# Lesson 8

Compare Weight

## Warm-up: Notice and Wonder: Seesaw (10 minutes)

### Narrative

The purpose of this warm-up is to elicit ideas that students have about weight, which will be useful when students compare the weights of objects in a later activity. Consider reading aloud and discussing books that explore weight, such as:
• Mighty Maddie by Stuart J. Murphy
• Just A Little Bit by Ann Tompert
• The Seesaw by Judith Koppens
• Balancing Act by Ellen Stoll Walsh

### Launch

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• 1 minute: partner discussion
• Share and record responses.

### Student Facing

What do you notice?
What do you wonder?

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “What are some things that you think are heavy?”
• Share and record responses.
• “What are some things that you think are light?”
• Share and record responses.

## Activity 1: Compare Weights of Boxes and Bags (15 minutes)

### Narrative

The purpose of this activity is for students to describe and compare the weights of objects. In the first example, students work with two identical boxes and consider the difference in weight between a box with books in it and one without.  In the second example, students discuss ways to compare the weights of objects when it’s not clear which object is heavier. Students may only describe the weight of one of the objects when comparing. (“The book is heavier.”) The teacher shares the complete comparison statement. (“The book is heavier than the pencil.”) To develop their conceptual understanding of weight as an attribute, it is important that all students are able to feel the bags in the second example in this activity. The bags can either be passed around so that each student can feel them, or multiple bags can be made.

### Required Preparation

• Prepare 2 boxes, one filled with books, labeled “1,” and one empty box, labeled “2.”
• Prepare 2 closed bags, one containing a few crayons, labeled “1,” and one filled with rocks or other heavy objects, labeled “2.”

### Launch

• Groups of 2
•  Display box 1 and box 2.
• “What do you notice? What do you wonder?” (Students may notice: The empty box is light. There is a lot of stuff in the box, so that box must be heavier. Students may wonder: Is the empty box lighter than the box that is filled with books? Is the box with books heavier than the empty box?)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• If no student compares the weights of the boxes, ask: “Which box do you think is heavier? Why do you think that?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “How could we figure out which box is heavier?” (We could pick them up and feel which one is heavier.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• Choose one student to hold each box and share with the class.
• “We use ‘heavier than’ and ‘lighter than’ when we compare the weights of objects. Tell your partner about the boxes using ‘lighter than.’”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Monitor for students who say the complete comparison statement. If students only say “The empty box is lighter,” prompt by asking “Lighter than what?”
• Share responses

### Activity

• Display bags 1 and 2.
• “Here are 2 bags, but we can’t see what is inside. Which bag is heavier?”
• 30 seconds: quiet think time
• Share responses.
• “How could we figure out which bag is heavier?” (We could pick them up and feel which one is heavier.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• Pass the bags around so that each student can hold both bags to compare the weights.

### Activity Synthesis

• “Now that we have all felt the bags, which bag is heavier?”
• Share responses.
• Share responses.
• “We can hold objects in our hands to figure out which object feels heavier and which feels lighter.”

## Activity 2: Compare Weights (10 minutes)

### Narrative

The purpose of this activity is for students to practice comparing the weights of two objects by feel and using comparison language. Any classroom objects can be used for this activity such as books, writing utensils, baskets, office supplies, and art supplies. Students can be more comfortable using “heavy” and “heavier” than “light” or “lighter,” so vary questions between “Which object is heavier?” and “Which object is lighter?” In the activity synthesis, students practice using comparison language as they share one pair of objects that they compared. While not required, students can write the name of each object or record their comparison with a sentence, such as “The apple is heavier than the book”.

MLR8 Discussion Supports. Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain which object is lighter and which object is heavier. Invite groups to rehearse what they will say when they share with the whole class.
Representation: Develop Language and Symbols. Synthesis: Make connections between the objects students share and the relationship it has to being lighter or heavier. Invite students to make a connection between the complete comparison statements and the objects they circled.
Supports accessibility for: Conceptual Processing

### Required Preparation

• Gather assorted classroom objects for students to compare.

### Launch

• Groups of 2–4

### Activity

• “Choose 2 objects with your partner. Figure out and tell your group which object is heavier and which object is lighter. Draw a picture of each object on your recording sheet and circle the object that was heavier.”
• 5 minutes: partner work time
• Monitor for students who use a complete comparison statement such as “The ball is lighter than the book.”

### Student Facing

Choose 2 objects.
Figure out which object is heavier and which is lighter.
Draw a picture of each object.
Circle the object that is heavier.

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### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite each group to share one set of objects that they compared. Invite students to chorally repeat the complete comparison statements in unison 1–2 times.

## Activity 3: Centers: Choice Time (15 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Counting Collections
• Match Mine
• Shake and Spill

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Counting Collections, Stage 1
• Match Mine, Stage 1
• Shake and Spill, Stages 1-4

### Launch

• “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Think about what you would like to do.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time

### Student Facing

Choose a center.

Counting Collections

Match Mine

Shake and Spill

### Activity Synthesis

• “We have learned a few different ways to play Shake and Spill. Which way do you like to play Shake and Spill? Why?”

## Lesson Synthesis

### Lesson Synthesis

Display one chair and five pencils.

“Han says that the pencils are heavier than the chair because there are 5 pencils and only 1 chair. What do you think about?” (There are more pencils, but they are small and light. The chair is probably heavier even though there is only one chair.)

“What can Han do to help him figure out if the chair or the pencils are heavier?” (He can hold the chair and the pencils and see which one feels heavier.)

## Cool-down: Compare Weights of Books and Pencils (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.