M&G4.1 Students access/interact with objects of different mass.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.4 Compares the masses of two objects and describes mass using everyday language. 

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning)

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

Mae-12MG Describes and compares the masses of objects using everyday language.

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-27MG Selects and uses units to estimate and measure mass.

 

HSC Life Skills 11-12 Outcomes 2007

6.1 Demonstrates knowledge and understanding of the attributes of size, shape, length, mass, temperature, area and volume.

6.2 Demonstrates knowledge, understanding and use of measurement units and tools for length, mass, temperature, area and volume.

 

 

Framework Indicators


  • Makes eye contact with objects of different mass.
  • Reaches for objects of different mass.
  • Makes physical contact with objects of different mass.
  • Explores objects of different mass with senses.
  • WM Use senses to explore lighter and heavier objects e.g. sand bags, cotton wool.

Teacher Language

 

Give an instruction

‘Look at the …….’.

 

Make a statement

‘The ……. is heavy’.

‘The …….  is light’.

‘You are holding a  ….. It is light’.

You are holding a …..  It is heavy’.

 

Questioning

‘Is that … heavy?’

‘Is that … light?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

Makes eye contact with objects of different mass

Place a number of objects of different mass directly in the student’s eyesight. The objects could be a feather and a paperweight. Teacher states ‘Look at the feather. The feather is light’. Teacher states ‘Look at the paperweight. The paperweight is heavy’. The student may make eye contact with the objects for a brief period of time. Immediately reinforce the student for looking at the objects even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the objects so they are in front of the student’s eyes.

 

Reaches for, makes physical contact with and explores with senses objects of different mass

Repeat the above activity with a focus on encouraging the student to reach for and interact with the objects. Teacher states ‘You are holding a feather. It is light’ Once the student grasps the feather reinforce them immediately by saying ‘SN is holding the feather and it is light’. Teacher states ‘You are holding a paperweight. It is heavy’. Once the student grasps the paper weight reinforce them immediately by saying ‘SN is holding the paper weight and it is heavy’. 

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 


Suggested Apps

 

Kids Math - Measurement Worksheets
Heavy or Light - the science weighing game