Comparing and Ordering: a week of ready-to-teach maths

Five days of lessons for Year 1 Measurement. Children learn to compare and order things by length, mass, capacity and duration, to compare indirectly with a string when two things cannot be lined up, and above all to say how they know. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and every answer.

Start here: five minutes to Monday

1. Skim the week at a glance on the next page.
2. Print the five days. Each day is two A4 sheets: a plan and a worksheet.
3. Cut out the two card sheets once; they are reused all week.
4. Open the free interactive unit on your board. Every plan tells you which picture to show and when.
5. Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No maths background needed

This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the muddles children bring, and gives model answers, so you can walk in and teach it.

One day, one lesson

The five lessons fill a week of maths, one lesson of about 40 minutes a day. Run them in order: each day adds one attribute, and Day 5 shows the string trick for when two things cannot be brought together. Every lesson can also split into a carpet warm-up and a table task if your morning runs in small blocks.

The week at a glance

One lesson a day for a week. Each day adds one attribute, so run them in order.

How the week builds

Day 1 compares length, Day 2 mass, Day 3 capacity and Day 4 duration, each by a fair direct comparison. Day 5 meets the case where two things cannot be lined up, like around a jar and across a book, and carries the length with a string instead. It builds on the everyday comparing children already do, and it opens the way to measuring with informal units, where a comparison turns into a count.

Materials for the week (one trip)

• From the classroom: scissors, pencils, this pack printed.
• A few pairs of everyday objects to compare: pencils, cups, blocks, a ball and a pebble.
• A simple balance, or a coat hanger and two bags; two or three cups for pouring; a ball of string.
• Cut out once, use all week: the object strips and the comparison word cards in this pack. No special equipment to buy.

Dear families

This week in maths, Year 1 compares things without a ruler. We look at which is longer, which is heavier, which holds more and which takes longer, we put things in order, and we say how we know.

Try this at home

• Line up two spoons at one end. Which is longer? How can you tell?
• Hold something in each hand. Which is heavier? Is the bigger one always heavier?
• Pour water from one cup into another. Which holds more?
• Start two jobs together, like a wash and a snack. Which takes longer?

My comparing this week

Fill one row a day. Tick when you compared two things and said how you know.

Printed from the free seegongsik measurement teaching pack · seegongsik.com/au/y1/measurement/AC9M1M01/pack

Compare length

Measuring starts long before rulers. Today children compare the length of two things by lining up one end, then say which is longer and which is shorter, and put three things in order. The shared start line is the whole idea.

We are learning to

• line up one end of two objects,
• say which is longer and which is shorter,
• order three objects from shortest to longest.

Success criteria

• I can line up one end of two things.
• I can say which is longer and how I know.

You need

A few pairs of everyday objects to compare (two pencils, a ribbon and a straw, a broom and a crayon). The object strips (cut-out sheet 1), one set per pair. The worksheet, one per child.

Lesson flow (about 40 minutes)

Two short bursts instead? End the first burst after the line-up. Start the second by ordering the three strips from shortest to longest.

Watch for these ideas

• Calling the object that sticks out further the longer one, even when the ends did not start together.
• Comparing from different starts and trusting the look instead of lining up.
• Thinking a thicker or brighter object must be the longer one.

Answers

• Circle the longer: a skipping rope, your arm, a broom.
• Order the strips: line up one end first, then A is 1 (shortest), C is 2, B is 3 (longest).
• Say how you know varies: check the child lined up one end before deciding.

Line them up

Line up one end. Then circle the longer thing in each row and tick that you lined them up.

Order the strips

These three strips start at the same line. Write 1, 2, 3 in the boxes: 1 for the shortest, 3 for the longest.

Say how you know

I know which is longer because ____________________

Compare mass

Mass is best felt, then seen. A thing in each hand, and the heavier one presses down. A balance shows this to the whole class at once: the side that goes down is heavier. The surprise is that a small thing can be heavier than a big thing.

We are learning to

• hold one thing in each hand to feel which is heavier,
• use a balance and read the side that goes down as heavier,
• say why the bigger thing is not always the heavier one.

Success criteria

• I can say which of two things is heavier.
• I can show it on a balance and give my reason.

You need

A simple balance if you have one, or a coat hanger and two bags. Pairs of objects, including a small heavy one and a big light one (a rock and a sponge). The worksheet, one per child.

Lesson flow (about 40 minutes)

Two short bursts instead? End the first burst after weighing by hand. Start the second with the balance and the box-and-rock trap.

Watch for these ideas

• Thinking the bigger object is always the heavier one: a small rock can outweigh a big box.
• Reading the balance the wrong way, thinking the side that rises is heavier.
• Guessing by looks instead of feeling or weighing.

Answers

• Circle the heavier: a full drink bottle, a brick, a small rock.
• The drawn balance tips down on the small rock, so the small rock is heavier than the big box.
• Order by mass: a feather is 1 (lightest), an apple is 2, a brick is 3 (heaviest).

The balance scale

Hold each pair, or use the balance. Then circle the heavier thing and tick that you weighed them.

Read the balance

The balance has tipped. Circle the heavier one. Is the bigger thing the heavier one?

Order by mass

Write 1, 2, 3 in the boxes: 1 for the lightest, 3 for the heaviest.

Say how you know

The bigger thing is not always heavier because ____________________

Compare capacity

Capacity is how much a container holds. Today children pour to compare, and meet the trap: a tall, thin cup can look bigger yet hold less than a short, wide one. The pour settles it.

We are learning to

• pour from one container into another to compare,
• say which holds more and which holds less,
• tell why the taller container does not always hold more.

Success criteria

• I can pour to see which container holds more.
• I can say which holds more and how I know.

You need

Two or three pairs of containers, one tall and thin, one short and wide. Water, rice or sand, and a tray for spills. The worksheet, one per child.

Lesson flow (about 40 minutes)

Two short bursts instead? End the first burst after the pour. Start the second by ordering three cups from holds least to holds most.

Watch for these ideas

• Thinking the taller container must hold more, because it looks bigger.
• Judging by height alone and not pouring to check.
• Forgetting that a wide, low container can hold a lot.

Answers

• Circle holds more: a bucket, a jug, a drink bottle.
• The pour picture: the short wide cup holds more, because it still has room after the tall cup is poured in.
• Order by capacity: an egg cup is 1 (holds least), a mug is 2, a jug is 3 (holds most).

Pour and compare

Pour from one into the other. Then circle the one that holds more and tick that you poured.

The tricky pair

The tall cup was poured into the wide cup. Circle the one that holds more.

Order by how much they hold

Write 1, 2, 3 in the boxes: 1 for holds least, 3 for holds most.

Say how you know

The cup that holds more is the one that ____________________

Compare duration

Duration is the one you cannot hold, only watch. A fair way to compare how long two events take is to count claps or beats while each one runs: the event that needs more claps took longer. Careful not to mix up faster with longer.

We are learning to

• count claps or beats while an event runs,
• say which event took longer and which took less time,
• order three events from quickest to longest.

Success criteria

• I can count claps to time an event.
• I can say which took longer and how I know.

You need

Space to move. Two children to act out a pair of events. The comparison word cards (cut-out sheet 2). The worksheet, one per child. No clock is needed, just steady claps.

Lesson flow (about 40 minutes)

Two short bursts instead? End the first burst after the first clap-timed walk. Start the second by ordering three events from quickest to longest.

Watch for these ideas

• Mixing up faster with longer: a quick, busy job can still take fewer claps.
• Clapping at a wobbly beat, so the counts are not fair to compare.
• Thinking the louder or busier event must take longer.

Answers

• Circle takes longer: boil a kettle, eat your lunch, sing the alphabet.
• Clap bars: walk to the library took 22 claps and walk to the door took 6, so walk to the library took longer.
• Order by time: a sneeze is 1 (quickest), brushing your teeth is 2, a night of sleep is 3 (longest).

The clap clock

Start both events together and count the claps. Then circle the one that takes longer and tick that you started together.

Read the clap bars

We clapped while each walk ran. Circle the one that took longer.

Order by how long they take

Write 1, 2, 3 in the boxes: 1 for the quickest, 3 for the longest.

Say how you know

I know which took longer because ____________________

The string trick

Some things cannot be lined up: you cannot lay a jar next to a book to see whether around the jar is further than across the book. Today children carry the length with a string, then compare, and say how they know. This move from direct to indirect comparison is the heart of the unit.

We are learning to

• use a string to carry a length that cannot be lined up,
• compare the two lengths fairly from the same start,
• say how I know, using the string in my reason.

Success criteria

• I can use a string to carry a length.
• I can compare and give a reason that names the string.

You need

A ball of string or wool cut into lengths. A jar or cup and a book. The comparison word cards (cut-out sheet 2). The worksheet, one per child.

Lesson flow (about 40 minutes)

Two short bursts instead? End the first burst after carrying one length with the string. Start the second by comparing a second pair and then the mini-check.

Watch for these ideas

• Letting the string go slack or stretch, so the carried length is not true.
• Not marking where the string meets, so the length is lost when it comes off.
• Starting the string at a different edge from the book, so the compare is not fair.

Answers

• String bars: the string (around the jar) reaches further than across the book, so around the jar is longer.
• Do your own varies: check the string carried the length and both started at the same edge.
• A good reason names the string, such as: the string reached further than the book, so around the jar is longer.

The string trick

When two things cannot be lined up, a string can carry the length. Wrap it, pinch it, then lay it straight to compare.

Which is longer?

The string went around the jar. Now it is laid straight next to how far it is across the book. Circle the longer one.

Do your own

Pick two things that cannot be lined up, like around your drink bottle and across your desk. Use a string to carry one length, then compare. Draw your two lengths side by side, both starting at the same line.

Say how you know

The string reached further than the ____________, so ____________ is longer.

Strips to order by length

Cut out the six strips. They are all different lengths. Line up one end of every strip, then put them in order from shortest to longest. Use them again on Day 5.

Teacher note: the strips are printed in a jumbled order, so ordering them is a real task. Lining up one end is the same fair-start habit as Line them up on screen.

Comparison word cards

Cut out the cards. Each day, hold up the two words that fit what you are comparing, and lay the winning word beside the winning object. The same cards work all week.

Length

Mass

Capacity

Duration

Teacher note: keep the four pairs in four little piles, so children choose the attribute first, then the word.

What we know: comparing without a ruler

Work on your own. Your teacher can read the questions to you. Say how you know when you can.

1. Circle the longer strip. They start at the same line.
2. Write 1, 2, 3 on the strips: 1 for the shortest, 3 for the longest.
3. The balance has tipped. Circle the heavier one.
4. Which holds more, a bathtub or a teacup? Circle it.
5. Which takes longer, a whole night of sleep or one blink? Circle it, then say how you know. ____________________

Answers and marking guide

Answers

1. Strip A (it reaches further from the shared start, so it is longer).
2. Shortest to longest is P, R, Q: write 1 on P, 2 on R, 3 on Q.
3. The small tin (the balance tips down on its side; a small thing can be heavier than a big empty box).
4. A bathtub (it holds more).
5. A whole night of sleep (it takes longer). Any fair reason, such as: sleep lasts all night while a blink is over in a moment.

A quick three-level guide

Five questions, four attributes. A child at standard compares each attribute fairly and can say how they know.

Weekly class record

Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.

The five columns are the five days: length, mass, capacity, duration, and comparing indirectly with a string.