Priscilla Nguyen PPP2
Mathematics Unit of Work
Term 2 Week 5 - 6 Stage/Year: Stage 2 - Year 4
Duration: 2 Weeks Learning Experiences: 4 Topic: Measurement - Mass
Outcomes:
● Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM
● Selects and uses appropriate mental and written strategies, or technology, to solve problems MA2-2WM
● Measures, records, compares and estimates the masses of objects using kilograms and grams MA2-12MG
Learning Intention Learning experience Annotation
To measure an object in grams As a class, discuss how we measure things that are less than 1kg.
- Connect to cooking, shopping for fruit and vegetables
- Highlight that we measure things in grams that are less than 1 kilogram.
- Discuss how many grams are in 1 kilogram/half a kilogram (i.e 1000g =
1kg)
Explain learning goal: They are learning how to measure the mass of an object in
grams.
Model to whole class how to measure using kitchen scales.
- Explain what the smaller lines mean/go up by between every 100 grams.
- Display different versions of scales to highlight the importance of
understanding the scale before measuring.
- Explain the differences in spokes and what they represent
Priscilla Nguyen PPP2
Teacher will send students off to independent tasks: Students are to examine
different scales on a worksheet and record the mass of each item. They will
then draw the pointer on various scales to match the mass shown on the object.
During independent task, teacher will target smaller groups (of 5) to show
students how to:
- Read the scale
- Correctly record the mass of objects
To accurately read a scale to While students are completing their independent task, set up measuring stations
measure an object in grams or around the room - approximately 4 kitchen scales evenly spaced.
kilograms
Explain task: In pairs, students are going to choose 5 items in the classroom
that are more than 100g and less than 1kg to weigh using the scales - They
select these items from sight then they grab these items when they need to
measure.
- Students select those 5 items - write their name, draw it, estimate its
mass at their desks. Once the pair has done that, teacher will allocate
them to a weigh station.
- To manage time, ensure students do not take too long at the weighing
station. Give each group about 5-10 minutes to weigh and record each
mass. Send students back if they are taking too long.
Teacher will monitor students as they complete task – observe each student for
the following (for assessment):
❏ Can they use the scales to measure?
❏ Can they record their measurements using grams?
Priscilla Nguyen PPP2
To interpret the use of grams Review what we learnt in the previous lesson:
and kilograms on commercial - How many grams are in 1 kilogram?
packaging
Explain learning intention:
We are learning to interpret the use of kilograms and grams on commercial
packaging.
Teacher will bring in a variety of objects with different masses displayed on the
packaging (in both grams and kilograms). Examine the packaging and the way it is
recorded.
As a class, they will first organise the packaging separating grams and kilograms.
Next, the objects will be mixed and the class will need to order the objects
from lightest to heaviest. Discuss conversions between grams and kilograms, and
vice versa.
Students are then to record the objects on a recording sheet.
Ask students to cut them out and order them from smallest to largest on a piece
of paper.
To identify common fractions in Part 1 (25 mins):
a kilogram Explain learning intention:
We are learning to identify common fractions of a kilogram.
Access Studyladder and watch “Common Fractions of a Kilogram” video tutorial.
The common fractions of a kilogram are:
- ¼ kg = 250g
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- ½ kg = 500g
Discuss (and vice versa):
- 3 ½ kg = _____ g
- 8 ½ kg = _____g
- 2 ¼ kg = _____g
- 6 ¼ kg = _____g
Part 2 (35 mins): Assessment
Students will now complete their mass assessment.
