Operations and Algebraic Thinking · Term 2

Addition Strategies: Making Ten

Using the 'making ten' strategy to add numbers within 20, understanding number bonds to ten.

About This Topic

Stable Structures introduces the basic principles of engineering and design. Students explore what makes a structure stay upright and support weight, focusing on the importance of a wide base and the strength of different shapes. In Ontario, this unit encourages students to look at the world around them, from the CN Tower to local bridges and traditional Indigenous dwellings like the wigwam or longhouse, to see how humans have solved the problem of stability over time.

Students learn through trial and error, discovering that the way materials are joined and the shapes used (like triangles) significantly impact a structure's performance. This topic is inherently hands-on and benefits from a 'maker' mindset. This topic comes alive when students can physically build and test their own designs in a collaborative environment.

Active Learning Ideas

Simulation Game: The Great Base Challenge

Groups are given blocks and challenged to build the tallest tower possible. They then repeat the task but must make the base twice as wide, comparing which tower is harder to knock over.

⏱ 35 min·Small Groups

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Gallery Walk: Shape Hunt

Students walk around the school or look at photos of famous structures. They use 'viewfinders' (paper frames) to spot and draw triangles, squares, and arches, then share why they think those shapes were used.

⏱ 30 min·Pairs

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Inquiry Circle: The Paper Bridge

Pairs try to build a bridge between two books using only one sheet of paper. They experiment with folding the paper (corrugation) to see how changing the shape makes the structure more stable and able to hold weight.

⏱ 40 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Taller structures are always less stable.

What to Teach Instead

Students often think height is the only factor in falling. By experimenting with weighted bases, students can see that a tall structure with a heavy, wide bottom can be more stable than a short, top-heavy one.

Common Misconception

Heavy materials always make a structure stronger.

What to Teach Instead

Students may think a heavy block is better than a light one. Through hands-on testing, they can discover that how materials are connected (the joints) is often more important than the weight of the material itself.

Frequently Asked Questions

How can active learning help students understand stable structures?

Active learning allows for 'productive failure.' When a student's tower falls, they aren't just getting an answer wrong; they are receiving immediate physical feedback. This encourages them to analyze the cause (e.g., 'the base was too narrow') and iterate on their design, which is the heart of the engineering process.

What are some examples of Indigenous structures I can teach?

Discuss the Haudenosaunee Longhouse, which used arched saplings for strength, or the Anishinaabe Wigwam. Explain how these structures were designed to be stable using local natural materials and how their shapes helped them withstand Ontario's wind and snow.

What are the best materials for Grade 1 building activities?

Use a variety of 'low-stakes' materials: wooden blocks, plastic interlocking bricks, cardboard scraps, straws, and masking tape. Recycled materials like cereal boxes and yogurt containers are also excellent for encouraging creativity without fear of wasting supplies.

How do I assess 'stability' in a Grade 1 classroom?

Use simple, consistent tests. A 'wobble test' (shaking the table slightly) or a 'load test' (placing a standard weight like a beanbag on top) provides clear, observable evidence for students to evaluate their own work.

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