## Mass – Heavier or lighter

I am learning to tell if something is heavier or lighter than an object.

I know I can do it when I have compared objects to find out which is heavier and lighter.

Now that you are familiar with heavy and light you are going to explore the terms heavier and lighter. In order to determine if something is heavier or lighter than another object you will need to compare them with each other.

Before we look at comparing with scales, we can learn to compare by hefting objects. Hefting an object means you place them in each hand and let your body feel which hand is holding more weight, this will be the heavier object.

The following video demonstrates how to heft objects:

Have a go at a few examples of heavier and lighter in this video:

Use the following 3 items to compare with others:

1. Drink bottle (full)
2. A book
3. A toy of your choice (avoid very light toys as it will make it difficult to compare)

In your scrapbook draw each of the 3 items vertically down the middle of your page.

Go on a treasure hunt around your house (inside and outside).

One at a time, find something that is lighter than the object (by hefting-comparing with your hands) and something that is heavier.

Draw the lighter object to the left of your picture and the heavier object on the right so that they are in order from lightest to heaviest.

Complete this task for all 3 objects, making sure to find different lighter and heavier objects for each.

## Mass – Heavy and light

I am learning to distinguish between heavy and light

I know I can do it when I have categorised objects as heavy or light

It is important to measure the weight of certain things for lots of reasons. We need to measure the weight of ingredients for cooking, the weight of our luggage when travelling and recognise whether something may be too heavy to pick up by looking at it.

In order to do these things, we need to know the difference between heavy and light.

Things that are light are very easy to pick up such as a piece of paper, pencil or glass of water.

Things that are heavy are either difficult or impossible to pick up such as the couch, a car or a log.

Thinking about the concepts heavy and light, and after looking at these in more detail in your WebEx call you will now explore the outside world for both.

Wander around your backyard, or go for a family walk around your local neighbourhood. See if you can find things that are light (easy to lift up) or heavy (difficult or impossible to lift).

Try and find 5 light and 5 heavy things.

In your scrapbook, fold your paper in half so that you have 2 columns.

Give them each a heading of heavy and light.

Draw or write the 5 things you found for each under their heading.

## Statistics – Bar graphs

I am learning to create my own bar graph.

I know I can do it when I have converted results into a bar graph.

Yesterday you were looking at a bar graph and learnt how to read the information on it. Today you will be extending on that skill further by having a go at drawing your own bar graph.

Some things you need to think about when creating your own bar graph include:

1. An L shape for your graph to be on.
2. Numbers up the side starting at the bottom and counting up.
4. Columns to represent how many of each.

You will be using the following information to create your own bar graph in your scrapbook.

You may find it easier to use a ruler to rule the lines on your graph.

Students in Year One were asked the question ‘what is your favourite minibeast?

There were 4 answers to choose from; bees, butterflies, snails, or spiders.

From the information above you are going to turn it into a bar graph.

You want to begin your bar graph with an L shape like below.

You can then add your numbers from 0 to11 up the side and your 4 minibeast choices along the bottom.

• Which minibeast was the most popular?
• Which minibeast was the least popular?
• How many people liked bees and spiders (count both)?

## Statistics – Bar graphs

I am learning to analyse results on a bar graph.

I know I can do it when I have answered questions from a bar graph.

This week we will be looking at other types of graphs including bar graphs and pictographs.

Today’s focus is on bar graphs. These types of graphs are used to record data for questions that could have many answers.

Unlike a tally graph which records across the page, a bar graph will typically record up the page starting at the bottom.

A bar graph needs:

• A title at the top (what the question is)
• Labels along the bottom (the answers)
• Numbers up the sides and columns (how many of each answer).

Look at the following bar graph which has asked the question ‘what is your favourite flavour of ice cream?’

Copy the graph by drawing it into your scrapbook.

Write 3 sentences about what information the bar graph tells us.

An example of a sentence may be ‘Rainbow flavoured ice cream is the most popular choice with 8 people saying it was their favourite.’

When writing your sentences remember to begin each sentence with a capital letter and end with punctuation.

## Statistics – Analysing graphs

I am learning to analyse the results in a graph by answering questions.

I know I can do it when I have answered questions about a graph.

Today you are going to be putting all your shoes into groups based on the main colour of them.

You will be organising your shoes in a different way to what you have previously done this week. This new way is called a bar graph.

You will be looking at this more closely in your WebEx classes next week.

Collect all of your shoes and group them into similar colours, look at the image below for a guide:

Take a photo or draw a picture of them.

1. What colour shoe do you have the most of?
2. What colour shoe do you have the least of?
3. Are there any colours that you have the same amount of?

Make sure to pack away your shoes when you have finished!

## Statistics – Tally marks

I am learning to record and analyse a tally graph of minibeasts.

I know I can do it when I have drawn and answered questions about my tally graph.

Yesterday you went on a mini-beast hunt for Integrated Studies. You explored outdoors to see if you could spot the following types of mini-beasts; bees, butterflies, snails, spiders and other.

You recorded your findings in a tally graph.

Using the tally graph that you created yesterday answer the following questions and record them underneath your graph.

1. What was the most popular mini beast you found?
2. Were there any mini beasts that you didn’t see and record, if so, what?
3. How many bees did you find?
4. How many mini beasts did you find altogether?

## Statistics – Tally marks

I am learning to categorise and record my toys using tally marks.

I know I can do it when I have put my toys into categories and recorded how many of each using tally marks.

There are many ways you can record data. Over the next 2 weeks you will be learning about a few of the different types.

Today we are focussing on recording data with tally marks.

You have already looked at tally marks at school, watch this video below to help refresh your memory.

Now that you have an idea of how to record a tally graph you are going to use this skill to categorise and record your own toy tally graph.

Categorising means that you put things into groups based on characteristics that they have. For example, you might categorise based on colour, size or shape.

Choose 12 toys from your room that you will put into groups. You can choose how many groups to make, however try not to do more than 4 as you will find it more difficult to record your answers.

Use the image below as a guide of how this may look:

Once you have arranged your toys into groups, label each group. For example, large toys, red toys, soft toys.

Record your toys into a tally graph.

## Statistics – Yes/No questions

I am learning to identify questions that have a yes or no answer.

I know I can do it when I have listed questions with a yes or no answer.

Over the next two weeks you will be looking at different types of graphs.

We use graphs to help record information.

The information you record is based on questions you ask.

Today we are focusing on yes and no questions. These are questions that can only be answered with either yes or no.

For example, if you asked the question “is it raining?” you would either respond with yes or no.

Watch this video to learn some yes and no questions:

Make a list of 6-8 yes/no questions in your writing book.

## Certain and impossible

I am learning to understand the difference between certain and impossible.

I know I can do it when I can write sentences based on the fairy tale that were certain and impossible.

On Monday you looked at the terms will happen and won’t happen with regards to chance. Today’s words are similar. We are now looking at certain and impossible.

For something to be certain it means it will absolutely happen, for something to be impossible it means there is no way it will happen (usually something silly or outrageous). Watch ‘Mr Impossible’ below to get an idea:

You are going to be finding things that are certain and impossible from fairy tales. You may like to look at the story Cinderella. If you do not have a copy of this story, you can watch it here:

Alternatively, you can choose any other fairy tale that you have at home.

After you have read the story, write sentences that were certain and write sentences that were impossible from the story in your writing book.

For example: It is certain that Cinderella went to the ball. It is impossible that the ugly stepsisters will marry the prince.

Try and write 2 certain sentences and 2 impossible sentences.

For the impossible sentences you will need to think creatively.

## 50/50 chance

I am learning to understand what 50/50 chance means when tossing a coin.

I know I can do it when I can play a game with 50/50 chance.

Today we are looking at the term 50/50 chance.

What this means is that there will be 2 options to choose from, you have an equal chance of picking one option as you do the other.

The best way to look at 50/50 chance is by tossing a coin. Regardless of whether you choose heads or tails, you have an equal chance of it landing on your selection.

Today you will be playing a game with someone from your household. The side of the coin that you choose, decides whether or not you have a turn.

You have a 50/50 chance of getting a turn with every coin toss!

You are going to be playing the game ‘What a face’ with someone else from your family.

You will both need a sheet of paper, pencil and then 1 coin to share between the two of you.

Each of you will draw a large oval shape. You are trying to draw in 9 features on the oval shape

1.face- hair

2. 2 ears

3. 2 eyes

4. 2 eyebrows

5. a mouth

6. a nose

These can be drawn in any order.

Decide whether you are heads or tails.

When it is your go, toss the coin.

What chance does your partner have of it landing their way? Heads or tails?

Whoever wins the toss, draws 1 feature on their face. Who is first to complete the face?

Is this fair? Invent your own rules too. For example, draw extras such as cheeks, a chin and anything else you can think of.