Compare length, mass, capacity and time

Learning intention

• identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning

Curriculum

• identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning

Elaboration expansion and examples 1

• E1: using language to describe the measurement attributes of length, mass, capacity and duration, and connecting the words with the appropriate attribute; for example, using words like “tall”, “short”, “wide”, “long”, “high” to describe the attribute of length Learning connection: Choose the attribute you are comparing and use a fair direct comparison before saying longer, shorter, heavier, lighter, holds more or takes longer.

Elaboration expansion and examples 2

• E2: directly comparing pairs of objects to say which is longer/shorter, and explaining or demonstrating how they know; for example, standing back-to-back to determine who is taller; choosing to line up the bases of a spoon and fork to decide which is longer and explaining why Learning connection: Choose the attribute you are comparing and use a fair direct comparison before saying longer, shorter, heavier, lighter, holds more or takes longer.

Elaboration expansion and examples 3

• E3: starting 2 events at the same time to decide which takes longer; for example, putting on a pair of sandals with buckles or Velcro, describing the duration using familiar terms and reasoning, “I took a longer time because I’m still learning to do up my buckles” Learning connection: Choose the attribute you are comparing and use a fair direct comparison before saying longer, shorter, heavier, lighter, holds more or takes longer.

Elaboration expansion and examples 4

• E4: directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows; comparing the same pair of objects to say which is longer/shorter and discussing comparisons Learning connection: Choose the attribute you are comparing and use a fair direct comparison before saying longer, shorter, heavier, lighter, holds more or takes longer.

Elaboration expansion and examples 5

• Use a fair comparison method: LENGTH |──── spoon |──────── fork Line up the same starting point. MASS Heft two objects or place them on a balance. Do not judge only by size. CAPACITY / DURATION Pour between containers to compare capacity. Start two events together to compare duration. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
• Say what you are comparing: longer / shorter → length heavier / lighter → mass holds more / less → capacity takes longer / shorter → duration Ask: “What must stay fair in this comparison?”

AC9MFM01 · AC9MFM01: Identify and compare length, capacity, mass and duration

Learning focus: identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning

Model it: directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows; comparing the same pair of objects to say which is longer/shorter and discussing comparisons Learning connection: Choose the attribute you are comparing and use a fair direct comparison before saying longer, shorter, heavier, lighter, holds more or takes longer.

Ask the learner: Which word compares length: heavier or longer?

Look for: The learner can identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning in a fresh example and explain the evidence or reasoning without copying the model.

If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.

Assessment-style questions and review hints 1

Assessment-style questions and review hints 2

Exit ticket

• Which word compares length: heavier or longer?
• Why must two pencils start at the same endpoint to compare length?
• How could you check which of two containers holds more?
• Two activities start together. One finishes later. Which took longer?

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