Lesson Plan

Name: Ryan Goh Content Unit 4: Mass (Measurement) Day Sub-topic School: St. Stephens School SIOs At the end of the lesson, pupils should be able to: Compare the masses of two objects using simple balance scales Use vocabulary to describe mass such as heavier, lighter, as heavy as Ordering objects according to their masses Class: 2 Innovation TEACHING POINTS Week: 24/3/14 to 28/3/14 RESOURCES THINKING SKILLS

MON (24/3)

Comparing and Ordering Masses

Comparing mass of marbles and ice cream sticks Weighing objects on a simple balance Relation between size and mass Ordering objects

WED (26/3)

Comparing and Ordering Masses (Going through Activity Book p. 81-82)

THU (27/3)

1. Comparing Objects in relation to 1-kg masses 2. Introducing the Kilogram

Compare and Order objects based on their masses on a simple balance Compare mass of objects with paper clips/marbles and give the number of paper clips/marbles needed to balance the object (OPTIONAL) Compare mass of object with a 1kg mass Measure mass in kilograms using a weighing balance for objects of 1-

Going through Activity 1 of Shaping Maths Activity Book 2A Comparing mass of an object with paper clips/marbles Get students to feel how heavy/light a 1-kg mass feels Introduction of the unit

Shaping Maths Coursebook 2A Shaping Maths Activity Book 2A Simple Balance Rubiks Cube Plastic Container Box of Paper Clips Liquid Paper bottle Shaping Maths Activity Book 2A Simple Balance Paper Clips Marbles Rubiks Cube Masking Tape Shaping Maths Coursebook 2A Simple Balance Weighing Scale

Comparing Guess and Check

Comparing

Comparing Guess and Check

Content

SIOs kg ONLY How to read the scale (OPTIONAL)

TEACHING POINTS kilogram (kg) Comparing mass of a Horlicks packet with a 1-kg mass How to measure an object of 1 kg on a weighing scale Comparing objects with 1kg mass(es) on a simple balance Estimating mass of objects in relation to 1 kg Reading the scale on the weighing scale Ordering of mass of objects in kilograms

RESOURCES 1-kg mass Horlicks Packet

THINKING SKILLS

FRI (28/3)

1. Estimating and measuring mass in kilograms 2. Compare Masses in kilograms 3. Read the scale on the weighing scale 4. Ordering Masses in kilograms

Estimate and find out actual mass of objects in daily life Read different types of scales on a weighing scale Measure mass of objects in kilograms using weighing scales Weighing Objects of 2 kg (e.g. Sugar Packet)

Shaping Maths Coursebook 2A Shaping Maths Activity Book 2A Simple Balance Weighing Scale 1-kg mass(es) Folding Circle into Quarters Fraction Circles (1/5 and 1/10) Newspaper Cuttings of Mass of Objects

Comparing Guess and Check (Estimation)

Teaching and Learning Activities Lesson 1: Comparing and Ordering Masses (2 periods) Lesson Introduction Teacher to gather students in front for a demonstration. Students are to be seated on the floor in their rows of 4 or 5. Teacher to get each student to choose any one object from their pencil case, that is not too big, and place the object on the right where they are seated in their rows. (Teacher may want to monitor each student during the demonstration to make sure that they are not distracted by their objects. Possible consequences for students who play with their stationery might be sitting in front or having their objects confiscated for a short while) (Teacher to emphasize rules on good listening and having a signal to focus attention back) Teacher to show students two objects, a bag of marbles and a bundle of colored ice-cream sticks. Teacher to ask if students have seen these objects before and played marbles before. Teacher to ask the following questions as a recap on their understanding of measurement of length: Are these 2 objects about the same size? Which is longer or shorter? How can you tell? What do you do if you want to measure their length?

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Bag of Marbles Ice-cream Sticks

RECAP

MOVING FROM LENGTH TO MASS Teacher to pose the following questions to students and get them to reason and explain their answer. Look at these 2 items again, if I were to drop it, which object will reach the table faster? (Teacher to set up a table beforehand with a soft cloth on it) How do you know? Look at the material of the marbles and the ice-cream sticks? Which is heavier or lighter? 10 Table with soft cloth

Teaching and Learning Activities (Get students to test and lift objects) (After students have made their choice, Teacher to drop objects and see which falls faster) Based on the discussion above, Teacher to explain that mass is how heavy or light something is when we compare objects. Teacher to explain that when people pick fruits in the market (for e.g. apples, oranges), they weigh them with their hands as the heavier ones means that they are more ripe. Teacher to get students to think of heavy things or light things that they can think of and list them on the whiteboard. Lesson Development Teacher to ask students, relating to the knowledge that students measure length with a ruler, how do we measure mass? Some students will say With our hands, but Teacher to introduce another way of measuring mass more accurately than with our hands is using a simple balance. Teacher asks the class if they have played on a see-saw before and shows them a picture of an elephant and a mouse on a see-saw and asks them why it is difficult to play on the see-saw with the elephant. Teacher to introduce to students that he has a few objects here and he is going to balance them like a see-saw on a simple balance, made out of some blu-tack, a metal tin and a long cardboard box. Teacher to set the balance on a table and highlight to students that this balance is a rough measure of the mass and is not very accurate. 1. Teacher to show a Rubiks cube (about 50g) and get a few students to feel the mass of the object 2. Next, Teacher to show a plastic container filled with Post-Its and again get a few students to feel the mass of these 2 different objects. Ask students to guess if they are about the same mass, lighter or heavier. Teacher to place these 2 objects on the balance to test. Introduce vocabulary to describe: as heavy as, as light as, equal (Extension Qn: How do we know if the balance is level? Hint: Using a ruler) 3. Repeat Step 2 for the following objects (a box of paper clips and a liquid paper bottle). Get students to guess which is heavier/lighter. 4. Pick a few students to weigh their objects that they chose at the start on the balance (Teacher to control how many students to pick based on time left) Lesson Consolidation

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Picture of see-saw Simple Balance (Blu-tack, metal tin and cardboard box)

15 Table Rubiks Cube Plastic Container with Post-Its Box of Paper Clips Liquid Paper Bottle

Teaching and Learning Activities Teacher to introduce vocab cards of heavier and lighter and heaviest and lightest to show words used to describe mass. Teacher to get students to repeat these words together with him. Teacher to ask students based on what they found out about the masses of the objects below: 1. Rubiks cube is heavier/lighter than Box of paper clips 2. Rubiks cube is heavier/lighter than liquid paper bottle From the 2 statements above, get students to realize that the liquid paper bottle is lighter than the box of paper clips (without the need to measure). Get students to order these 3 items and which is the heaviest/lightest object? OPTIONAL: Worksheet activity in pairs (Students go back to their seats): List items in a table that are heavier/lighter than their chosen item. They can pick items that their partner has or things that they can think of. Lesson Closure Teacher to summarize what they have learnt about mass and highlight important words/concepts learnt. Teacher to set homework in Shaping Maths Activity Book 2A Activity 1 and turn to page 82 and point attention to needle of balance. Get students to realize that the needle will point to the direction of the lighter object. END OF LESSON 1 Teaching and Learning Activities Lesson 2: Comparing and Ordering Masses (1 period) Lesson Introduction Teacher to gather students in front for a demonstration at the start of the lesson. Students are to be seated on the floor in their rows of 4 or 5. (Teacher may want to monitor each student during the demonstration to make sure that they are not distracted. Possible consequences for students might be sitting in front or allowing for time-out) (Teacher to emphasize rules on good listening and having a signal to focus attention back)

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Resources Vocab Cards (Heavier/Lighter)

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Worksheet

Shaping Maths Activity Book 2A

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Resources

Teaching and Learning Activities Teacher to get students to recap on what they have learnt the previous lesson to recall prior knowledge and to assess them informally on things they have learnt about mass: What did we learn the previous lesson? What is mass? What words do we use to compare mass? What are the ways we can measure mass? How does a balance work? Lesson Development Teacher to bring out the Rubiks Cube (50 g) that was shown the last lesson, and a new object, a masking tape (20 g). Teacher to write on the whiteboard the following statements: Rubiks Cube = ________ paper clips

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Rubiks Cube Masking Tape Box of Paper Clips

Masking tape = _________ paper clips Simple Balance Teacher to bring out the box of paper clips shown last lesson and explain that we are going to weigh these 2 objects and balance them with paper clips. Teacher to highlight that he is not going to use the box but just the paper clips. Teacher to balance one paper clip (3-4 g) with the masking tape on a simple balance. Ask students which is heavier or lighter. Teacher to ask students to make a guess how many paper clips are needed to balance the masking tape. Teacher measures on balance to check and records results on whiteboard using the statements as above. Repeat the same procedures with the Rubiks Cube. However, since the Rubiks Cube is 50 g, do a rough estimate and make it about 12 paper clips to balance off. Next, Teacher to get students to weigh the same two objects with marbles and record the results on the whiteboard with the following statements: Rubiks Cube = ________ marbles Masking tape = _________ marbles 5 Bag of Marbles

Teaching and Learning Activities Teacher to get students to come up and balance them and facilitate the entire process. Students are to repeat the same procedure as above and to make a guess before they put it on the balance. Get students to record their results on the whiteboard. The mass of one marble is about 5 g. Lesson Consolidation OPTIONAL: Based on the results on the whiteboard from the demonstration above as shown below, Teacher to pose to students the following questions and elicit responses: Rubiks Cube = 12 paper clips Masking tape = 5 paper clips Rubiks Cube = 10 marbles Masking tape = 4 marbles

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Is the Rubiks Cube heavier/lighter than the masking tape? Is 1 paper clip heavier/lighter than 1 marble? Do I need more/less paper clips than marbles to balance the Rubiks Cube and/or the masking tape? Extension Qn (linking to length): If I want to measure the length across the classroom, is it easier to use a ruler or a measuring tape? Which would you choose? Why? Teacher to round up activity and get students to return to their seats to go through Activity 1 of Shaping Maths Activity Book 2A (p. 81-82). Teacher to highlight any misconceptions that students have made and get students to do corrections. Lesson Closure Teacher to collect back workbooks to mark the corrections. Teacher to summarize what they have learnt about comparing mass of objects and highlight important words/concepts learnt. 3 10 Shaping Maths Activity Book 2A

Teaching and Learning Activities END OF LESSON 2 Teaching and Learning Activities Lesson 3: Measuring Mass in Kilograms_1 (1 period) Lesson Introduction Teacher to gather students to get ready for the lesson. Students are to be seated in their groups of 5 in their seats. (Teacher to remind students of rules of listening when someone is speaking. Possible consequences might be sitting in front or having a time-out zone) (Teacher to praise students for good behaviour or effort shown to correct behaviour and having signals to focus attention when students are restless) MOVING FROM NON-STANDARD UNITS TO KILOGRAM Teacher to ask the following questions as a recap on their understanding of measurement and learning about mass: When we measure things, what do we need to include besides the number? (Unit) When we balance the Rubiks Cube with the marbles, we are actually using the marble as a unit to find the mass of the Rubiks Cube. What units do we use when we measure length? Can we use marbles to measure mass of all objects? Why must we use the cm or m for length? Teacher to show different sizes of marbles and get students to realize that the size/mass of a marble is not the same and we need an object (unit) like the cm (for length) to measure mass, so that the mass stays the same anywhere around the world. Lesson Development Teacher to gather students to the front where they are seated in their rows of 4 or 5 for a demonstration. Teacher to remind

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PPT Slides Bag of Marbles

Teaching and Learning Activities students to push in their chairs quietly and gather in front quietly and quickly. Teacher may want to get one group to gather in front instead of the whole class to demonstrate the behaviour that he is expecting. Teacher might want to get students to cross their arms and look in front if some students are still fidgeting or being noisy. Teacher to introduce and show to students that he has a 1 kg mass. Get some students to feel how heavy a 1 kg mass feels like and guess is it heavier/lighter than the Rubiks Cube. Teacher to explain that one of the units we use to measure mass is the kilogram and kg is the short form. Teacher to write kilogram and bracket (kg) beside on the whiteboard and get students to say the word kilogram with him. Teacher to explain that we use the kilogram to measure heavy things and another unit which we will cover in later lessons to measure light things. Teacher to set a simple balance on a table and again get students to recall how a balance works. 1. Teacher to show a Horlicks Packet (about 1 kg) and get a few students to feel the mass of the object 2. Compare the mass of the packet of Horlicks with the 1-kg mass by lifting with hands. Is it heavier/lighter? Get students to guess other similar objects of 1 kg. 3. Teacher to ask what words can use to describe the mass of these 2 objects. Introduce vocabulary: as heavy as, as light as, equal mass Teacher to introduce to students that there is another way to measure the mass of an object which is more accurate than a simple balance. Teacher to show the class a kitchen scale and ask if students have seen it before. Get students to point out that the scale has a tray, a circular scale with some numbers and a needle. Pick one student to observe what happens to the needle when I drop the 1-kg mass on the tray of the kitchen scale. Repeat the process if students are unable to see any change. Next, get another student to pick up the 1-kg mass and drop it on the tray of the kitchen scale, this time focusing on what the tray does. (The tray goes down) Lesson Consolidation Teacher to pick two more students each to weigh 1-kg mass and the packet of Horlicks on the kitchen scale. Get them to focus on which number the needle is pointing to and compare whether the needle is pointing in the same direction for both objects. Teacher to get students to think about whether we can say these two objects have the same mass? Lesson Closure

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1-kg mass Simple Balance Table Horlicks Packet

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Kitchen Scale

Teaching and Learning Activities Teacher to conclude the activity and gather students back to their seats, telling them that they will continue with learning about the kitchen scale in the next lesson. Teacher to summarize what they have learnt about the kilogram and kitchen scale and highlight important words/concepts learnt. Teacher to show students a picture of a weighing machine or get students to recall if they have seen one before, how do we weigh ourselves on the weighing machine. What happens to the needle when we step on it and step off it? END OF LESSON 3 Teaching and Learning Activities Lesson 4: Measuring Mass in Kilograms_2 (2 periods) Lesson Introduction Teacher to gather students to get ready for the lesson. Students are to be seated in their groups of 5 in their seats. (Teacher to remind students of rules of listening when someone is speaking. Possible consequences might be sitting in front or having a time-out zone) (Teacher to praise students for good behaviour or effort shown to correct behaviour and having signals to focus attention when students are restless) Teacher to get students to take out their Course Book and turn to page 85-86. Teacher to start with an activity of making a simple kitchen scale. Students are provided with a paper in the shape of the circle. They are to fold the circle into half, use a ruler, and mark 0 on the top with a short marking and 2 on the bottom with a short marking. Repeat the process again and fold the circle into another half to make 4 quarters and label 3 on the left and 1 on the right likewise. Teacher to get students to write down the unit kg below 0 on the top. Teacher to guide students through the entire process. How many parts did you fold the circle into? Are they equal in size? What numbers did you write on the circle? Where is 0, 1, 2, 3? (Students have to point the direction) What is the maximum weight it can measure? (Look at the bottom kitchen scale on pg. 85) Is it 3 kg or 4 kg?

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Resources PPT Slides

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Shaping Maths Course Book 2A Circle Ruler Pencil

Teaching and Learning Activities What does kg stand for? Teacher to get students to realize that one quarter represents 1 kg. Teacher to explain the process of measuring mass on the kitchen scale is similar to how we use a ruler to measure length. There is a start and end point. The start point is zero and the end point is where the needle is pointing. Teacher to demonstrate with the 1-kg mass and the Horlicks packet that since the needle points to 1, the mass is 1 kg. (Compare with telling the time of 1 oclock and 2 oclock if some students have difficulties understanding) Teacher to ask students what would happen to the needle of the kitchen scale if I (1) cut open the packet and transferred some to another container, and (2) added another Horlicks packet. To scaffold students, Teacher can show them a picture of the High Striker game to observe how the needle moves. Teacher gets students to turn to page 86 of their Course Book to check their guesses and conclude the following statements: The needle moves towards the zero if a lighter object is weighed The needle moves away from zero if a heavier object is weighed MOVING FROM SIMPLE BALANCE TO WEIGHING SCALE Teacher to show them a few pictures of objects in daily life in newspaper cuttings on the visualizer. Teacher to cover up the mass label on the objects and get students to estimate (make a guess) and to reveal what is the actual weight. Teacher can award points to groups who manage to give an accurate estimate to engage students and show them the relation of daily objects in terms of 1 kg. Next, Teacher to show an online game where students need to balance different crystals with weights. http://pbskids.org/sid/fablab_panbalance.html For example, they have to choose if a purple crystal balances 2 or 3 weights on a pan balance. This activity serves to recap their knowledge of comparing masses in Lesson 2 and to build up for the next section on balancing mass of objects with 1-kg mass(es). Lesson Development Teacher to show a picture of a packet of sugar balancing 2 1-kg masses on a simple balance on the PowerPoint slides. Get students to recall the online game just now and think of the weights as a 1-kg mass. Teacher to pose the following

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1-kg mass Horlicks Packet PPT Slides

Visualizer Newspaper Cuttings

PPT Slides

Teaching and Learning Activities questions: Is the sugar packet heavier/lighter/as heavy as the two 1-kg masses? How can you tell? How heavy does the sugar packet weigh? Where will the needle point if we put the sugar packet on the kitchen scale? Extension Qn: What happens to the needle if we add another sugar packet? Teacher to show another example, this time with 4 packets of chocolates balancing two 1-kg masses on a simple balance. Repeat the same process again, but this time getting students to reason their answers. Are the four packets of chocolate heavier/lighter/as heavy as the two 1-kg masses? How can you tell? What is the total mass of the 4 packets of chocolate? Where will the needle point if we put the 4 packets of chocolate on the kitchen scale? Extension Qn: How much does one packet of chocolate weigh? (Hint: Fractions) What happens to the needle if we add another 4 sugar packets? Lesson Consolidation Teacher to consolidate that so far they have been looking at kitchen scales that measure up to 4-kg and get students to refer to page 85 of their Course Book. Get them to realize that there are two different scales measuring the sugar packet and the 1-kg mass. Explain that the kitchen scale at the bottom measures up to 5 kg and compare the direction of the needle for the same mass of 1-kg on different scales. Teacher can show fraction circle of 1/5 to illustrate the 5 equal parts. Next, get students to refer to the scale shown in 4 (b) page 88 of the Course Book. Teacher to get students to realize that the maximum mass that can be measured is 10 kg and demonstrated using a fraction circle of 1/10. Get students to read the reading of the brinjals in 4 (a) and how the needle will change if the brinjals are placed on the kitchen scale in 4 (b). Teacher to say to the class that he has some objects which he wants the class to arrange from lightest to heaviest which he will show on the PowerPoint slides. There are 2 examples:

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Shaping Maths Course Book 2A Fraction Circles (1/5 & 1/10)

PPT Slides

Teaching and Learning Activities 1. Compare a basket of fruits and a bowl of fish on kitchen scales. Which is heavier/lighter? (Students have to read the mass for each object) Ask students if the basket of fruits is placed on a different scale (maximum weight of 4 kg), where will the needle point? 2. Order a bag of sugar, a shopping bag and a sausage roll on kitchen scales from the lightest to heaviest. Again, get the students to think where the needle will point if one of the objects is placed on a different scale (maximum weight of 4 kg)? What is the mass of each object? How do you know? (Where is the needle pointing) How much is the shopping bag lighter than the sausage roll by? What is the total mass? Lesson Closure Teacher to summarize what they have learnt about measuring mass in kilograms and highlight important words/concepts learnt. Teacher to set homework in Shaping Maths Activity Book 2A Activity 2 and 3. Teacher to go through Activity 2 page 84 Q3(c) and Activity 3 page 86 Q2. Teacher to end off lesson by saying that sometimes a bigger object does not mean a heavier object, for example a brick and a balloon or a feather and a marble. Get some students to think of other examples of cases where a smaller object does not mean a lighter object. END OF LESSON 4

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Shaping Maths Activity Book 2A