Lesson video

In progress...


Hello friends.

It's Ms. Molnar, and you've guessed it.

We're going to do some mass learning today.

We are going to look at consolidating some of our learning on measure.

So we're going to answer a few questions where we're going to have to think, and we're going to have to explain using our reasoning or using because to help us.

Now, this might be a little bit tricky to do.

So I brought along Harold, the hedgehog, because he's really good at doing some thinking and explaining his thoughts out loud.

Alright, let's see what we're going to need for this lesson.


So for our lesson, you will need, some string, so again, make sure you ask a parent or carer about what you can use.

I'm going to use a sum fun ribbon.

So anything like that, that you can find would be great.

You're also going to need some scissors.

Now, it's really important that you ask your parent or carer to using the scissors for you.

All right.

Pause the video, go grab those two things and we can get started.

All right, so we're going to start today's lesson by recapping some vocabulary that you might be using in your own learning.

So let's start with I say, you say.

Longer? Shorter? Great! So we can use longer and shorter to describe and compare length.

All right.

My turn again.

Heavier? Lighter? Way to go! We can use heavier and lighter to compare and describe how heavy or light or the weight of an object is.

All right, so we're going to use some of those words to help us just to describe and compare some of the items in Polly's kitchen.

So I'm going to have a think, I want to use the words longer or shorter first, just to compare something in the kitchen.

Let me have a look.

I'm going to compare some of the plates.

So can you spot a blue plate on the table? Can you point to it? Way to go! There's blue plates with a blue cup on top.

So I've got a blue plate.

Now, can you spot a white plate? Great! There is a white plate beside the blue plates.

Now I'm going to compare the two using longer or shorter.

So I could say, the blue plate is shorter than the white plate, or I could say, the white plate is longer than the blue plate.

Great job everyone.

Alright, now I'm going to see if I can use the words heavier and lighter.

I need to look for something that might be heavy in the photo, and I need to look for something that might be light in the photo, in the kitchen.


I'm going to spot, Polly's teapot that she's holding in her hand and that she's pouring over.

Okay, so I'm thinking, that in her teapot there's probably a lot of tea in there.

And then, I'm going to pick as my other item, the tea cup on the table.

So I'm going to choose one of the blue teacups.

Okay? So I'm going to say that, the tea pot is heavier than the tea cup.

Because the tea pot is full of tea and the tea cup is not yet.


So we would like you to have a go now at using longer, shorter, heavier, or lighter to describe some of the items and compare them in Polly's kitchen.

So pause the video and have a go at seeing what you can come up with and then we'll come back together.

Alright, well, we're sure you came up with some great sentences to describe and compare the objects in Polly's kitchen.

Now we're going to go through what our talk task is for the day.

So we're going to look a little bit closer at weight again.

And Harold and I was just thinking, now, Harold was saying, you know what? We've decided that a lot of the time, the bigger the object, the heavier it usually is.

But we're going to explore if that's always true or not.

So Harold was thinking, and he was comparing a bowling ball and a cardboard box.

And Harold told me that the bowling ball is lighter than the cardboard box, because it is smaller than the box.

Well, I can see that the cardboard box is bigger, it does look bigger, and the bowling ball is smaller.

So we're going to have a think right now.

Remember we said, we're going to use our reasoning skills to explain.

So we're going to try and use the sentence then today.

You're either going to say, I disagree with Harold because, or you're going to say, I agree with Harold because.

All right? So have a think right now, what do you think is- So have a think right now, what do you think, is the bowling ball lighter than the cardboard box? And why might you think this might be? So, you're either going to agree with Harold or disagree with Harold.

So pause the video and see if you can do some explaining now.

All right.

So what did you think? Did you agree with Harold that the bowling ball is lighter than the cardboard box? Well, if you said, no, you disagree with Harold, you are right.

Well done! It's not always true that the bigger the object, the heavier it is.

It depends about what material the object's made out of.

So I would say, I disagree with Harold because, cardboard is a lighter material than a bowling ball.

Bowling balls are quite heavy.

And, that cardboard box is empty, so I know it can't be heavier than that bowling ball.


For your main task, we want you to look at the two pieces of string that are up on the screen.

So we've got a green string that's straight and we've got a blue string that is a bit curvy.

So if we look at the, if we look at the strings, right away, let's compare and see which one do we think is longer.

So Harold's going to whisper in my ear.


So Harold says, he thinks that the green string is longer, because you can see the green string going across the screen and stopping about right there.


And the blue strength stops way back here.

So Harold says, he can see that the green string goes further across the screen.

So he thinks the green string is the longer piece of string.

So what do you think? Do you agree with Harold's? Well, Harold, I don't know if I agree with you.

Because I see that this blue string it's not pulled tight and straight, like the green string above.

So that makes me wonder.

Is that green string really longer than the blue string? How is there, I don't know.

Is there a way that we can prove that the blue string or the green string is longer? Well, Harold said we could get a ruler.

Well, we could measure the green string with a ruler, but why can't I measure? Why can't I measure the blue string with a ruler? Because it's all loopy and it's curved.

I don't have a loopy or curved ruler.

I've got to do something else.

Oh, that's right.

At the beginning of this lesson, I said, you might need some string or ribbon.

So what you're going to do is, make sure that you get a parent or carer to help you.

You're going to take your string or your ribbon.

And I want you to either take it up to the screen to measure the same length of the green string, or you can print out the worksheet in the downloadable resources and you can take the string on top and make it the same length.

So I'm going to get my ribbon and I'm going to cut it to be the same length as the green string.

Okay? Easy peasy.

So cut that, and have my green string ready to compare.

Then what I'm going to do, is the blue string is a little bit tougher.

Okay? So I'm going to have to take my ribbon and I'm going to have to either follow along on the screen or on a piece of paper that I print out and I'm going to have to follow it around so when it loops, I'm also going to loop my piece of ribbon to try and mimic the same length of string as the blue one.

So once I've done, I've gone along the whole screen or the piece of paper with that and got to the end bit there.

My parent or carer is going to cut the string for me, and then, you can line up both pieces of ribbon or string next to each other and compare which one is the longer one and which one's the shorter one.

And make sure you label which one is which so you know, and don't get confused.

Okay? So I'm going to go off and do that now.

I want you to pause the video and do the same thing, and we're going to prove and see once and for all who's right.

Is Ms. Molnar, right? Is the blue string roll longer? Or is Harold right, and the green string longer.

Pause the video now and have a go.

All right.

So I've gone ahead and I measured out both pieces of string, and then I taped the pieces of ribbon down onto my table top, again, make sure you ask a parent or carer before you do this.

So I've got my green string measured across the top, and my blue string measured across the bottom.

Which one was the longer of the two? That's right.

The blue string was longer.

Is that what you found as well? I wonder why that was.

So even though it looks like on the screen or the piece of paper that the green string is longer because it goes further across the page or screen, it's actually shorter.

And that's because the blue string has not been pulled straight, like the green string.

It's got lots of loops.

And so we know that if we were to pull it long and straight, just like the green one, it would end up being longer than the green string.

All right.

Well, that's all the thinking we've got time for today.

You did a great job at explaining all your thinking and using your reasoning skills when we were thinking about measure.

So I'm sure your teacher would love to hear about all the fantastic reasoning sentences you've been coming up with.

So you could take a photo of your learning and get a parent or carer to share it with your teacher.

And if you'd like to, Harold and I, of course, we'd love to see all the amazing learning as well.

So you can ask a parent or carer to share it with us on Oak, on our social media.

All right, everyone until next time.