More, Less, Equal

Overview

In this 45-minute session, students will consolidate their understanding of measuring mass by comparing objects using the comparative language: more than, less than, and equal to. Using balance scales and cubes (for consistent units of mass), students will explore how to describe and order objects by weight. This lesson aligns with the Year 1 National Curriculum (England) for Mathematics, focusing on measurement and comparison.

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National Curriculum Links

Statutory content for Year 1 Mathematics – Measurement:

• Compare, describe and solve practical problems for:
  • lengths and heights
  • mass or weight
  • capacity and volume
• Recognise and use language relating to dates, including days of the week, weeks, months and years. (contextual understanding)

Key mathematical skills developed:

• Use of comparative language (more than, less than, equal to)
• Practical experience with measuring mass using uniform cubes and balance scales
• Develop reasoning skills based on physical comparison of masses

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Use the terms ‘more than’, ‘less than’, and ‘equal to’ accurately when comparing masses.
2. Compare the mass of different objects using balance scales.
3. Explain their reasoning when deciding which object is heavier, lighter, or of equal mass.
4. Record comparisons using drawings and simple sentences.

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Resources Needed

• Balance scales (11 sets, one per student or pairs)
• Uniform cubes (plastic or wooden, standard mass)
• Various classroom objects or small containers (light items like erasers, blocks, toys)
• Worksheets with pictorial representations for comparison recording
• Whiteboard and markers
• Visual vocabulary cards: ‘more than’, ‘less than’, ‘equal to’
• Number cards (optional for recording)

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Lesson Structure

1. Starter (5 minutes) – Vocabulary Introduction

• Greet pupils and recap previous lesson’s key vocabulary: mass, cube, weigh.
• Introduce the focus vocabulary for this lesson: more than, less than, and equal to using large, colourful word cards.
• Use simple real-life examples on the board:
  • “This apple is more than this banana.” (show with drawings or pictures)
  • “This pencil is less than this book.”
  • “This cup and this bottle are equal to in weight.”
• Engage pupils by asking quick-fire questions using the vocabulary to ensure understanding.

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2. Main Activity Part 1 (15 minutes) – Exploration Using Balance Scales

• Distribute balance scales and cubes to each student or pairs (ideal for 11 pupils either individually or in a pair + one group of 3).
• Explain how to use the balance scales safely and correctly: place objects/cubes on each side and observe which side dips lower (heavier) or if they balance equally.
• Give each pupil/pair 2-3 different objects along with cubes.
• Task: Pupils use cubes to match or compare the mass of classroom objects on the scale and then decide:
  • Which object has more mass?
  • Which object has less mass?
  • Are any objects equal in mass?
• Teacher circulates, prompting with questions:
  • “How do you know which is more?”
  • “Can you find something that weighs the same as this?”

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3. Main Activity Part 2 (15 minutes) – Recording and Reasoning

• Hand out simple worksheets with two pictures of objects or containers beside a balance scale illustration.
• Pupils record their observations using the terms, by circling the correct phrase: more than, less than, or equal to.
• Encourage pupils to write simple sentences underneath such as:
  • “The book is more than the pencil.”
  • “The toy is less than the block.”
• For pupils ready for extension, encourage them to draw cubes representing the mass of each object.
• Share examples aloud, praising the use of mathematical language and reasoning.

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4. Plenary (10 minutes) – Class Discussion and Practical Demonstration

• Regroup and invite 3 or 4 pupils to demonstrate with the balance scales in front of the class.
• Ask them to describe what they see using the target vocabulary.
• Engage the class with questions such as:
  • “Can anyone find an object heavier than this?”
  • “What does it mean if the scales balance?”
• Summarise learning: emphasise that comparing mass helps us understand everyday objects and use important words to describe these comparisons clearly.

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Assessment of Learning

• Formative observations: During practical activity, note pupils’ ability to use comparative language and their understanding of the balance scale outcomes.
• Worksheet completion: Evaluate use of ‘more than’, ‘less than’, and ‘equal to’ in written and drawn form.
• Questioning and responses: Check explanations given in plenary to assess conceptual understanding.

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Differentiation

• Support:
  • Paired work with stronger peers.
  • Visual aids with pictures and vocab cards for language reinforcement.
  • Teacher/TA to guide scale use.
• Challenge:
  • Pupils to find their own objects around the room to compare mass.
  • Write more complex sentences about mass comparisons.
  • Predict and then check mass before weighing.

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Cross-Curricular Links

• Science: Physical properties – recognising that objects have different weights or masses.
• Language: Developing vocabulary and sentence construction.
• Personal, Social, Health Education (PSHE): Working collaboratively and reasoning together.

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Reflection & Next Steps

• Use assessment information to identify who needs further support with comparative language or practical measuring skills.
• In the next unit, build on this by introducing non-uniform measurement (e.g., using scales with grams), and applying comparison language to length and capacity contexts.
• Consider incorporating technology (digital scales) for advanced learners to extend understanding in a modern context.

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This lesson creatively combines tactile learning with language development to build firm foundations in mathematical measurement according to the National Curriculum for Year 1 pupils. It nurtures curiosity, precision, and communication skills through well-structured interactive tasks.