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Measurement- Making your own Weighing balance activity

Siddharth Yadav
40 mins
Critical thinking, Problem Solving
Understand, Application
Measurement- Making your own Weighing balance activity
1. Describe measurable attributes of objects using weight2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the weight of two objects like eraser and pencil and describe which one is heavy3. make them understand how weighing of an object takes place
Weight is another form of measurement. Its important for them to understand how do we measure this dimension of weight using a particular scale, and every form of measurement is measured using a different scale.
1. An empty soda can
2. Little clay dough
3. A cover of a shoe box
4. small equal size blocks
5. little objects to be used for weighing like erasers, little toys that can fit in the lid which is acting as the weighing balance

Step 1: begin the class by re introducing the concept of heavy and light which was taught in Nursery class. Ask students by giving them simple examples like a pebble and a rubber. (if possible have these things in class or use items that are available in class)

Step 2: Tell them to find a few things in the classroom that are heavy than their water bottle. Let them hold bottle in one hand and the note book or pencil or rubber of their blocks in the other and ask them which is heavy. Once they have rightly answered ask them a question ? Do you know why it is heavy? Once you have asked them this question they will be a little lost or might be inquisitive to know… I think now its time to begin the balance making activity with them.

Step 3: Take your can find a table where you make your balance. Put some clay on the table and stick the can on it so that it does not move. Weight-lesson-2


Place the shoe lid on the can as shown in the picture (do not stick the lid on the can. Your balance will not work. Kids are learning that the lid has to be centered on the can for it to work. Why? Because then, the same amount of lid is on each side–so each side “weighs” the same.)

Step4: Once the balance is ready,  give them an assortment of mixed math tools–cubes, counters, etc. Do not tell them how to do it– let them figure it out on their own! If one side falls down, they figure out that they have to add something to the other side. If that side then falls down, they might take that object


out and try something lighter. It’s all about trial and error. They are problem-solving!

Step 5: Now ask them—‘Does this remind you of anything?’ Usually, someone will say its like a see-saw. Ask them how a see-saw works–and how that is like our shoe box balances? The light side goes up…the heavy side goes down! And what has to happen to make it balance? Both sides have to be the same weight–or equal.

Now you are helping them explore the concept of balance.


If you have time you can give them to weigh different types of toys to weigh on one side and blocks on the other side. The first activity is to compare objects to see which weighs more using the balance. Again–do not tell the kids how to

do it. Guide them through questioning, but do not model it.

This activity has been inspired by this blog :

Best way is to help them record all their observations in an observation sheet as attached
these questions can be-How do you think one object is heavier than the other?
Accurate, Clearly explained, Knowledgeable, Precise, Informative

Though this activity has been developed only for one period, but you can try to do this activity for three-four days so that children are able to understand the concept well. Let every kid try out at least once to find the weight using this balance.

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