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Math lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Heavier or lighter on a balance

Measurement

CCSS K.MD.A.1CCSS K.MD.A.2England: Reception MeasuresEngland: Y1 Measurement

Objective and success criteria

Students will: Heavier or lighter on a balance.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: What can we measure? Length, weight or capacity; Choose grams or kilograms

Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A backpack full of books is on one side of a balance and an empty backpack is on the other. Which side goes down? (The side with a backpack full of books / The side with an empty backpack) → The side with a backpack full of booksPrompt: On a balance, the heavier side goes down.
  2. Felix's bag and Grace's bag are on a balance. Grace's side goes up and Felix's side goes down. Whose bag is lighter? (Felix / Grace) → GracePrompt: The heavier side pulls down.
  3. Aisha balances a toy truck with 8 cubes. Then Aisha balances the toy truck with 10 cubes of a different, lighter kind. True or false: the toy truck got heavier. (True / False) → FalsePrompt: Did the object itself change?

Hook · 3 min

  • Ask the class to estimate the length of the room or the weight of a bag before measuring it.
  • Share the objective: Heavier or lighter on a balance. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: An apple is on one side of a balance and a pumpkin is on the other. Which side goes down?
  • Step 1: A pumpkin is heavier, so its side goes down.
  • Step 2: The side with a pumpkin
  • Answer: The side with a pumpkin
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A pumpkin is on one side of a balance and an apple is on the other. Which side goes down? (The side with a pumpkin / The side with an apple) → The side with a pumpkinPrompt: On a balance, the heavier side goes down.
  2. Kai's bag and Diego's bag are on a balance. Kai's side goes up and Diego's side goes down. Whose bag is heavier? (Kai / Diego) → DiegoPrompt: The heavier side pulls down.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Tariq balances a shoe with 6 cubes. Then Tariq balances the shoe with 8 cubes of a different, lighter kind. True or false: the shoe got heavier. (True / False) → FalsePrompt: Did the object itself change?
  2. Diego's bag and Luis's bag are on a balance. Diego's side goes up and Luis's side goes down. Whose bag is heavier? (Diego / Luis) → LuisPrompt: The heavier side pulls down.

Watch out for

  • Measuring from the end of the ruler instead of zero.
  • Converting units the wrong way (multiplying instead of dividing).

Support and stretch

Support

  • Use concrete materials: rulers, scales and measuring jugs.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: What can we measure? Length, weight or capacity; Choose grams or kilograms.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/math/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Heavier or lighter on a balance

Name

Date

Score/ 6

  1. Question 1

    Ben's bag and Felix's bag are on a balance. Felix's side goes up and Ben's side goes down. Whose bag is lighter?

    • A. Ben
    • B. Felix

  2. Question 2

    Hana balances a pencil case with 9 cubes. Then Hana balances the pencil case with 11 cubes of a different, lighter kind. True or false: the pencil case got heavier.

    • A. True
    • B. False

  3. Question 3

    An apple is on one side of a balance and a pumpkin is on the other. Which side goes down?

    • A. The side with an apple
    • B. The side with a pumpkin

  4. Question 4

    Priya's bag and Ben's bag are on a balance. Ben's side goes up and Priya's side goes down. Whose bag is heavier?

    • A. Priya
    • B. Ben

  5. Question 5

    Isla balances a book with 7 cubes. Then Isla balances the book with 9 cubes of a different, lighter kind. True or false: the book got heavier.

    • A. True
    • B. False

  6. Question 6

    A pencil is on one side of a balance and a dictionary is on the other. Which side goes down?

    • A. The side with a pencil
    • B. The side with a dictionary

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Answer key: Heavier or lighter on a balance

  1. 1. B. Felix

  2. 2. B. False

  3. 3. B. The side with a pumpkin

  4. 4. A. Priya

  5. 5. B. False

  6. 6. B. The side with a dictionary