Mass

|| QT Elements ** Indicators:  ** Start the lesson by discussing with students the term “Mass.” Brainstorm with students what they know about Mass and how it can be related to our everyday lives. Use an equal arm balance to measure the mass of a range of objects (book, ruler, pencil, tin of food calculator) using a collection of 2 different materials - pebbles, marbles, unifix cubes etc. Record the results with each measuring device. (Activity Sheet 1). Discuss the differences and the disadvantage of having the informal unit as a means of measuring Mass. Discuss with students how this system would be a problem at the shops. How would we work out the price of items such as fruit and vegetables?  **The Kilogram As A Standard Unit ** Based on the results of the previous part of the lesson introduce students to the standard unit of measurement that is used to measure mass – the kilogram. Show students examples of everyday items that weigh one kilo. For example a packet of flour, a packet of sugar, two packets of pasta. Students break into small groups. Provide each group with an equal arm balance and a one kilo weight. Students need to measure the mass of a range of objects from the classroom and determine if they are less than one kilo, more than one kilo or about the same as one kilo. Students record their results using Activity Sheet 2.  ||     ||   Discuss with students the term “hefting.” Develop a class definition of its meaning. Explain the process of hefting to students, highlighting the need to understand that the size of an item may not always indicate its weight. As an example have selected students heft a one kilo weight in one hand and a paperback picture book in the other. Ask them to describe which is heavier and which is lighter. Have students work in pairs to heft two objects and then describe to their partner in a complete sentence which object is lighter/heavier.  Students then work in pairs or small groups to complete Activity Sheet 3. They first need to complete the hefting table at the top of the page. They need to select up to 6 objects from around the room and heft them in one hand and have a one kilo weight in the other hand. Objects then need to be listed in the appropriate column (same as one kg, more than one kg, less than one kg). Students then list these same objects in the second table and use an equal arm balance and a one kg weight to determine if the objects weigh the same as one kg, more than one kg or less than one kg. Students compare the results of hefting with the results of weighing with the equal arm balance. ||    ||  **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Making A Kilogram ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Discuss with students methods used so far to measure mass (equal arm balance, hefting). Discuss with students that scales can also be used to measure mass. Ask students to consider where they may have seen scales before (in their kitchen at home, at the fruit shop). Demonstrate to students how to read the measurements on a standard kitchen scale. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Students can then use kitchen scales or equal arm balances to find objects that have a mass of one kilogram. Students can also create a collection of objects that together make one kilogram. Encourage students to share their findings with others by creating complete sentences. For example; Our prize box weighs one kilogram. The scissors, glue and my guided reading book together make one kilogram. Students could also record findings in their books. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Optional Extra: Students complete Activity Sheet 4 where they need to match the items to the weighted bags, then add kilograms and half kilograms together to reach totals on given bags. <span style="font-family: 'Century Gothic','sans-serif';"> ||  <span style="font-family: 'Century Gothic','sans-serif';">   || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Revise with students the methods used so far to measure mass (equal arm balance, hefting, scales). Revise also their experiences in the previous lesson where they had to try to find a set of objects to make one kilogram. Did the objects always measure exactly one kilogram? How can we measure the mass of objects that are less than one kilogram or a bit more than one kilogram? Explain to students that the gram is a very small unit of measurement. 1000g = 1kg. If it is helpful for students make links with kilometres and metres. 1000m=1km. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Understanding How Grams Combine To Make Kilograms ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Have students play the 1 kilogram matching game where they need to match the number of grams needed to make 1 kilogram. For example 2x 500g = 1kg, 10x 100g= 1kg (Activity Sheet 5) <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">For students who have developed a good understanding of grams- Work in groups or as a whole class, complete Activity Sheet 6. Students need to match the gram amounts with the kilos, then attempt to measure the weight of a variety of objects using either kitchen scales or an equal arm balance. If using an equal arm balance, make measurements to the nearest 100g. <span style="font-family: 'Century Gothic','sans-serif';"> ||  <span style="font-family: 'Century Gothic','sans-serif';">   || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Students replay the 1 kilogram matching game where they need to determine how many 100g are needed to make 1 kg, how many 250g are needed to make 1kg and how many 500g are needed to make 1kg. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Students can also visit Rainforest Maths and play selected mass games. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Students complete Activity Sheet 7 called “Journey To Mars.” Students need to pack a backpack to travel to Mars. They need to select items that would add together to make 1kg or less. Students need to record a variety of possible solutions to the problem. Students record information in their books <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Extension- “Trip To The Supermarket” (Activity Sheet 8). Students can purchase a variety of items up to the weight of 5kg. Students record possible purchases, listing a variety of solutions. Students could also add the total price of their items that they have chosen. <span style="font-family: 'Century Gothic','sans-serif';"> ||  <span style="font-family: 'Century Gothic','sans-serif';">   || In the table below record the object and then estimate if it is less than 1 kilogram, about 1 kilogram or more than 1 kilogram. Then use an equal arm balance or scales to check your estimates. Record your results in the table below. || Object ||     Estimate ||     Less than 1 kilogram ||     About 1 kilogram ||     More than 1 kilogram ||  ||   ||   ||   ||   ||   Activity Sheet 2 Activity Sheet 3 || Part 1 – Hefting – List the objects you heft in the appropriate column <span style="height: 66.15pt; margin-left: 149.4pt; margin-top: 7.9pt; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-vertical-relative: text; mso-width-relative: page; position: absolute; width: 108.85pt; z-index: -251654144;"> Part 2 –Measure the mass of each of the objects and record in the table below Activity Sheet 5 Mass - grams and kilograms matching game. Cut out the rectangles and match the kilograms to the grams 1 kilogram || 500g || 500g  || 1 kilogram || 250g  || 1 kilogram  ||  100g  ||
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Term 2, Week **** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">:  **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">1  ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">2   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">3   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">4   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">5   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">6   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">7   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">8    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">9    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">10   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">11   ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">DK  ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">DU   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">PK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">HOT   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">M   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">SC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">EQC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">E    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">HE    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">SS   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">SSR   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">SD   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">BK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">CK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">KI   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">I   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">C   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt; line-height: 150%;">N   ||
 * ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Outcome: **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;"> Estimates, measures, compares and records masses using kilograms and grams.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Recognises the need for a formal unit to measure mass.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Use the kilogram as a unit to measure mass
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Use hefting to identify objects that are more than, less than and about the same as one kilogram
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Measure the mass of an object in kilograms using an equal arm balance.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Estimate and check the number of similar objects that have a total mass of one kilogram.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Recognise the need for a unit smaller than the kilogram
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Recognise that 1000 grams is equal to 1 kilogram ||
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 1 **  ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Informal Units **
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 2 **  ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Hefting And Measuring Using One Kilogram **
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 3 **  ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Revise knowledge of the kilogram by playing a small range of ‘Mass’ games from Rainforest Maths on the server. Go to Student resources - Kids Software – Maths Resources - RF Maths – Year 3 – Mass – choose from these 3 games: 1kg; 2kg; Kilogram. Encourage the use of appropriate language such as weight, mass, less than, more than, greater mass, smaller mass.
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 4 **  ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Introducing Grams **
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 5 **  ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Adding grams to make kilograms **
 * <span style="height: 74.5pt; margin-left: 5.8pt; margin-top: -0.8pt; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-relative: page; position: absolute; width: 88.75pt; z-index: 251660288;">  Measuring With The Kilogram   ||
 * Hefting And Measuring With Kilograms
 * Less than 1 kilogram  ||   About 1 kilogram   ||   More than 1 kilogram   ||
 * Object  ||   Less than 1 kilogram   ||   About 1 kilogram   ||   More than 1 kilogram   ||
 * ^  ||  250g  ||
 * ^  ||  250g  ||
 * ^  ||  250g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||
 * ^  ||  100g  ||