Curriculum Mathematics Class: 4L Teacher’s Signature:

:
Topic: Mass Date: 15/11/2021 Time: 12:25pm

Learning Intention: Outcome(s): Content:

We are learning to heft, weigh and order objects. MA2-1WM Uses appropriate o Recognise the need for a formal unit smaller

terminology to describe, and than the kilogram

symbols to represent, o Recognise that there are 1000 grams in one

Success Criteria:
mathematical ideas kilogram, i.e. 1000 grams = 1 kilogram
* I can estimate the mass of an object.
MA2-2WM Selects and uses o Use the gram as a unit to measure mass, using
** I can accurately weigh and record an object.
appropriate mental or written a scaled instrument
*** I can convert grams to kilograms, and kilograms to grams.
strategies, or technology, to o Record masses using the abbreviation for

solve problems grams

MA2-12MG Measures,

records, compares and

estimates the masses of objects

using kilograms and grams

Time Procedure Grouping Space Resources
Intro To introduce students to the concept of mass, collect a variety o Students are o Students are o Cup of Pencils

of objects from around the classroom. Students are to engaged in a seated in the o Book

estimate how much each object weighs. Weigh each object. whole-class instructional area o Scissors

discussion. of the classroom. o Digital Scale

Explain to students that they just estimated and measured
 ‘mass’.

Explain that this week students will learn to measure the mass

of things in grams and kilograms. Explain the difference and

why each is necessary. Students brainstorm things they

would measure in grams and kilograms.

Explain the Learning Intention and the Success Criteria

Body Ordering Cupfuls o Students are o Students are o 1 x Cupful of Straw

Present the students with 6 zip-lock bags, each containing a engaged in a seated in the o 1 x Cupful of Cotton Balls

cupful of a different material. whole-class instructional area o 1 x Cupful of Rice Bubbles

discussion. of the classroom. o 1 x Cupful of Grains

Students compare two bags at a time by hefting. To do this,
o 1 x Cupful of Small Rocks
choose two bags and hold one in each hand. They decide
o 1 x Cupful of Large Rocks
which bag is the lighter and which bag is the heavier. Then
o 1 x Digital Scale
choose another two bags and compare.

Continue hefting pairs of bags until the students have ordered

all the bags from the lightest to the heaviest.

Discuss:
  How do you know which was the heaviest or the

lightest material?

 Did any bags seem to be about the same mass when

you hefted? Which ones?

Check the estimates by measuring the bags on the kitchen

scales.

Ask:

 Was there any difference in the order of materials

when you hefted and when you measured? Give

details.

 Each bag contained a cupful. Why did the masses

differ if the materials all took up the same space?

Discuss:

Which would weigh more – one kilogram of feathers

or one kilogram of bricks? Give reasons.

Estimate, Measure & Record o Students are o Students are

 Students are to find three objects in the room that they are working milling around o Classroom Objects

able to measure on a scale. They must complete the independently. the room. o Scales

‘Estimate, Measure & Record’ Worksheet. o Estimate, Measure & Record

Worksheet
Provide students with formula to convert grams to kilograms, o Pencils
and vice versa.
Conclusion Pan Balance Seesaw Activity o Students are o Students are o Balance Scale

Demonstrate how to use a balance scale. working utilising the

independently. flexible

Explain Seesaw activity. furniture.

Differentiation: Summative Evaluation: -

 The Teacher will lead a ‘Campfire’ for those who require further

assistance.

 Estimate, Measure & Record worksheet is levelled using ‘chillies’.

 Pan Balance Seesaw Activity contains extension activity for advanced

learners.
Teaching Notes: