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Math lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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 sponge is on one side of a balance and a brick is on the other. Which side goes down? (The side with a sponge / The side with a brick) → The side with a brickPrompt: On a balance, the heavier side goes down.
  2. Noah's bag and Ava's bag are on a balance. Noah's side goes up and Ava's side goes down. Whose bag is heavier? (Noah / Ava) → AvaPrompt: The heavier side pulls down.
  3. Elena balances a shoe with 7 cubes. Then Elena balances the shoe with 9 cubes of a different, lighter kind. True or false: the shoe got heavier. (True / False) → FalsePrompt: Did the object itself change?

Hook · 6 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 · 12 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 · 12 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 dictionary is on one side of a balance and a pencil is on the other. Which side goes down? (The side with a dictionary / The side with a pencil) → The side with a dictionaryPrompt: On a balance, the heavier side goes down.
  2. Ava's bag and Daniel's bag are on a balance. Daniel's side goes up and Ava's side goes down. Whose bag is heavier? (Ava / Daniel) → AvaPrompt: The heavier side pulls down.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. An apple is on one side of a balance and a pumpkin is on the other. Which side goes down? (The side with an apple / The side with a pumpkin) → The side with a pumpkinPrompt: On a balance, the heavier side goes down.
  2. Liam's bag and Grace's bag are on a balance. Grace's side goes up and Liam's side goes down. Whose bag is lighter? (Liam / Grace) → GracePrompt: 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/ 8

  1. Question 1

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

    • A. Amara
    • B. Sofia

  2. Question 2

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

    • A. True
    • B. False

  3. Question 3

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

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

  4. Question 4

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

    • A. Kofi
    • B. Daniel

  5. Question 5

    Amara balances a shoe with 5 cubes. Then Amara balances the shoe with 7 cubes of a different, lighter kind. True or false: the shoe got heavier.

    • A. True
    • B. False

  6. Question 6

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

    • A. Sam
    • B. Zoe

  7. Question 7

    Noah balances a book with 3 cubes. Then Noah balances the book with 5 cubes of a different, lighter kind. True or false: the book got heavier.

    • A. True
    • B. False

  8. Question 8

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

    • A. Hana
    • B. Tariq

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Answer key: Heavier or lighter on a balance

  1. 1. A. Amara

  2. 2. B. False

  3. 3. A. The side with a dictionary

  4. 4. B. Daniel

  5. 5. B. False

  6. 6. B. Zoe

  7. 7. B. False

  8. 8. B. Tariq