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 be ordering objects according to size using language like bigger, smaller, biggest and smallest.

Ordering objects by size

﻿Hello friends it's Miss Molnar here and we're going to be doing a math lesson today. All about measure. And when I say measure I mean that we're going to be comparing some objects today. So you might get to use some of your favourite toys at home to do some comparing. Alright, let's go to the next screen to see what we need to have ready for today's lesson and so you can go get it ready. Alright, for today's lesson you're going to need to make sure that you ask a parent or carer for all of these items first. So you're going to need some items in your house that you can compare. So you might want to get some of your favourite toys that are different sizes. I'm going to use some Teddy bears, Harold and a few of his other friends today. You're also going to need to be doing a little bit of cutting during the main task. So you need to make sure you ask your parent or carer to help you with this and for them to use the scissors. You're also going to need something to colour with, so maybe that's coloured pencils or crayons. Alright, pause the video now, go get everything and we can get started with our learning. Alright, we're going to start by going on a little bit of a number hunt. So this is a picture of Polly's kitchen. I'm going to hunt for what numbers I can see in the kitchen. Alright, this is how we play. So, I can see in Polly's kitchen. I can see one, two cats. Do you see the two cats? Great job for spotting them. Alright, what other numbers can I go on a hunt for in Polly's kitchen? Let me see. I see one, two, three, four, five chairs. Can you see the five red chairs? Well done. Way to go. I wonder if you can pause the video and can you have a little bit of a hunt for some numbers? What numbers of items can you see in Polly's kitchen? Pause the video now and see what you can find and we'll come back together. Alright I hope that you found lots of different numbers in Polly's kitchen. There's lots of different things we could have been speaking about. We could have counted the cupcakes. I see one, two, three, four, five cakes. I wonder what else you saw. Now in Polly's kitchen, she's also got a lot different plates. There's different sizes of plates. Can you spot some of the plates on the table? That's right there's simply ones and there's some white ones. We're going to take a little bit of a closer look at the sizes of some of these plates. Okay these are two of the plates in Polly's kitchen. Which plate is the bigger plate? Is the purple plate bigger? Or is the pink plate bigger? What do you think? That's right. Well done. If you said the purple plate is bigger, you are right. If I put them next to each other you can see that the pink one is much smaller than the purple one. Well done. We know that the purple plate is the bigger plate. Now I'm going to grab another plate from Polly's kitchen. Okay. So I've got two plates in Polly's kitchen this time. But this time I want to know which plate is the smaller plate. Is it the purple plate that's smaller? Or is it the green plate that's smaller? That's right the purple plate is the smaller plate. We'd be fitting much less food on this one and the green plate is the bigger plate. Fantastic, now I wonder If bring all of my plates back. I want to put them in order. I want to put them in order from the smallest plate to the largest plate. If I was going to make a line of them, how could I put them in order? Which plate would need to come first as the smallest plate? Is it the purple one, the green one or the pink one? Have a think. Which plate is the smallest? If you said the pink one well done, the pink plate or bowl is the smallest one. Alright, now we've got the purple and green plate left. I wonder if we're going to put them in order from smallest to biggest, which plate is going to have to come next? The next smallest plate. That's right it would be the purple plate next because it's a little bit bigger than the pink plate. Well done. And then that means that finally our green plate would have to come out the end. So we've got the smallest, we've got a little bit bigger and then we've got the biggest with the green one. Well done. Alright so we're going to continue to use those words bigger and smaller to compare some objects. And to help me with my comparing today I brought along Harold the hedgehog, say hi to Harold everyone. Alright now Harold, we are going to do some comparing. So I need your help and I'm hoping that you've brought a friend with you. Have you brought a friend? So Harold has brought along his compare bear friends today. What we're going to do for our top task is we're going to choose two of the bears and we're going to compare them, using the words bigger or smaller. So I'm going to choose two coloured bears to compare. I'm going to choose the green bear and I'm going to choose the blue bear. Alright so I've got my green bear and my blue bear. And I'm going to compare them. Okay let's take a closer look at them. How could I compare these bears using bigger or smaller? Which bear is the bigger bear? If you said the green bear well done. I could say the green bear is bigger than the blue bear because it's much larger. Isn't it? I could also change that around and I could say the blue bear is smaller than the green bear. Alright so now I'm going to put them all back and I'm going to pick two different bears to compare this time. Let me see am going to pick the blue bear again. And this time I'm going to pick the red bear. Alright so we've got the blue bear and the red bear let's compare them. Have a look. What sentence could be used to describe them using bigger or smaller? I'm going to say, that the blue bear is smaller than the red bear. I could also say the red bear is bigger than the blue bear. Alright, friends this is where you will need to pause the video and go ask an adult. If you can get some of your favourite toys that you can compare. So for the task you're going to use the sentence stems. is bigger than. So you might have lots of different kinds of toys that could be cars, LEGO pieces, anything that you've got that your parent or carer says it's okay to use would be fine for this task. Go grab some of those objects now. Pause the video and have a go at saying your sentences out loud. We can't wait to hear what sentences you come up with. Alright well I'm sure you did some great comparing with some of your favourite toys at home using the language of bigger and smaller. Now what we're looking at is I've got some Teddy bears who have joined the kitchen. They're really really hungry but we need to make sure that we match up the right size Teddy bear with the correct size of plate. We don't want to give a really tiny Teddy bear a really large plate. We want them to be matched up properly. So the first thing we need to do is let's find the smallest sized Teddy bear. Which Teddy bear is the smallest size? Can you point to the screen where the Teddy bear is the smallest size? If you pointed to this little blue one, you are right. That is the smallest Teddy. Now we need to make sure this Teddy, chooses the smallest plate. Can you see which of those four plates is the smallest plate? Can you point to the screen. Well done. If you spotted this plate here you're so right. That little plate belongs to this little Teddy bear because he is the smallest. Alright, what is our next smallest Teddy bear? The next smallest one. Can you remember? They're very close in size. It's a little bit tricky lets put them up this way to see too. I can see it now. If you said the red one you're so right. It's our next smallest Teddy bear. Can you see out of the three plates, which one might belong to this red Teddy bear? Do you think that the red Teddy bear should have this big plate? Why not? That's right it's not the biggest Teddy bear so he can not have the biggest plate. Which plate should he go with? Point to it now. Well done. If you said this plate on the end fantastic. That plate looks like it matches that Teddy bear. Alright we've got two Teddy bears left. We've got this green one and this blue one. Which one looks like it's the next biggest Teddy bear? If you said the blue one well done because we've got the green one is actually bigger than the blue one. They're very close but this one is a bit wider. So we need to make sure that the green Teddy bear has the biggest plate and the blue one has the next smaller plate. So point to the screen, point to the plate that the green Teddy bear should be matched with. Well done. If you pointed to this big one, you're so right. Fantastic job everyone. So what we're going to do now, is all of our Teddy bears have been matched up to the correct size of plate. But now what we want to do, is we want to put our plates and our Teddy bears in order from the smallest to the largest. What do you think? Are they in the right order at the moment? Are they all going from smallest to the largest? What do you think? If you said no you're so right. We don't have our largest one on the end. So let's start from the beginning. Do we have thumbs up or thumbs down. Do we have the smallest plate and the smallest Teddy bear at the end? We do it's the smallest one so we can leave it there. Fantastic. Now, which Teddy bear and plate should come next as the next smallest one. Is this one the next smallest? Or is there another one along here that's smaller? You're so right. Well done. This blue one is not the next smallest one. We need the red one next to be our next smallest one. So we've got the blue Teddy bear with his plate, the red Teddy bear. Now, do we want to keep the green Teddy bear here with its plate? And have the blue one come at the end as the biggest. Is that blue Teddy bear and plate the biggest? No you're so right. We need to swap them because we already know that that green Teddy bear is the biggest or the largest Teddy bear and the largest plate. So I'm going to move it this way. And there we go. Now we've put them in order from the smallest baby bear to the biggest bear. Well done for helping me out everyone. Okay now it's time for you to have a go at this activity. Like I said in the beginning, you're going to need a pair of scissors and some coloured pencils. You can find this picture in the worksheet in the downloadable resources if you'd like to print it out. But don't worry, If you can't print out this image. You could get a parent or carer to help you draw some cats and some plates to do the same activity on a piece of paper. So you need to ask a parent or carer for help. They can cut out the pictures for you. So we've got one, two, three, four different size cats, and we've got four different size plates. You need to match up the right size plate to the right size cat. So that means the biggest cat should have the biggest size plate. And the smallest cat should have the smallest size plate. You might also want to colour them in to be matching. So, the biggest cat might be yellow and the biggest plate might be yellow as well. Alright, so what you're going to do is you're going to pause the video now. Make sure you've got a parent or carer right by your side to help you with this. And then we'll come back together. Well, we hope you enjoyed the activity everyone. Is this the order that you had all the cats and the plates in? Fantastic. Harold and I would really really like it if you're able to share some pictures of your learning today with your teacher. We're sure they would be so proud of all the fantastic learning you've achieved today. And if you'd like to, we really really like it if you asked your parent or care to share pictures of your learning also on our social media page. Alright, well that's it from us today everyone we'll see you next time.

In this lesson, we will use language such as full, half full and empty to compare the capacities of everyday objects and containers.

Using everyday language to compare and explore capacities

﻿Hi friends, it's Miss.Molnar here, and we are going to do some maths learning today. Now, I am extra super excited for this lesson because we are going to be exploring capacity today. And you're going to eat quite a few items for this lesson, but don't worry, it's going to be lots of fun. So let's see what you're going to need to get together in order to do this lesson. So I've gotten a friend here with me today to help me get all of the items we will need for this lesson. It's Harold the hedgehog, say hi ,to Harold to everyone. All right, so Harold is going to go help get me all of the items I need for this lesson. So pay attention closely, and we'll see what you need to ask a parent or carer for. So for the start of today's lesson, you're going to need some empty different size containers that you can find around the house. So they might be empty water bottles like this. They might be some plastic, other containers that you've got like milk jugs. So anything like that and you also may be able to find and see what kind of different measuring containers you've got in your house. So make sure you ask a parent or carer and they can help you get some of those items ready. Later in the lesson you're ever going to make some oatmeal playdough which I'm really excited about. So if you ask your parent or carer, I'm sure they'll help you get some of these other items ready later in the rest of the lesson. So what you'll need is a mixing bowl to mix all of the ingredients in. You're going to need something to measure out cupfulL with. So it doesn't need to be a measuring cup, but it needs to be something that could be a cup full. So I'm going to use a tea cup today. You're also going to need some flour and you're going to need some oats And then the last thing you'll need is some water, but you can just get that from the tap. So you're going to need the pause the video now, and go see if you can collect with your parents or carers, some of those items and we can get started on today's lesson. So I went and gathered some containers that I had in my recycling and my kitchen. So you might want to try the same thing if you ask a parent or carer as well. So I've got one, two, three, four, five different size containers. And I feel that a measuring cup full of some water to help demonstrate today. So which of these containers do you think would be able to hold the most water? And why do you think that? You can pause the video and have a think? Wow, I think that this container will hold the most water because it is the tallest container. Is that what you said as well? Now, I wonder which container do you think might hold the least amount of water and why do you think that? This is a tricky one, I would say, I know this container or this container might hold the least amount of water. I'm not sure about this one because it's wide at the bottom, but it gets really narrow when it goes to the top. So it could fool me a bit to see, shall we test out this container and this container to see which one will hold the least amount of water or the most water. So I'm going to take my water here, the same amount, and I'm going to pour it into this container really carefully over the sink. So again, you're going to need a parent or carer to help you. Now, I filled up this container all the way to the top and I still haven't used all of the water. So this containers and there's still a bit of water left, I'm going to adapt the water. And now that see what happens when I take this container now to fill the jar. So be very carefully sink, again you need a parent or a carer to help you. I'm going to fill up this container, see how far I can get. Oops. All right, now, this container is full all the way up, but I don't have as much water left in my container in the end. Do why last time I had a bit more water left over. So that means that this container can hold more than this container. So this one would be able to hold the least amount of water. Alright, you might want to have a go at this for a few minutes. You can pause the video and ask a pair of her care for a few different size containers and see if you can guess which one will have the largest capacity and which one will have the smallest capacity. So which one could hold the most and which one could hold the least. Have a go at that for a few minutes and then unpause the video and we'll get onto the next step activity. Alright, we're going to go through some new vocabulary to help us do some describing out loud, and it might even help us make our oatmeal playdough. So I've got a container that is filled up all the way to the top with water. How could I describe how it's been filled? Wow, I describe it as full. This container is full because it's been filled right to the top of its capacity. I can't fill it up anymore. So I say, you say full, well done. All right, Now I've got this container here. Has it been filled all the way to the top this time? No, it hasn't. You're right, it has been filled halfway up to its capacity. So I could describe this container as being half full. I see you say half full, well done. All right, I've got one last container here now. How could we describe the water in this container? That's right, there isn't any water filled up in this container? This container is empty. We can use the word empty to describe a container that has nothing in it. I say you say empty, well done. So, I thought it would be a good idea to make some oatmeal playdough so that we could make some, Oh, wait, Harold cover your ears. I don't want to speak to the louder because I thought we could make some cakes because it's going to be Harold's birthday. Shhh. So I thought it could be a surprise if we make some oatmeal playdough we could make some pretend cake for a surprise for Harold's birthday. What do you think about that? I thought it was a good idea too. So we thought we'd make some oatmeal playdough so we could have fun playing with some playdough. So let's see what we're going to need to do and be able to understand in order to make this playdough. Like I said earlier, I'm going to use a teacup like this, to do some measuring with, for my oatmeal playdough. So at the moment, how could we describe the cup? How could we describe how much flour or water is in the cup? That's right, the cup right now is empty because there's nothing in it. Right now, it's empty. So what I'm going to do first is I'm going to get some flour and I'm going to pour some flour in the cup because when I do some measuring, I need to be good at this. And then you could help me describe the cup. So I'm going to start filling up the cup. And I'm going to stop filling about right there. All right, so I'm just going to shake it a little bit to level it out. All right, so I filled up my cup here with flour. Is it empty? That's right, the cup is no longer empty because I've put some flour in it. Could I say that the cup is full? If you said the cup is not full, you were so right, because I could still fill it up a little bit further. Do we see that it's not quite at its full capacity? I still fill it up a bit more. So the cup is not quite full. Do you think I could describe the flour right now as it being the cup being half full? If you said no, it's not half full. You are right as well, because I've filled it up a little bit too high to be half full. So what I'm going to do is I'm going to pour a little bit of my flour back. And I'm going to see if I can get it about half way full. So I could say now that my cup is about half way full. All right, we've got an activity for you to do now. We would like you to go get some flour and some kind of cup that could be a cup full for measuring. And we want you to experiment saying out loud, the cup is full, the cup is half full, or the cup is empty. Now, if you don't have flour, you could ask a parent or carer to help you use some water or some rice or something else that you can use to fill up the cup. All right, so you're going to pause the video now and have a go at experimenting with full, half full, and empty. All right, this is the fun thing. Let's see what we're going to need to do to make our oatmeal playdough. So I've got my mixing bowl right here, and I'm going to see what ingredients we're going to need. Don't worry you can pause the video and you can see the recipe posted before afterwards. All right, so we're going to meet one cup of flour, one cup full of water and two fulls of oatmeal. All right, once we've got those together, you can pause the video step-by-step. If you want to make it at the same time as me, or you can watch all the steps all together and then go back and make it yourself afterwards. So here we go. The first thing I'm going to need to do is put all of my ingredients into the bowl. So I've got my cup full of flour, and I'm going to pour that in. Next, I'm going to need cup full of water. So I've got some water in another container and I'm going to pour into my cup full. So I make sure I've got the same amount. All right, so I've got my cup full of water, and I'm going to pour that into the mixing bowl. Now, do you remember how many cups of oatmeal did we say we needed to have. That's right. We need two cup fools of oatmeal. So I'm going to take my first cup and fill it up. . All right, so I got my first cup of oatmeal to go in. And I need one more cup full of oatmeal. . I'm just using some plan oat to go in. Once I feel that all the way up to the top, then I can put my second cup full of oatmeal into the bowl. All right, so I've got all four of those steps into my mixing bowl. Let's see, what's going to happen next. So now what I need to do is I need to stir up my mixture. So in a second, I'm going to show you how I'm going to stir it up, and then I'm going to knead together with my hands to make it a little bit more like playdough. So let's see how we're going to do that. Alright, so now I've got a wooden spoon and I'm going to stir up my playdough mixture, going to make sure that all the wet ingredients mix up all the water mixes up nicely with the oats and the flour. So I'm going to stir it all up. So I've just finished up, stirring up my mixture in the bowl, and this is where it gets a bit messy. So again, make sure you ask a parent or carer to help you and for permission. So what I've done is I've taken my oatmeal mixture out of the bowl. And if yours is a little bit too dry, what you can do is add a tad bit more water to it, to make sure it's a little bit sticky, but you don't want it to be too sticky. So once you take it out of the bowl, if it's too sticky, what you can do, is you can add a little bit more flour to it. So I've just got some flour on my chopping board here. I'm just going to mix that in a bit which it's not too sticky. And then what you're going to need to do is take your fists and need it as if it's like dough. So just folding it over and needing it. If it's bit too sticky, just get a little bit more flour and put that flour on top. So it's not sticky and it's not sticking to your hands. Until it starts to be a little bit more like some tomato. Guys you can keep going, until it starts to look like some really fun dough that we can be using to make Harold some cakes, for his birthday. And there we have it. All right, so I've gone ahead and I've made Harold his birthday cake out of the oatmeal playdough. Shall we sing? Happy birthday, everyone. Are we ready, in three, two, one, ♪happy birthday to you ♪ ♪happy birthday to you ♪ ♪ Happy birthday dear Harold ♪ ♪Have a happy birthday to you ♪ Make a wish Harold. All right, well that is all we have time for today. Thank you for helping us celebrate Harold's birthday. And we hope you really enjoyed your learning as well. If you'd like you could take pictures of the amazing learning you've done today and share it with your teacher. We know that they would love to see what you've been up to. And if you like, you could ask your parent or carer to share your learning with us at Oak 'cause Harold and I would love to see all the birthday cakes that you made. Thanks everyone. Enjoy the rest of your lessons.

In this lesson, we will use language such as heavier and lighter to compare the weight of everyday objects.

Using everyday language to compare and explore weight

﻿Hi friends, it's Ms. Molnar here, and we have been celebrating Harold's birthday this week. Harold's been doing things like, making Play-Doh cakes and presents but, he's decided that he really wants a real birthday cake. So we thought, you could help us make a real birthday cake for Harold today. Now, we're going to go through in a second, all the items that you are going to need to ask a parent and carer for today, to help you with this lesson. All right Harold, go see what items we're going to need. All right, so for today's lesson, you're going to need quite a few items, but make sure you ask your parent or carer first. So, since we are going to be exploring weight today, we are going to look at measuring how heavy or how light an item is. Now, in your kitchen, you might have something to measure how much something weighs when you're baking. So you might have something like this called a scale. So, if you've got something similar like this, or if you've got some balance scales, go ask your parent or carer what you might have,` and this will help you with today's lesson. I'm also going to use a balance scale but you might not have one of those and that's okay. Now, you're also going to need some items that you can weigh and lift and feel how heavy they might be. So it could just be some random objects from around the house. But again, make sure you ask your parent or carer. So I might be looking at weighing some popcorn, I've got some pasta sauce, and I've also got some chickpeas. So, you're going to want to gather some of those items. Then, for the cake, there's quite a few things we need. We'll need some butter, we're going to need some flour, some sugar, some eggs, vanilla extract, and some milk. Now, don't worry if I went through that a little bit quickly, because you will be able to see the ingredients and the steps along the way. All right, pause the video and go start to gather, some of those items. Oh, and of course you'll probably need a mixing bowl and a spoon. And maybe some other measuring spoons and cups to help you with today's lesson. All right, pause the video and go grab what you need and we'll come back together. All right, we're going to start today's lesson by getting our brains switched on. We're going to do some finding, one more than a number. So you can use the number truck below, find the number, and then, you're going to do a jump, one more, and that will help you find, one number larger than that number, or one more. All right, here we go. We need to find one more than three, okay? If you were to imagine adding one more block to that number three, what number would it give you? That's right, if you add one more block, to number three, it's going to be the number four. And you can see that on our number truck as well, that we started on three and we did one more, to get to four. All right, let's have another go. This time, can we find one more than the number five? Okay, so imagine you had again look at that number five. If you were to add one more block, one more cube to that number five, what number would it give you? That's right, you would get the number six. And you can see that on the number truck below. Okay, and we've got now the number one. If we add, one more block to number one, what number will we get? If you said two, well done, way to go. That was really great everyone, fantastic. So we're going to be looking at today, how much items weigh today. We're going to be using some words to describe the weight of objects. So, we're going to be looking at, how heavy objects are. So we can use the term heavier to describe, how heavy an object might be compared to another one. I say, you say heavier, well done. We're also going to talk about some items, that might be lighter than another object. I say, you say lighter, well done. Okay, so, we're back with Paulie's kitchen here with our image. Let's have a think. If we're thinking about, how heavy or light some of these items are, let's choose some items to compare. So, if we look at the cat and the mouse, below the table, I wonder, out of the cat and the mouse, which of those two animals would be heavier, or would weigh more? So, if you were to lift up the cat, and to lift up the mouse, which one, would be harder to lift up because it's heavier? I want to know which one you've chosen as heavier, the cat or the mouse? But I also want to know, why you chose that animal, okay? So take, 10 more seconds to have a think. Which animal did you choose as the heaviest one, between the cat or the mouse, and why do you think that one is heavier? All right, well, if you said the cat is heavier, you are so right. We could say the cat is heavier, than the mouse, because it's a larger animal. We know that it's going to be heavier than a tiny little mouse. We could also say, the mouse is lighter than the cat, because it's smaller. Well done, all right, let's take a look at two more items in the picture. So, we've got, let's look at one of these red chairs. And, we've got a big yellow table. Which of the two do you think is going to be lighter? Do you think the chair is going to weigh lighter or, is the table going to weigh lighter and why do you think that? Take a second to have a think about that. All right, if you said that the chair is lighter than the table, you are right. Because again, we can see how big the table is, that it must be heavier, than the chair. Well done, everyone. All right, so this is when I'm going to start to take some items from my home, and I'm going to look at describing which of them are heavier and which ones are lighter when I'm comparing them. So what I might do, is I might estimate, which item is heavier first. That means I might make a really good guess to say why I think an item might be heavier, okay? And then I'm going to lift both with my hands, and then I'll be able to just feel which one is actually heavier. Then, I'm going to show you how I can prove, for sure that an item is heavier or lighter. All right, so the first thing I'm going to compare is, I'm going to compare how heavy, my box of popcorn is, and how heavy my bag of flour is. So, I'm going to make a little bit of a guess first and estimate, okay? Well, my box of popcorn looks much smaller, okay? And my flour looks a bit heavier, and it looks longer and taller. So my estimate is going to be, that the flour bag is heavier, okay? So I'm going to lift both up now. I'm going to lift up the popcorn first and feel it, okay? And then, I'm going to lift up my flour and feel it. Oh, the flour feels much heavier because it's harder to lift. All right, so, now I'm going to show you, how we can prove that, the flour is heavier using my balance scale. Okay, so I've got a balance scale here. Have you seen one of these before? You might've seen one at school before, or you might have something, like this similar at home. But if you don't that's okay. But I'm going to show you how we can prove, that the flour is actually heavier, than the popcorn. All right, right now, my scale, the balance scales, they're at the same level. That tells me, that the amount of weight on both sides of the scale at the moment are equal, okay? When I add an item, to one side of the scale, then, it's going to weigh that side down, to show that the item is heavier. The side that goes down the furthest is going to be the heaviest. So right now, point to the screen, which side of the scale has the most weight, or the heaviest amount of weight? That's right, the popcorn right now is weighing down the scale on this side. What do we think is going to happen, when I place the flour on the other side of the balance scale? That's right, if we're right with our estimate or our guess, we think that the flour is going to weigh more or it's going to be heavier. So it's going to make the popcorn side go up. Let's see what happens. All right, so I'm going to carefully place this on the scale, and there we go. What has happened to the scale now? That's right, the flour is much heavier than the popcorn. So the popcorn side of scale has gone up to show that it's lighter, and the flour is heavier. All right, fantastic. Let's try another couple of items. So, this time, I'm going to grab, my pasta sauce. And I'm going to grab, a jar of chickpeas, okay? So out of the pasta sauce and the chickpeas, which one do we think is going to be heavier and why? Well, my estimate is going to be that the pasta sauce is heavier. Because it's a much bigger jar, than the chickpeas. So let's try it out. I'm going to put the chickpeas on this side, and then I'm going to put the pasta sauce, on this side. Oh my goodness, what has happened? That's right, we can see that the pasta sauce weighs, much more, than the chickpeas. So the pasta sauce is weighing down the scales. So, if you've got a digital, or even a mechanical scale at home, you could prove which one is heavier by placing them on the scale. So if I go back to my chickpea can, or my tin, okay? I can get a parent or carer to help me see, how much it weighs. So I can see here that we've got 262 grammes for the chickpea tin. Now, if the chickpea tin is lighter, than the pasta sauce then, it will have a lower weight than the pasta sauce. So let's just remember around 200 for the chickpeas. Now I'm going to place my pasta sauce on the scale. And, oh my goodness we've got a number higher than 700 for grammes. So we know, that because we've got a larger number we know that the pasta sauce is heavier than the chick pea tin. Or the chick pea tin is lighter than the pasta sauce. Well done, everyone. All right, for your talk task, we would like you, to ask your parent or carer for some of those items, that you could, start to weigh together. So, if you don't have any scales at home, that's okay. You can take some items like the bag of flour or cereal box, or some things that your parent or carer can help you gather, and you can make your guess first or your estimate. Which of the two items is going to be heavier, which is going to be lighter? Then, you're going to pick up the items and feel them and compare them to see which one is heavier or lighter. If you do have a scale, you can get your parent or carer to help you, weigh them and see and prove which one is heavier. Then you can use the sentence stem to say, the is heavier than the . Or, the is lighter than the . So, if I was talking about flour and a cereal box, I could say, the cereal is lighter than the flour. All right, pause the video and have it go at that and then we'll come back together. All right, this is when we're going to start, measuring out, and putting all our ingredients in to make the cake. So I've started with my measuring bowl here. I need to crack one raw egg into a bowl. So I'm going to take my egg, crack it into my bowl, and then I'm going to need to whisk it, to mix it up, okay? So you could do this with a fork or you could do it with a whisk quickly. All right, let's see step two. Step two, I need to add one tablespoon of milk. And I'm going to get a parent or carer to help me carefully measure out, one tablespoon of milk. Add half a teaspoon of vanilla extract. All right, so I've got my vanilla extract, and I need a half of a teaspoon. I'm going to get my parent or carer to help me carefully pour up half of a teaspoon. And pour that in. All right, so now what we're going to need to do, is, we're going to have to figure out, how much sugar we need. The amount of sugar that we're going to need to put in. This is where we're going to have to do some weighing. So I'm going to show you the two different ways you might try it. So, I'm going to use my balance scale but you might use, an actual mechanical or digital scale at home to do this as well. So, my instructions tell me that I need to have the same amount of sugar, that is equal to the weight of one egg. I put the egg on one side and then I'm going to carefully pour some sugar, onto this side. Oh my goodness. What has happened? That's right, I've got too much sugar. Remember we want it to weigh the same amount as the egg. Okay so, now it's a little bit heavier on the egg side. So I'm going to keep going back and forth, until I get them to balance out, a little bit more. I would say those are starting to look a little bit more balanced. Now, you might not have balance scales to actually do that. So what you might do is you might take a kitchen scale if you got it, and find out how much an egg weighs, okay? So I can see that my egg weighs, 58 grammes. So what I can do, to make sure I've got the same amount of sugar, is, I'm going to put, my bowl back on, I'm going to make sure I set it to zero, so it's weighing nothing, okay? And I'm going to add my sugar, and I want to make sure when the sugar goes in it's the same amount as the egg, okay? So I'm going to start pouring. There we go, right on the dot, 58 grammes. So I want the same amount of butter to go in as my egg. I'm going to keep going, until I can get about 58 grammes of butter. There we go. We've got about the same, Oh, a little bit out, about the same amount of butter as equal to the egg. All right, now I need the flour to equal the same amount. So again, the flour is equal out to 58 grammes. So I'm going to start at zero again. That's our magic number today, 58. There we go. Now, our last step is we want to mix all of the ingredients together. So I'm going to mix it up now. Well, we hope you enjoyed mixing together all of those ingredients, measuring them out and weighing them, to make a cake for Harold's birthday. And maybe you can even ask your parent or carer to help you, bake it in the oven. But you need to ask permission first. All right, everyone. Well that's all we have time for for today, but we really hope you enjoyed that. And I'm really sure, and Harold's sure, and I know he just wants everyone to celebrate his birthday. But we're sure your teacher would love to see all the amazing learning you've done at home today. And, if you'd like, we'd love it if you could ask a parent or carer, to take a photo of your learning and share it on our social media here at Oak. Thanks again everyone, and we'll see you next time.

In this lesson, we will use language such as longer and shorter to compare the length of everyday objects.

Using everyday language to compare and explore length

﻿Hello friends, it's Miss Molnar here and we are going to do some super Maths learning today. And of course I brought one of my best friends along to help us, Harold the hedgehog. Say hi everyone to Harold. Now today we're going to be looking at exploring and comparing different lengths. All right, now that we're all ready to go let's see what items you're going to need to get ready for this lesson. Okay. So for measuring lengths today, you're going to need a few items to help you with this lesson. So I've made some Play-Doh a little while ago. So I'm going to use some homemade Play-Doh today to help me. You might have some Play-Doh at home already that you could use or you could ask a parent or carer to help you find a Play-Doh recipe and make some Play-Doh. Or if you don't have any Play-Doh, you could probably do the same thing by using some string or some ribbon or anything long that you can kind of cut. So ask your parent or carer what you can do about that. And then what you're going to need is some kind of toys or objects. So I'm going to use a few different compare bears today but you might want to use some of your favourite action figures or some of your favourite teddies. Again, make sure you ask a parent or carer first. All right. So go grab those items and then we'll come back together to get started. All right. I think we need to get our brains warmed up to start this lesson. We're going to find out what one less than a number is. So if you look up my number track if we want to find one less than the number we're going to start on the number and then we need to do a jump back to find what is one less. All right. So I've got the number three on the screen. I want to know what is one less so I can try and imagine what would it look like if I took one of the blocks away from the number three. What would the new number be? Use the number track below to help you. That's right. It would be number two. Two is one less or one block less than number three. Two is one less than three. Let's try another one. All right, we've got number five. Now. Let's try and imagine. What would it look like if we took one of the blocks away from number five. What number would we be left with? That's right. We would be left with the number four. Excellent job, everyone. One less than five is four. All right. Now we're going to try this one here. What is going to be one less than the number one? What would happen if we took the number one block away? Hmm. That's right. We would be left with zero or nothing if we took one away. So one less then one is zero. Fantastic job, everyone. All right. So we're back at Polly's Cafe here. And we're going to look at describing some of the items in the cafe using some new language today. So in order to compare length, we might say that something is longer than another object. I say you say longer. Well done. If we want to compare another object and describe it as smaller than the other object in terms of its length, we would describe it as shorter. I say you say shorter. Well done. All right. Let's see what we can find in the kitchen here to compare in terms of length using the words longer and shorter. All right. Take a look at the spoon, the large spoon hanging on the wall. Can you find it? Well done we've spotted it as well. It's the spoon hanging on the wall. Now, can you spot one of the spoons on the table? Great. So we've got a spoon hanging on the wall and we've got a spoon on the table which one is the longer spoon and why do you think that? Well done. We could say that this spoon hanging on the wall is longer than the spoons on the table because it's much bigger, isn't it? If we compared them side by side we can clearly see that the spoon on the wall is longer. Now let's take a look at the ball of yarn on the floor, in the picture. Can you spot it? Point to it if you found it. Well done. there's the ball of yarn. I wonder what do you think if we unravelled this ball of yard all the way so its stretched it out. So it's just a long piece of yarn. Do you think that it would be longer than or shorter than one of the cat's tails? And why do you think this? Hmm, You might want to pause the video for a minute to have a think. Now this is a bit tricky because at the moment I can see the string on the ball of yarn looks shorter than the cat's tail. But Molnar said, imagine we unravelled the whole ball of yarn and pulled it straight to be one long piece of yarn. Then we would know that it must be longer than the cat's tail. The cat's tail is shorter than the ball of yarn. All right. So there's going to be four of Harold's friends who are going to go to Polly's kitchen. So I've got one, two, three, four bears and they're all different sizes. Can you see which bear is the smallest size bear. If you pointed to the purple one, you're right. That is the smallest bear. Can you see which bear is the largest bear. If I put them this way to compare these two they're a little bit tricky to see which one is larger. If you said the red one, well done the red one is slightly bigger or slightly larger than the yellow bear. So we know which one our smallest bear is. And we know which one our largest bear is. Now, Polly wants to make them some baguette to have in her kitchen. A baguette is like a really long piece of bread but Polly wants to make sure we get each bear a size of baguette that's relative or similar to the size of the bear. So we want to give the smallest bear the smallest sized baguette and we want to give the largest bear, the largest size baguette. So what I'm going to do is I'm going to get a little bit of my Play-Doh and I'm going to roll it with my hands to try and make a baguette size. All right. So I'm going to give my littlest or my smallest, shortest baguette to my smallest bear. All right. Now I need to make another baguette for my next largest bear. Which one is going to be the next size up. If you pointed to the blue one, well done. The blue one is going to be my next largest bear. So I'm going to get a little bit of a Play-Doh this time and give it to my next biggest bear. What do you think? Have I made this baguette the right size for this bear? Why or why not? If you said no. Well done. Remember we said the smallest bear needs to have the smallest sized baguette and the next size up of a bear, needs it to be a little bit bigger. So if I compare my baguettes side by side I can see that this one is too short. It needs to be longer than my smallest size. So I'm going to give this back to the little bear here, the purple one. And I'm going to make my baguette. I'm going to make sure it's longer than the purple bear's baguette. All right, let's see. I'm going to compare it again. I'm going to put the next to each other. Can I start comparing them like this? No, I have to make sure that I line both of the pieces of baguette at same starting point and make sure it's a little bit longer. I think I can make it a little bit longer. All right, there we go. Thumbs up. If I've made the second baguette longer. Well done. All right. So purple bear has it's baguette. The blue bear has its baguette. which is going to be my next longest baguette for the yellow bear or the red bear. That's right. I need to make the next one yellow bear. All right. Let's see. What do we think. Have I made it longer? I have. Way to go. I think I can make it a little bit longer though. Tiny bit more. But I'm going to compare them to make sure it's longer than both of the other bears baguettes and I'm going to give it to my yellow bear. And then finally, we need to make the longest baguette for the red Teddy bear. All right. I've rolled it out. Let's compare now and make sure. Lining them up to make sure that it is longer than the last one. Thumbs up or thumbs down. Have I made this baguette longer? I sure have. Well done. So the largest Teddy bear is going to have the longest baguette. Okay. So for your Talk Task, all we want you to do, is to get some Play-Doh whether it's Play-Doh that you already have at home or you've made. Or if you don't have Play-Doh, you could grab some string or some yarn or some ribbon as well. We want you to make some different size baguettes. Okay? So nothing with anything with any teddies yet. Just use your Play-Doh or string and make some different sized baguettes. Then what you're going to do is use the sentence STEM to compare and describe the lengths of some of them. So you'll pick two and you can say this baguette is longer than this other baguette or you can say this baguette is shorter than this one. This baguette is the longest one or this bag is the shortest one. So have a go at using the Play-Doh or a string and make some different size baguettes and compare them using the sentences. All right, our teddies have arrived at the cafe and they are ready for what their baguette. So you need to help me match up the right size baguette with the right size Teddy. Alright, let's look for the smallest size baguette. Can you point to it on the screen? Well done. Here's my smallest baguette. Now can you point to the smallest size teddy bear that I need to give it to? Well done. If you pointed to the purple teddy bear, you are right. All right. Point to the next baguette that is the next longest. This is a bit tricky. I'm not sure if it's this one or this one. So I'm going to take this one and put it side by side to compare. Which one is the next longest? Way to go. This one is the next longest size. And which teddy bear do I need to match it up with? The blue one. Way to go. Now I've got two baguettes left. I need the next longest one but not the biggest one in general. The next size up. Way to go. If you pointed to this one. Now which is our next largest teddy bear? the yellow one. Fantastic. And that leaves my longest baguette for my biggest Teddy bear. All right. Now let's put them in order from smallest to the largest. So what colour teddy bear comes first? Great. Purple comes first at the table. What colour is next? Blue. Fantastic. What colour is next? Yellow. And then finally, we've got red with our longest baguette. All right, now you're going to have a go at the main task. You need to take your teddies or your toys and you need to serve them your baguettes according to size. So your smallest size toy, needs to have the smallest or short test baguette and your largest toy needs to have the longest baguette. Okay. So once you've done that, once all of your toys have a baguette according to size, then you need to put them in order from the longest baguette to the shortest. You're going to line up all of your toys. All right. Pause the video and have a go at that now. All right. How did it go ordering the different sized baguettes you made with all of your toys? Did you manage to give your largest toy? Those longest baguettes? That's so great. Well, that is all we have time for today I'm afraid but we would absolutely love it if you take any pictures of your learning from today and you share it with your teacher. They would be so thrilled to see all the great learning you've been up to. And if you like, Harold and I would really really like to see those photos as well. So if you ask a parent or carer, they could share your photos with us on social media. All right. Thanks again, everyone. And we'll see you next time.

In this lesson, we will consolidate learning we have done on weight and length and apply this knowledge to two different investigations.

Consolidating learning on measure

﻿Hello friends. It's Ms. Molnar, and you've guessed it. We're going to do some mass learning today. We are going to look at consolidating some of our learning on measure. So we're going to answer a few questions where we're going to have to think, and we're going to have to explain using our reasoning or using because to help us. Now, this might be a little bit tricky to do. So I brought along Harold, the hedgehog, because he's really good at doing some thinking and explaining his thoughts out loud. Alright, let's see what we're going to need for this lesson. Okay. So for our lesson, you will need, some string, so again, make sure you ask a parent or carer about what you can use. I'm going to use a sum fun ribbon. So anything like that, that you can find would be great. You're also going to need some scissors. Now, it's really important that you ask your parent or carer to using the scissors for you. All right. Pause the video, go grab those two things and we can get started. All right, so we're going to start today's lesson by recapping some vocabulary that you might be using in your own learning. So let's start with I say, you say. Longer? Shorter? Great! So we can use longer and shorter to describe and compare length. All right. My turn again. Heavier? Lighter? Way to go! We can use heavier and lighter to compare and describe how heavy or light or the weight of an object is. All right, so we're going to use some of those words to help us just to describe and compare some of the items in Polly's kitchen. So I'm going to have a think, I want to use the words longer or shorter first, just to compare something in the kitchen. Let me have a look. I'm going to compare some of the plates. So can you spot a blue plate on the table? Can you point to it? Way to go! There's blue plates with a blue cup on top. So I've got a blue plate. Now, can you spot a white plate? Great! There is a white plate beside the blue plates. Now I'm going to compare the two using longer or shorter. So I could say, the blue plate is shorter than the white plate, or I could say, the white plate is longer than the blue plate. Great job everyone. Alright, now I'm going to see if I can use the words heavier and lighter. I need to look for something that might be heavy in the photo, and I need to look for something that might be light in the photo, in the kitchen. Alright. I'm going to spot, Polly's teapot that she's holding in her hand and that she's pouring over. Okay, so I'm thinking, that in her teapot there's probably a lot of tea in there. And then, I'm going to pick as my other item, the tea cup on the table. So I'm going to choose one of the blue teacups. Okay? So I'm going to say that, the tea pot is heavier than the tea cup. Because the tea pot is full of tea and the tea cup is not yet. Alright. So we would like you to have a go now at using longer, shorter, heavier, or lighter to describe some of the items and compare them in Polly's kitchen. So pause the video and have a go at seeing what you can come up with and then we'll come back together. Alright, well, we're sure you came up with some great sentences to describe and compare the objects in Polly's kitchen. Now we're going to go through what our talk task is for the day. So we're going to look a little bit closer at weight again. And Harold and I was just thinking, now, Harold was saying, you know what? We've decided that a lot of the time, the bigger the object, the heavier it usually is. But we're going to explore if that's always true or not. So Harold was thinking, and he was comparing a bowling ball and a cardboard box. And Harold told me that the bowling ball is lighter than the cardboard box, because it is smaller than the box. Well, I can see that the cardboard box is bigger, it does look bigger, and the bowling ball is smaller. So we're going to have a think right now. Remember we said, we're going to use our reasoning skills to explain. So we're going to try and use the sentence then today. You're either going to say, I disagree with Harold because, or you're going to say, I agree with Harold because. All right? So have a think right now, what do you think is- So have a think right now, what do you think, is the bowling ball lighter than the cardboard box? And why might you think this might be? So, you're either going to agree with Harold or disagree with Harold. So pause the video and see if you can do some explaining now. All right. So what did you think? Did you agree with Harold that the bowling ball is lighter than the cardboard box? Well, if you said, no, you disagree with Harold, you are right. Well done! It's not always true that the bigger the object, the heavier it is. It depends about what material the object's made out of. So I would say, I disagree with Harold because, cardboard is a lighter material than a bowling ball. Bowling balls are quite heavy. And, that cardboard box is empty, so I know it can't be heavier than that bowling ball. Alright. For your main task, we want you to look at the two pieces of string that are up on the screen. So we've got a green string that's straight and we've got a blue string that is a bit curvy. So if we look at the, if we look at the strings, right away, let's compare and see which one do we think is longer. So Harold's going to whisper in my ear. Okay. So Harold says, he thinks that the green string is longer, because you can see the green string going across the screen and stopping about right there. Okay. And the blue strength stops way back here. So Harold says, he can see that the green string goes further across the screen. So he thinks the green string is the longer piece of string. So what do you think? Do you agree with Harold's? Well, Harold, I don't know if I agree with you. Because I see that this blue string it's not pulled tight and straight, like the green string above. So that makes me wonder. Is that green string really longer than the blue string? How is there, I don't know. Is there a way that we can prove that the blue string or the green string is longer? Well, Harold said we could get a ruler. Well, we could measure the green string with a ruler, but why can't I measure? Why can't I measure the blue string with a ruler? Because it's all loopy and it's curved. I don't have a loopy or curved ruler. I've got to do something else. Oh, that's right. At the beginning of this lesson, I said, you might need some string or ribbon. So what you're going to do is, make sure that you get a parent or carer to help you. You're going to take your string or your ribbon. And I want you to either take it up to the screen to measure the same length of the green string, or you can print out the worksheet in the downloadable resources and you can take the string on top and make it the same length. So I'm going to get my ribbon and I'm going to cut it to be the same length as the green string. Okay? Easy peasy. So cut that, and have my green string ready to compare. Then what I'm going to do, is the blue string is a little bit tougher. Okay? So I'm going to have to take my ribbon and I'm going to have to either follow along on the screen or on a piece of paper that I print out and I'm going to have to follow it around so when it loops, I'm also going to loop my piece of ribbon to try and mimic the same length of string as the blue one. So once I've done, I've gone along the whole screen or the piece of paper with that and got to the end bit there. My parent or carer is going to cut the string for me, and then, you can line up both pieces of ribbon or string next to each other and compare which one is the longer one and which one's the shorter one. And make sure you label which one is which so you know, and don't get confused. Okay? So I'm going to go off and do that now. I want you to pause the video and do the same thing, and we're going to prove and see once and for all who's right. Is Ms. Molnar, right? Is the blue string roll longer? Or is Harold right, and the green string longer. Pause the video now and have a go. All right. So I've gone ahead and I measured out both pieces of string, and then I taped the pieces of ribbon down onto my table top, again, make sure you ask a parent or carer before you do this. So I've got my green string measured across the top, and my blue string measured across the bottom. Which one was the longer of the two? That's right. The blue string was longer. Is that what you found as well? I wonder why that was. So even though it looks like on the screen or the piece of paper that the green string is longer because it goes further across the page or screen, it's actually shorter. And that's because the blue string has not been pulled straight, like the green string. It's got lots of loops. And so we know that if we were to pull it long and straight, just like the green one, it would end up being longer than the green string. All right. Well, that's all the thinking we've got time for today. You did a great job at explaining all your thinking and using your reasoning skills when we were thinking about measure. So I'm sure your teacher would love to hear about all the fantastic reasoning sentences you've been coming up with. So you could take a photo of your learning and get a parent or carer to share it with your teacher. And if you'd like to, Harold and I, of course, we'd love to see all the amazing learning as well. So you can ask a parent or carer to share it with us on Oak, on our social media. All right, everyone until next time.

Unit Overview: Measures

Lessons:

Ordering objects by size

Using everyday language to compare and explore capacities

Using everyday language to compare and explore weight

Using everyday language to compare and explore length

Consolidating learning on measure