Weight
Strand: Measures
Strand unit: Weight
Curriculum Objectives
Compare the weight of objects that differ in size and shape by handling.
Select and use appropriate non-standard units to measure weight.
Estimate and measure weight in non-standard units, check using balance.
Record estimates and actual measurements and compare the results.
Pages in the textbook: 126 and 127
Lift
Balance
Lift each pair of objects to find out which one is heavier.
Colour the heavy one red. Colour the light one green.
Balance with cubes. Record.
my estimate
cubes
How many cubes balance a
block?
my estimate
cubes
How many cubes balance a
rubber?
my estimate
cubes
How many cubes balance a
pencil?
How many cubes balance a
ruler?
my estimate
cubes
The ___________ is the heaviest.
Weight
The ___________ is the lightest.
Compare the weight of objects that differ in size
and shape by handling.
Page 127
Strand
Strand
Strand Unit
Strand Unit
Measures
Measures
Weight
xx
Objectives
Objectives
126
Measures
Objectives
Page 126
Strand
Strand Unit
Estimate and weigh in non-standard units, check
X balance.
using
127
Let’s look back: What the Junior Infants programme covered
1. Develop an understanding of the concept of weight through exploration, handling of objects
and use of appropriate vocabulary.
2. Compare objects according to weight.
3. Compare pairs of objects that look alike but are different in weight.
Maths skills used in this topic
Integrating and connecting
Recognise mathematics in the environment
Applying and problem-solving
Select and apply appropriate strategies to complete tasks or solve problems
Recognise solutions to problems
Concrete materials
Balance for comparing weights, a selection of discontinuous materials (e.g. bears, cubes, blocks or
crayons, for use as non-standard units of weight, appropriate classroom items to weigh (e.g. rubber,
book, ruler, copy, lunch box)
Vocabulary
Heavy, light, big, small, heavier, lighter, the same weight as …, balance
Linkage
EMA: Classifying
Number: Ordering and comparing
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Integration
SESE Science: The weight of living things change as they grow
Pre-page ideas
Page 126:
Name 3 light/heavy animals.
Name 3 light/heavy types of fruit.
Name 3 light/heavy vegetables.
Name an animal which is lighter/much lighter than a dog.
Name an animal which is heavier/much heavier than a dog.
Name 2 heavy things in this classroom.
Name 2 light things in this classroom.
Name something heavier/lighter/about the same as this book.
Which is heavier a golf ball or a tennis ball?
Are heavy things always big?
Can you name an object that is small and heavy and an object that is big and light?
How can we discover the correct weight of an object?
Page 127:
Provide plenty of opportunities for the children to have experience comparing the mass of various
items using concrete materials. Place a variety of items of differing weight and mass on a table and
invite volunteers to choose 2 items to form a comparison through handling. The range of objects
should include small/large/heavy items (such as stones and hard back books) and small/large/light
objects (such as an empty box, a large sponge or plastic drink bottle). Encourage the children to
estimate which objects are heavy/light and to use the appropriate vocabulary:
The pencil is light and the book is heavy
The pencil is lighter than the book
The book is heavier than the pencil
The children may record their findings pictorially under the headings ‘heavy’ and ‘light’ on the
blackboard or alternatively in their copybooks.
Lesson suggestions
Introduce and practise using terminology such as ‘is heavier than’, ‘is lighter than’ and ‘is about the
same’. Write the 3 phrases on cards or on the blackboard. Invite a volunteer to select 2 items laid
out, to compare their weights through handling and to finally select one of the phrases to depict
their relative weights. Results can be recorded on the blackboard or in the children’s copybooks.
Repeat the above task inviting a volunteer to select 2 objects and estimate which one is heavier/
lighter. Then:
check the accuracy of the estimate by handling
check the accuracy of the estimate by placing both objects on a balance
142
142
Group work:
Distribute an identical set of objects and a balance to each group. Invite the groups to select
materials for use as non-standard units for measuring weight, e.g. cubes, bears, crayons and blocks.
Each child in the group selects an item, estimates its weight in the selected non-standard unit and
then checks his/her estimate using the balance. Each child records both the estimate and actual
weight in a simple format on a sheet or in a copybook. Display the various weights obtained for
each item and discuss the results highlighting the fact that ‘heavier’ and ‘lighter’ are relative terms.
Discuss the difficulties posed by the use of non-standard units of measurement.
Parental involvement
1. Informal estimation/comparison involving weight at home, e.g.
comparing the weight of household items, such as containers,
furniture and toys.
2. Keep a record of the child’s weight as s/he grows.
Photocopiable templates
Match these pictures to the correct word. Colour.
light
heavy
Draw something light.
Name: _______________________________________
© Folens Photocopiables
Page 217: Weight
Draw something heavy.
Date: ___________________
217
Notes
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