, from shortest to longest. All right, I'm going to take this piece of paper this time and I want to cut it in two pieces, but I want to make sure that when I cut it, that the lengths are different sizes. So, I want to make sure that one piece is shorter than the other one and the other piece is longer. How would I do that when I cut it with my scissors? What do I need to make sure I do? Well, if you said I need to make sure I take my scissors and I cut it in a place that I know for sure will make one part smaller and one part longer. If I do it in the middle, that's going to be really tricky to figure that out. So, I'm going to cut it, so I know that one piece is going to be closer to the edge, so it's going to be shorter. And so I just cut it and now I can see that I've made two pieces. I've cut two pieces and this one is much shorter than the other one. What would I do if I want to cut this strip of paper now into two pieces, but I want them to be the same size. What do you think I should do? Where am I going to cut it this time? Well, you're right, I wouldn't want to cut it close to the edge, 'cause I know if I cut it close to the edge I'm going to get a really small piece and a really long piece. So, a trick that you might want to do is you can try and fold your piece of paper strip in half. And that way I know when I open it up I know that both sides are going to be about the same. So, I'm going to cut it about in the middle, to make sure my strips of paper come out about the same size or the same length. All right, for your talk task, this is where you're really going to need a parent or carers help, OK? Because some cutting is involved, so they're going to need to use the scissors for you. So, when you want them to cut somewhere, you can point to where you want them to cut with the scissors and then they can cut it for you, OK? So, what you're going to need first, is you're going to need three strips of paper, OK? So, any type of paper, but you need to have three of them and I would say they need to be about the same size first. OK, so I've got three strips of paper. The first thing you're going to do is you're going to take one strip of paper and you're going to cut it somewhere, so you know you're going to get two different sizes of paper, OK? So, how are you going to know where to cut to ensure that you've got two different sizes of paper where you cut. So, you're going to point to where you want your adult to cut the first piece, OK? So, then you have two pieces that you've cut there. Then, you're going to take your second piece and you're going to put the scissors somewhere else again to make a cut, so you can have two different lengths again. So, maybe you're going to go from the other side, maybe you're going to do even smaller or bigger, but it needs to be two different lengths again and again, you're going to point where you want it to be cut and then your parent or carer is going to cut it for you, OK? So, after you've done that, you should have four pieces of paper that are different sizes. Then, for your third piece of paper, you want the two pieces to be the same length. So, where are you going to ask your parent or carer to cut it, so you know that both pieces will be the same? All right, after you cut them, we just want you to take a look at all of them, they are out in front of you and just think about, make an estimate, which strip do you think is going to be the longest? And you can say it out loud and why. Which strip do you think is going to be the shortest? And you can say it out loud and why. And, maybe you can find some strips of paper that you think are going to be about the same and why, OK? So, you're not going to order them yet, you're just going to make some guesses or estimating. OK, pause the video, have a go at that and then we'll come back together. All right everyone, how did that go? Were you able to get your parent or carer to help you cut your strips of paper into different pieces? Did you figure out with your estimating which one you thought was going to be the smallest? What about with the largest? All right, well, those estimating skills are going to come in handy, because now, we are going to do our main task. All right, for your main task, you guessed it, we need to now put all of those strips of paper in order, from shortest to longest, or you might want to try from longest to shortest, OK? So, what you're going to need to do is to take two of your pieces, when you get a similar size, you might need to take them and compare them in length, putting them next to each other to really see, which one is going to be longer or shorter, OK? You might want to say out loud as you go, this piece of paper will be longer than this one because, I know I made the cut closer to the edge and I know that it's going to be a longer piece, or when I compared them I could see that this one was a little bit longer, OK? So, we want you to pause the video and have a go at putting all your strips of paper in order from shortest to longest, and then we'll be back together. All right how did it go? Oh. Well, it seems that Harold has had a little bit of fun ordering his strips of paper as well. Well, what I was going to say is, how did it go ordering your pieces of paper? Were you able to compare them to find out which ones the shortest, which was the longest and then put them in order? Well that's great! Well, we're sure that you've had some amazing learning today and perhaps a parent or carer has taken some photos of your learning. I'm sure your teacher would love to see the great learning you've been doing. And, of course, Harold and I would love to see any of the learning you've been up to today. So, you could ask your parent or carer, if you'd like, to share it with us on Oak on our social media. All right, well that's all we have time for today I'm afraid and clearly Miss Moinar needs to go clean up all this paper after Harold. All right, well, we hope to see you again everyone, Bye.

In this lesson, we will use non-standard objects to measure the length of our toys and then order them from shortest to longest.

Measuring objects using non standard units and using accurate language (Part 1)

﻿Hi friends, it's Miss Molnar here, and we're going to what is that noise? Oh, I see, Harold has been playing with some of his London bus and London taxi toy cars. These are really neat, Harold. I wonder if these are going to come in handy today. All right, well, today we are going to be doing some super fun maths learning, and it's going to be so fun that this lesson is over two parts. So there's this lesson, and then the next lesson is part two, because there's so much for you to do. So much fun to be had, and so much learning. So what we're going to be doing today, and in the next lesson, is we are going to be looking at measuring some objects using nonstandard units and using some of the language to go along with measure. All right, let's see what you are going to need to get ready for this lesson. All right, Harold, what do we need for this lesson? So, you are going to need some kind of like toy cars like Harold has, okay? So he's got a little bus and he's got a car, a taxi cab that you might have some other kind of NASCAR cars. You might have some Lego cars. You might have some different kinds of cars or vehicles, but don't worry if you don't have any toys or cars that you could use for this lesson, what you could also do is in the resources, we've got some cars that you can cut out. If a parent or carer helps you cut them out, you can use those as your cars over the next two lessons.

You're also going to need some little objects to do some measuring with. So what I'm going to measure with is I've got some dry pasta pieces. I've also got some hair pins that are really small, and I've got, even teenier tinier, I've got some little pine nuts. Okay, so you're going to want to pause the video now, and this might take you some time with your parent or carer, you need to go get some little cars and toy cars that you can find, or you can print off the ones that we've got in the resources, and you're going to go need to ask your parent or carer what little objects you could use as your measuring objects. So on this screen, we've also got a picture of a paper clip. So whatever you can find quite a few of that would be good to use for your measuring objects. Okay, pause the video, go get what you need, and then we can get started on this exciting two-part lesson. All right, let's start by playing a little bit of counting I spy, which is Harold's favourite game. All right, hm, let me see. I spy with my little eye, something that there is two of. Pause the video if you need to have a closer look. Can you find something that they are two of? All right, what did you find two of? There could've been a few different things, couldn't there, Harold? So what I spied was that there were two seesaws at the back in the park. Do you see them? There's one, two see saws. I also saw what you might've said, that there are two swings. There's one, two swings in the park. Did you see anything else that there were two of? Oh, I'm sure you did. There's lots of different options. All right, Harold's going to have a go this time. Okay, hm. Harold says I spy with my little eye, something that there are 10 of. Oh my goodness. 10, that's a big number. All right, we're going to need you to pause the video now and have a really close look. What can you find 10 of in the picture? All right, let's come back together. What did you find 10 of? Did you find 10 bicycles? Let's see if we can count them to make sure that there's 10 bicycles. We're going to start in the very top corner. Let's count together, ready? One, two, three, four, five, six, seven, eight, nine, 10. That's right, there were 10 bicycles. Well done at your I spy skills, everyone. All right, now we would like you to take a very close look and how many vehicles we want you to see and find how many vehicles are on the road. So not bicycles, but how many are on the road driving? So look around at all the roads. We want you to pause the video and have a count to see how many vehicles there are driving on the road. All right, shall we count them together? Let's start by counting from the very top right of the screen, where that big red bus is, ready? Let's count one, two, three, four, five, six, seven, eight. Oh, there's one more there, that green car. I almost forgot, nine. There are nine vehicles on that road, fantastic. Now all of these vehicles, they are really waiting to go to the sports centre and the supermarket. They're all waiting to go by there, but they can't stop on the road. Where all these vehicles going to go? If they need to stop at the sports centre and the supermarket, they can't just stop on the road. Where do these cars and buses need to go if they want to come to a full stop, and then people can get out, and they can turn off their engines. Hm. Oh, Harold has an idea. Oh, that's right, Harold said a car park. Is that what you said? Fantastic, so all of these vehicles, they have nowhere to go. They need a car park, my goodness. So, what we're going to do today is we're going to start off in this lesson and then the next lesson creating a car park for some of all of our toy cars to park in, okay? So over the next lesson, and then over today's lesson and the next lesson, we're going to be creating a car park, somewhere safe for all of these vehicles to park and turn off their engines so the people can get into the sports centre and the supermarket. All right, so I'm going to go ahead and just draw my car park. All right, so there's going to be my car park sign, and you know, I'm going to have my entranceway over here. I'm going to start drawing my parking spaces in my car park. Okay, so I've got some there, I'm going to make it go all the way this way, okay. All right, so I've drawn my car park, Harold's helping me for our cars. So they're going to come in the car park, vroom, and I'm going to park them in that. Oh, oh, that one does it fit. Shall I try this one? Okay, come in the car park, vroom. Oh goodness. Oh, I've tried my car park, but something's wrong. What's wrong with my car park, boys and girls? That's right, I've made my parking spaces too small for my cars. I've made all the spaces too short and too thin. What do you think I could do? What do you think I should do first to figure out how big to make my car park spaces? Well, if you said I need to measure how big my cars are to make sure that I've got big enough spaces, you're right. And that's what we're going to do. We're going to measure the length and even the width of our cars today to make sure that next time, when we go to our beautiful car park, that we've got the right sized spaces for them to fit in. Okay, so this is when I need to measure my cars. Now you might actually have more than two cars than Miss Molnar, so you might want to do five or six or even, if you want to over these two lessons, you might make a giant car park on a piece of card, and you might be able to do use a whole bunch of vehicles, a whole bunch of cars. Maybe you've got trains, I'm not sure, but we really want you to have fun with this. So, what I'm going to do is I'm going to take my measuring objects. So, I'm going to use these cubes to measure today, but like Miss Meyer said, you might not have that home. So you could also use some small, dry pasta pieces or something else that you've got small enough and lots of that you could help measure around. Anything that you've got like that would be fine, as long as you ask a parent or carer. So, I'm going to measure my taxi cab first, okay, and I'm going to see how many long it is with cubes. I'm going to measure around, okay? So, first I'm going to measure how many cubes wide my taxi cab is, okay. And I'm actually going to keep track as well here. So for the next lesson I know, and I remember, how big everything is. So I'm going to write taxi. So I'm going to write taxi here to help me keep track, and you might have your parent care help you keep track as well. So let's see, so my taxi is about one cube wide. So when I go to make my parking space, I know that it's got to be wider than one cube long, okay? So I'm going to put a number one, and that's going to tell me how wide it needs to be. Okay, and now I need to see how long it's going to be. So I'm going to put some cubes together. So I've got one, two, have I got as long as it is yet? No, not quite, three. Okay, so it's going to be a bit longer than three, isn't it? It's not quite four, but I'm going to put four cubes. I'm going to put four cubes as it's length, cause I know that it will definitely fit within four cubes. And you know what? I think that parking spaces, a lot of the time, they actually are a little bit longer than the cars, aren't they? So I've put taxi one to represent how many wide, and I'm just going to put a little bit of a line here, and I'm going to put the number four to help me remember how many cubes long it is, okay? Now, remember though, I've got a bus as well, okay? And my bus is a little bit longer, I think, than the car. So, I'm going to have to make sure I record the bus length, because I need parking spaces that are going be big enough for the bus as well. Okay, so I'm going to put bus, okay. Now the first thing we need to do is measure the width, and look at that, it's about one as well. That's similar to the taxi cab. Okay, so we know that my parking spaces need to be at least one cube, if not bigger, wider, okay? Wide enough for them to go in the parking spaces. Now that's do the length, okay. Oh, look at that, I think that might be perfect there. So, we've got one, two, three, four cubes long. Okay, it's just a little bit longer than that. Then the taxi, and you know what that's going to be perfect, cause that means if we make those parking spaces the exact same length, then we know for sure that both the taxi and the bus are going to fit inside our parking lot. Okay, so I'm going to go ahead, and I'm going to measure out all of the cars that I've got, and I'm going to make sure that I record all of their measurements down, so I know exactly how big I need to make my parking spaces. Okay, so your top task and your main task for today are going to be a little bit joined together. So the first thing we want you to do is just pause the video first, and we want you to take a look at all the vehicles that you found. So, if you're going to use the ones from the downloadable resources, that's fine, make sure you've got those ready. Okay, if not, we want you to have all your vehicles that you've got ready together, and we just want you to talk about them, okay? We want you to compare their lengths before you measure them. So you might say my red car is longer than the black car. You might say these cars are the same length. You might say my blue car is shorter than my red car, okay? So we just want you to pause the video for a couple of minutes, and look at the vehicles that you have, and kind of sort out which ones are going to be the long ones or the short ones, and you can see what kind of sizes you have. All right, pause the video and we'll come back together in a couple of minutes. All right, well, we hope that you were able to do some comparing already of the different size vehicles that you have. So you can kind of see the different sizes that we're going to have to put in our car parks. All right, now this is the part that you're going to have to go away now and do for your main task, and probably get a parent for carer to help you record. Okay, so just like Miss Molnar did, if you want to, you could do it on a piece of card or a piece of paper, it's up to you, but we would like you to measure the length and the width of all of your vehicles, okay? So how wide are your parking spaces going need to be and how long are they going to need to be, okay? So I wrote down the name of each of my cars, so maybe your parent or care can help you write down a name for each of them. Okay, and then you're going to use your measuring objects. So remember Miss Molnar used her blue cubes, but you might have something else that your parent or carer said you could use, you might have something else that your parent or carer has said you can use. So, something like a dry pasta piece is really good. You could also maybe use some spaghetti and make a smaller piece. You could also use some string or paperclips. So, it's up to whatever your parent or carer can find and allow you to use, okay? So you're going to go in and measure them, and make sure you record how wide and how long they each are, make a list. Okay, and then we'll come back together, and talk about what you're going to do for the next lesson. All right, how did it go measuring all your vehicles? Were you able to record how long they were and how wide they were? Did you make a list of them all? That is great. Well, you can see that Harold is really excited to make his car park in the next lesson. So, make sure you keep all of your measurements on hand for our next lesson, for part two of this, where we're going to actually make out our car parts, okay? Well, that's all we have time for for today I'm afraid, but we're sure that you've already taken some great photos of your learning and we're sure that your teacher would love to see what you've been up to so far. It'd be really neat to see what vehicles you've been using to measure out for your car park. So, if you'd like, you could ask a parent or carer to share some of those photos with us at Oak on our social media. That would be great, we would love to see what you've gotten up to so far. All right, everyone. Well, hopefully we will see you in the next lesson. Bye for now.

In this lesson, we will measure and create car parking spaces for our toys using non-standard units.

Measuring objects using non standard units and using accurate language: Part 2

﻿Hi, friends. It's Miss. Molnar here, and it's Harold, the hedgehog back with his red bus because we are ready for part two of our lesson in maths, all about measuring objects, using non-standard units. So you'll have to make sure that you did part one of this lesson first. And in part one, if you remember, we were measuring all of our cars to make sure they were able to fit in our car parks. So in the last lesson we should've recorded down all of their measurements. If you've done that, then we can now get started and see what you're going to need for today's lesson. So we can finish up our car parks. All right, Harold, what do we need for this lesson? I'm so excited about this lesson. So you're going to need your toy cars or the vehicles that you used from the last lesson. So maybe you printed out the pictures of the cars and use those. Maybe you had some trains or Lego cars, but make sure you have all the same ones from last time. You're also going to need some objects for measuring. Okay, so last time you might've used some pasta pieces or maybe some Lego bricks. And you're going to need that again today, but you're also going to need something tinier, okay? So I've got some little pine nuts today to use. And then finally, this is where you can get a little creative depending on what you have in your home and what your parent or care says is okay to use. When we're actually going to make the car parking spaces on a piece of card or a piece of paper you might want to actually make the spaces using some play dough or some plasticine. If you've got some string or some ribbon, or you could even use some long spaghetti pieces that are dried, some dried pasta and a parent or care could help you break them to be the right size. I'm just going to draw my parking spaces with a pen, but we thought it might be fun for you to actually use some of these other items. So you can decide if you're just going to use a pen or you might want to actually build it. And then you could keep your car park by using some play dough or string. All right, so pause the video, go ask your parent or care what items you can use, get them ready and we can begin. All right, so I'm going to look back at my measurement for my taxi. Now my taxi was one long in terms of width and four cubes long. So what I'm going to do is I'm going to take a measuring tool. So I'm going to take a pine nut and I'm going to measure it out. And I'm going to draw my parking space. So I know it's got to be at least one wide. So I'm going to mark that and it's got to be four long. So I've got one, I'm just going to mark that out for myself. Two, three, and four. So I've marked that, now I can draw up my parking space to the right measure measurements. So now I'm going to get my taxi cab and it's going to drive in . Oh, it still doesn't fit. What have I done wrong? Do you remember what I used for my measuring tool last time? Did I use the pine nut last time? No, I did not remember. I used my cubes, so I need to make sure that when I'm measuring, when it says four, that I'm using four of the cubes and not four the pine nuts, because that's not going to give me the same length. So I'm going to wrap that out and I'm going to show you though. I'm going to show you though how we could still use the pine nut, but I need to make sure that I've got the same length of pine nuts as cubes. So if I'm going to do my width of a cube. My pine nut wide of the cube would be one, two. It'd be two pine nuts long. So when I go to actually make up my space, then the width needs to be at least two of these long. If I was going to use the pine nuts. If I was going to use the length of the cubes of the pine nuts, for how long the car should be, I could see how many it needs to be. One, two, three, four, five, and six. So I can't use the pine nut with the same measurements. But what I'm going to do is I'm just going to go back to my cubes from before to make sure it was accurate. So let's try this again. So I know it needs to be at least one cube length wide. Now remember, you're going to want it to be a little bit wider than your measuring tool, because you want to make sure that the car has enough space to get it. Then remember we said, it's got to be at least four cubes long, and I know that's going to be long enough because the car wasn't quite far long, was it? So I'm going to put that there. I'm going to measure it out to make sure I've got the right length. And now I can draw my parking space and I'm sure yours is going to be a little bit more creative than mine is. Now remember, this is when you could get your play dough or your string or your pasta and you could tape it or maybe glue it or just push the play dough down on the space. And it can be something that you can keep, but I'm just drawing mine now. If you want to draw it, that's okay as well. All right, so let's see if my taxi fits into my parking spot now. Here we go. Does it fit this time? Much better and he's even got a little bit of space so he can open the doors or even open the boot. Well done, all right. Let's do the same thing for the bus. We're going to get this and again, we're going to measure it. Make sure there's space on either side. Because we've got the same measurement for the bus. If your cars have a different measurement, you need to make sure in your parking lot, you draw some spaces big enough for them, if they're different. Mine needed just about the same amount of space. All right, so let's see if now my bus has some room. And there we go. Now it has just enough space in my parking, in my parking lot or my car park for both of my vehicles. All right, so this is it everyone. For your main task, we're going to want you to take your measurements from last time and actually make your car park. Now I'm sure yours is going to have a lot more detail than mine and Harold's. You could draw some lovely trees on your car park. You could bring in lots of colours. You could get the play dough or plasticine out to make the spaces so you can make sure they have enough room. You can do whatever you like to decorate your car park, but you just need to make sure that you make the spaces big enough for each of the vehicles that you've measured. So go back and get your measuring tool. Get whatever you're using. If it's the plasticine, play dough or string, all the materials that you need. And we can't wait to see when you've finished your car park and with all of the cars in it. All right, pause the video, go get what you need and get started on your very own car park. Well, how did your car parks turn out everyone? What did you use to make the parking spaces? Well, we really, really hope, if you haven't yet, that you take some photos if you're learning from today, because we would absolutely love and we're sure your teachers would love to see some great pictures of your car parks. And if you'd like, we would really like it if you shared some of those photos with us here at Oak. So you could ask a parent or care to share the photos with us on our social media. We would love to see how your car parks turned out. Alright, well, I'm afraid that is all we have time for today, friends, but we really hope you enjoyed that lesson. And hopefully we will see you again soon. Bye from Miss. Molnar and bye from Harold, everyone.

In this lesson, we will recap our capacity learning as well as explore estimating skills.

Consolidating learning on capacity

﻿Hi friends! It's Miss Molnar here and Harold the hedgehog. Say hi to everyone Harold. And today, we are going to do some super fun math learning. So I hope you are ready. So, we're going to be consolidating our knowledge today all about capacity or about how much different containers, how much liquid they can hold. All right, let's see what you're going to need to get ready for this lesson. All right, Harold what do we need for this lesson? All right, so you're going to need some different sized cups and containers from around the home. So you're going to need to ask a parent or carer to get some of these items for you. So I've got some plastic cups, and some plastic bowls that can be filled with water. And I've got some different types of vases, and maybe jars. So pause the video right now. Ask a parent or carer what you could use. And then we can come back together to get started. Okay, lets recap a little bit about some of the vocabulary that you might have learned already on capacity. All right, so, looking at the first image of the jar with water in it, how could we describe the amount of water in the jar? Its a tricky one, 'cuz it's not quite full. If you said nearly full, well done. I say, you say nearly full. Good. We can describe the amount of water in this jar as nearly full. It's not to its full capacity, is it? All right, lets look at the next one below that. How could we describe the amount of water in the jar below now, in the bottle below? Hmm, its not quite empty. How could we describe it? If you said nearly empty, well done. I say, you say nearly empty. All right, we've got three more images on the screen here. Let's start with the water bottle at the top. How could we describe the amount of water in that bottle? So this bottle is half full, or depending on if we dumped it out, the water out, we could say half empty. But we could say half full. I say, you say half full, because the water is half way from the top in the bottle. Well done. All right, what about the one below it? How much water is in this bottle? If you said it's empty, way to go friends! There is no water in that bottle. So we can say empty. I say, you say empty. Well done. And then our very last one on the end. How could we describe the water in this bottle? If you said full, well done friends. That bottle can't take any more water, can it? It's at its full capacity. Well done everyone. I say, you say full. All right, now Harold tells me that he's brought a friend with him today. Is that right Harold? And apparently, they've been having a little bit of a disagreement. So we're hoping that you know so much about capacity now, that you could help us out a bit. Do you think you could help them solve their disagreement? Perfect. Okay, so Harold, who's your friend? Oh, its Nelly the elephant. Here's Nelly. Say hi to everyone Nelly. All right, well, Nelly and Harold seem to be having a little bit of a disagreement. Is that right? Can you look at those containers Harold and Nelly and we can see what they've been arguing about. All right, so, we've got this vase here and this vase. Now, the reason that they were having disagreement was that Harold says that this vase is going to hold more water in it. So if we put some flowers in it, it's going to keep it alive longer. It's going to hold more water in it because it's a wider vase at the bottom and it will hold more water. Okay. Now nelly says," Well no that's not true because this vase is taller, so its going to hold more water." Hmm, what do you think? What's your prediction? Do you think the vase that's shorter and wider will hold more water? Or, do you think the vase that is taller and thinner is going to hold more water? All right, well, I'm not sure who's right everyone. What do we think? Is Harold going to be right? Or, is Nelly going to be right? We're going to test it out in a minute, but we want you to have a go at pausing the video, and seeing which container do you think is going to hold the most water and why.

Okay, so, I've got my short vase that's wide, and I've got my tall vase that is thin. And what I'm going to do is I'm going to fill this purple cup up with water and see how many cups it takes to fill each of the containers all the way to the top. So I'm going to fill it up, and then we're going to count together as we go. Okay, so I've got... One. Two. Oops, spilling. Three. Four. We're still going, my goodness. Five. Oh, I think we can fit one more in there. And six. All right, so that is right up to the top. Can you see it? So it took six of these purple cups to fill this vase all the way to the top. I wonder how many it's going to take to fill this one. Okay, let's try this one now. This one's going to be a little bit trick to pour into. So we've got one. I'm making a big mess here. Harold will have to help me clean up after. Okay, so, so far we've had one cup. Two. And- oh goodness, I can't even fill up the third cup. Wow! So, who was right in the end? It didn't even take three cups to fill up this vase. But this one took six whole cups. So, that means that this vase, even though it is taller, because its thinner, its capacity is less. It can't hold as much water in this container as this one. This one's got a larger capacity because its wider. All right now, for your main task we would like you to have a go at this. So you're going to need to get your own cup. Doesn't matter the shape of it or the size, but its going to be the one that you're going to estimate. Okay, so you're going to have one cup that you are always going to fill up and pour water from, okay? Then, you're going to get a few different containers that your parent or carer says is okay to use, and first we want you to estimate, or guess, how many cups it will take to fill up that tea cup, that jug, that jar, okay? So you're going to make guess first. So you might say, "I think this container will hold six cups of water." And the you're going to test it out. You're going to pour the water in and count how many cups and see if you're close. We want to see good your estimating skills can be. All right, pause the video, have a go at that, and then we'll come back together everyone. All right, how did your main task go everyone? Were you able to do some good estimating as to how many cups could fill some of your different containers? Were any of your estimates close? Well, it looks like Nelly's had to go because Harold got Nelly all soaked with water. We've got a big mess to clean up. So unfortunately, that all we have time for today. But, we're sure that if you took some photos of your learning today, with all of your estimating, and pouring in the water in the containers, that your teacher would love to see all the great effort you've been up to today. And of course, Harold and I, and Nelly, once she dries off a bit, would love to see your learning as well. So if you'd like, you can ask a parent or carer to share it with us on our social media here at Oak. All right everyone, we hope you enjoyed this lesson and we'll see you net time.

In this lesson, we will recap our learning on heavier and lighter and then apply this knowledge in a range of reasoning questions.

Consolidating learning on weight

﻿Hi, friends. It's Miss. Molnar here and Harold the Hedgehog, and we are here to do some maths learning with you today. Today, we are going to be consolidating our learning all about weight, and how heavy or how light something is. Well, you're not going to need to get anything ready for this lesson except your thinking brain, so make sure you've got your thinking brains ready, everyone, and then we can get started. Okay. Let's recap some of the language that we might've learned already with our weight. So, I say, you say. Balanced. Well done. Balanced is when both sides of the scale are at the same level. So that means the weight is equal to each other. I say, you say, lighter. Well done. So remember, the scale, when something is lighter, the scale will go up on the side that is lighter. I say, you say, heavier. Well done, heavier. So, we will know that an item is heavier on a scale when the scale gets weighed down on one side. We know that that side is the heavier side. All right, so let's take a look at this scale that we've got here, this balance scale. We've got an apple on one side and we've got three apples in a bag on the other side. Which side of the scale is showing to be the heavier side or the lighter side? So, we've got a sentence here that says the bag of apples are hmm than. Okay, so. Are the bag of apples lighter than the one apple, are they heavier than the one apple, or are they balanced and the same? Have a think. See if you can fill in the sentence for us. If you said the bag of apples are heavier than the one apple, you are right. We can see on the scale that the bag of apples has a larger weight or a heavier weight than the one apple. Well done. All right. Now we've got some eggs here. Mm, making me think of breakfast. So, we've got an egg on either side of our scale. Now, let's see if you could have a think again. Which side is the heavier side? Which side is the lighter side? Or are they the same? Have a think. Ooh, Harold's having trouble with this one. He's not sure which one is heavier or lighter. What did you say? If you said the eggs are balanced or they're equal, that's right! You're so right, because they weigh the same amount. They're the same size. The balance scale would be equal on either side. One of them isn't heavier or lighter than the other. Way to go, everyone. All right, we've got another one here to try. So, on one side of the scale, we've got one carrot. On the other side of the scale, we've got some bananas. Oh, it looks like Harold is getting hungry here. He loves fruit. What do we think, friends? Are the scales balanced? Let's think about the sentence. The carrot is hmm than the bananas. Is the carrot lighter? Is the carrot heavier? Look at the balance scale and have a go at explaining in a sentence. Well done. If you said the carrot is lighter than the bananas, you're right. Well done. We can see on the scale that the banana side of the scale has weighed down the scale, so that means it's the heavier side. Oh, right. Now that we've done a little bit of recapping on our heavier and lighter, we've got a little bit of a question for you. We need some help. Don't we, Harold? Now, Harold and I have gotten a little bit of a disagreement, but that's okay, I'm sure you can help us solve this. So, we've got Miss. Molnar's bag, purple bag, on the one side of the scale. And we've got three of Harold's balls that he likes to play with outside on the other side of the scale. And Harold says, "Well, there's only one bag, Miss. Molnar, and I've got three of those red balls. So surely anything that's three of, is going to weigh more than one of something." So, Harold seems to think the scale is broken. He doesn't think that one thing could be heavier than three things. Hmm, but I'm seeing the purse being weighing down. It's weighing down the other side. I don't really think the scale is broken. What do you think? Is it possible for three things to be lighter than one object? Have a think. Pause the video if you need some time to talk out loud and have a think. Is the scale broken, or what do you think? All right, well hopefully you paused the video and you had some time to think about this question. So, what did you think? Was the scale broken? Should the purse be lighter than the balls, because it's only one thing? If you said the scale's not broken, you're right! Because it doesn't matter how many objects there are, it's all about how much it weighs or how heavy the object is. So even though there's only one bag, that bag is heavier. It's got a greater weight, or a greater mass than the three of the red balls combined. So even though there's three of them, it doesn't mean it's actually heavier. One object can be heavier than three objects combined, okay? It'd be different if it was three of the same purses. If we had three purple purses on the other side of the scale, surely that would be heavier than one purple purse. But the bag, the purse is heavier than all three of those red balls combined. That was a little bit tricky 'cause sometimes we think that the more of something we have, the heavier it's going to be, but that's not always the case. Well done for some excellent thinking there. That was a tricky question, everyone. All right. So, we're going to go into our main task now. We've got another really tricky question here. Okay. So, again, Miss. Molnar and Harold have come to a disagreement again. My goodness, we've got lots of disagreements today. Hopefully, you can help us out again. So, we've got a picture of a tennis ball and a beach ball. Now, I think because the beach ball is bigger, it's a huge, it's much bigger than the tennis ball, so I think the beach ball is going to weigh more, it's going to be heavier than the tennis ball, because it's much larger than the tennis ball. But Harold does not think so. Hmm. Harold's been thinking about the material that a beach ball is made out of, and he's thinking about a tennis ball, and he thinks, "Nope." He thinks that the tennis ball is surely heavier. I just don't think it's possible. The tennis ball is tiny and the beach ball is really big. So, I think a beach ball must surely be heavier. So, what we'd like you to do is to pause the video and have a think right now and seeing if you can do some explaining about whether or not the beach ball or the tennis ball is heavier. Have a think. All right, hopefully you had time to think and explain that when you paused the video. What did you think? Did you think, did you agree with Miss Molnar, that the beach ball would surely be heavier? Or the tennis ball be heavier? And why do you think that? Oh, well it seems that Miss. Molnar was wrong. Again, just because an object is bigger, doesn't make it heavier, okay? A beach ball is filled up with air. We blew it up, don't we? You fill it up, the beach ball. It's just filled with our air. It's not very heavy, and that's so we can hit it around on the beach or by the seaside, whereas a tennis ball is made from some different material, and makes it much heavier because it's not just made of air. So, even though a beach ball, oh sorry, even though a tennis ball is much smaller, it is heavier, okay? So, this is what we want you to do. We want you to investigate today. Can larger objects weigh less? So, we want you to ask a parent or carer to help you, and we want you to have a little bit of a hunt around your house. Can you find some objects to compare? So, you're going to find two objects. One small object and one large object. But the goal is to find a large object that weighs less than your smaller object. So, maybe you're going to find a set of keys, okay? Even though the keys might be really small, they could be heavier than say, a piece of paper, okay? So, we want you to find two objects that are different sizes, and we want you to see if you can find that the bigger object actually weighs less. This is quite a tricky challenge today, so we're hoping you can find lots of things to compare and find out that actually, sometimes it's not always about the size. You might still find some bigger objects that do weigh more. But again, we want you to find the ones that weigh less than a smaller object. All right. Well, we're ready for you to get off on your hunt, all right? On your marks, get set, and hunt! All right. What items did you find around the house? Were you able to find some larger items that were actually lighter, they actually weighed less than a tinier item? Well, what did you find? Well, I'm sure your teacher would love to see all the items that you found that were heavier or lighter than. So, if you took some pictures of your learning, I'm sure they would love to see it. And of course, Harold and I would be really interested to see what lighter and heavier items you found around the home. So, if you'd like to, you could ask a parent or carer to share the pictures with us on our social media at Oak. Well, that's all we have time for, I'm afraid, today, but we really hope you enjoyed your learning, and we hope that you enjoy the rest of your lessons today. All right, everyone, we'll see you next time.

In this lesson, we will recap our learning on longer and shorter and apply this to a real life context within our home.

Consolidating learning on length

﻿Hi everyone, it's Miss Molnar here, and one of my great friends Harold the hedgehog is here today to do some maths learning with you. Today, we are going to be consolidating or recapping some of your learning, all about length. And today you're not going to need anything except your thinking brain ready today for this lesson. All right, if you're ready, let's get started. All right, so Harold has been cutting some ribbon. He's been cutting some ribbon to tie for a birthday present for his friend Nelly's birthday. He's got to wrap it up. And he's cut three different sizes of ribbon. Hmm, I wonder if you could help us describe the lengths of the different coloured ribbon? We've got a blue ribbon, a red ribbon and a green ribbon. I wonder if we could compare the lengths of each one and maybe we can find out which one is best for Harold to use to wrap his present. So I'm going to go first and I'm going to compare the blue ribbon and the red ribbon. So I am going to say, the blue or the blue paper is longer than the red ribbon, 'cause I can see that. They're right next to each other, and I could see the blue ribbon is much longer. Do we agree? Thumbs up if we agree. Well done. I could also say that the red ribbon is shorter than the blue ribbon. Okay, I wonder if you could have a go now. I wonder if you can compare the blue ribbon and the green ribbon using the words longer, shorter or equal to. Now remember equal to means they're the same, okay? So can you pause the video and compare the blue ribbon and the green ribbon? All right. What did you use to compare the blue and the green ribbon? What language did you use? Well, we could have said that the green ribbon is shorter than the blue ribbon, or we could have said the blue ribbon is longer than the green ribbon. Well done. Fantastic. Now I wonder, hmm, which ribbon is the longest ribbon? That's right, it's the blue ribbon. Well done. Which ribbon is the shortest ribbon? That's right, it's the red ribbon. So Harold says that he wants a ribbon that's just in between. He doesn't want to be too short or too long. Which of those colours do you think would be not too short, but not too long? If you said the green ribbon, well done. All right, now for your Talk Task, we want you to have a go at this on your own. We want you to compare the blue, the red and the green ribbon using the language of longer, shorter and equal to. So pause the video and see how many sentences you can come up with out loud for each one. All right. All right, how did it go, everyone? Now, Harold found this one a little bit tricky. He was trying to compare the blue ribbon and the red ribbon. How did you compare those two? Were one of them longer than the other? No, that's right. The blue and the red weren't longer than each other. So what words did I have to use to compare them? I had to use the words equal to, because there the same length. So I could say the blue ribbon is equal to the red ribbon, or I could say the red ribbon is equal to the blue ribbon or they are the same length. Well done. How could I compare the green ribbon compared to the blue and the red one? That's right, I could say the green ribbon is longer than both the blue and the red ribbon. Well done, boys and girls. You're right, so it seems as if Harold has brought a friend today. Is that right Harold, have brought a friend? Who have you brought? Oh, he's going to go get him. It's Nelly, the elephant, everyone. Say hi Nelly to everyone. Now Nelly, you were doing a little bit of estimating with some measuring, weren't you? That's right. Now Nelly was trying to estimate how many of Miss Molnar's hands it would take to measure the length of her kitchen table, okay? And Nelly was saying, it would only take two of my hands. So if I stacked my hands once and then two times that would take up the entire length of the table. So that's what Nelly was estimating. But Harold's showing me his thinking face because Harold thinks that that can't possibly be true. Harold's thinking that's not a good estimate, Nelly. Surely, Miss Molnar's hand will take much more than two hands to cover the length of the table. Hmm. Hmm, what do you think? Do you think Nelly's right? Do you think that only two of Miss Molnar's hands will measure the whole length of the table or you think more? And why do we think that? Hmm. Well, Harold thinks that Miss Molnar's hands is quite small compared to the table. So it should take quite a few more hands, hand lengths than just two to cover the table. Hmm, okay. Well I think the only way to settle this Nelly and Harold is if we measure the table with Miss Molnar's hands then, shall we see? All right, let's have a go. All right, so I'm going to take my hand and I'm going to go all the way across my table. So I'm going to start by this side, so you can see what my hand looks like at the edge. And I'm going to count, you can count with me how many it's going to take to go across the table. Are we ready? Here we go. One, two, three, four, five, six. So Nelly, were you right, was it? Did it take two of Miss Molnar's hands to cover the table? No, it took much more, didn't it? Because Miss Molnar's hands are quite small compared to the table, but I can still use them as a measuring tool. Do you remember how many hands it took to cover Miss Molnar's table, the length of it? That's right, it took six of them. Well done. Well, what we would like you to do now is we want you to be making some estimates or some good guesses before you're measuring, okay? We can't just say a random number. We don't want to say 100, or we don't want to say one if we're using our length of our hand. We want to think of a good guess. So we'll look at the size of our hand and our foot and we'll think okay, if I'm going to measure something in my home, what would be a good guess before I measure, okay? So that's what you're going to do for your Main Task. You're either going to use your hand or your foot as a measuring tool, and you're going to choose some things within your home that you would like to measure, but make sure you ask a parent or carer first, what you can measure. So maybe you're going to measure the length of your table like Miss Molnar did, maybe you going to measure the length of a sofa or a bed using your hand or using your foot, okay? Maybe you've got a rug on the floor that you want to measure the length of, okay? But first remember, you need to make a guess or an estimate, okay? So you could say the carpet or the rug will be 20 hands long, maybe, okay? So you're going to make your guess, then you're going to measure and you can see how close your estimate was. All right, pause the video and get set to go do some measuring. How did you measuring go everyone? Were you able to estimate before you measured? What kind of objects did you measure? Well, we're sure that you did some amazing measuring today. Nelly and I are so impressed. And we hope that maybe you took some photos of your learning today. We're sure your teacher would love to see all the learning you've been up to today. And of course here at Oak we'd love to see the learning you've done as well. So you could, if you ask a parent of carer, share your learning with us. Nelly and Harold @Oak on our social media. All right, well that's all we have time for, I'm afraid today, but we hope that we'll see you again soon. Bye everyone.

Unit Overview: Measures

Lessons: