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 describe the weight of only 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 of this activity. The bags can either be passed around so that each student can feel them, or multiple bags can be made.

• “Now that we have all felt the bags, which bag is heavier?”
• Share responses.
• “Tell your partner about the bags, using the words ‘lighter than.’”
• Share responses.
• “We can hold objects in our hands to figure out which object feels heavier and which feels lighter.”

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 the terms “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.”

• 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.

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

Students choose any previously stage from these introduced centers:

• Counting Collections
• Match Mine
• Shake and Spill

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