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171 views

Mass

Uploaded by

api-222745762
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mass

Outcome: MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams
Language:

mass, more than, less than, about the same as, pan balance, (level) balance, measure, estimate, kilogram.
Content Wk Teaching and Learning Activities

Date & Evaluation:

Recognise the need for a formal unit to
measure mass
Use the kilogram as a unit to measure
mass, using a pan balance
Associate kilogram measures with
familiar objects
Recognise that objects with a mass of
one kilogram can be a variety of shapes
and sizes
Record masses using the abbreviation
for kilograms (kg)
Use hefting to identify objects that have
a mass of 'more than', 'less than' and
'about the same as' one kilogram
Discuss strategies used to estimate mass
Compare and order two or more objects
by mass measured to the nearest
kilogram
Estimate the number of similar objects
that have a total mass of one kilogram
and check by measuring
Explain why two students may obtain
different measures for the same mass
7-
10






























LI/SC
Learning intention:
I can estimate, measure and record the mass of objects using kilograms and grams.
Success criteria:
- I know we measure mass in grams and kilograms and I can explain why.
- I know 1000 grams is equal to a kilogram.
- I use the abbreviation kilogram is kg and g for grams.
- I understand objects with a mass of one kilogram can be a variety of shapes and sizes.
- I use hefting to identify objects that have a mass of 'more than', 'less than' and 'about the
same as' one kilogram.
- I compare and order two or more objects by mass measured to the nearest kilogram.


Pre-assessment
Introduce the language of mass.
Students place objects in order from smallest to largest mass. Check students answers by
hefting or equal arm balance.

Introduction
Discuss why we need formal units of measurement to measure mass and what these are.
Show students a range of weights and ask them to guess which would be closest to a
kilogram. Show students things that weight one kilogram which are different shapes.
Brainstorm things they know that would be more or less than a kilogram. Question for
students: Do kilogram objects look the same? Explain.


Activity One
Organise students into groups and provide each group with a kilogram weight. Students heft
the weight to support their concept of a mass of 1 kilogram. Students heft their pencil cases
(including contents), and sort the cases from lightest to heaviest. Students discuss which
pencil cases would make a combined mass of about 1 kilogram. Weigh the predicted
combinations and record the results stating if the mass of the pencil cases was less than 1






























kilogram, equal to 1 kilogram or more than 1 kilogram.

Activity Two
Students examine a number of small items and estimate how many of each item will measure
1 kilogram. Students are given a limited range of items so that results can be compared and
checked easily. Students record their estimates and results using the abbreviation kg. Note:
the mass of some items that might appear to be the same, may vary. Examples include
different brands of DD batteries and wooden longs.

Activity Three
Pairs of students make a 1 kilogram ball of modelling clay, potters clay or playdough. As they
build the ball, the students keep weighing to make an accurate mass of 1 kilogram.

Activity Four
Students find items in the classroom or playground that have a mass of about 1 kilogram.
Students record items which are estimated to be 1 kilogram, then measure and record the
mass as 1 kilogram, more than 1 kilogram, less than 1 kilogram. Ensure that a range of items
that have a mass of about 1 kilogram is available before commencing the activity.

Activity Five
Students make a 1 kilogram shot by putting sand in a piece of fabric or old pillow case and
tying very firmly with string. Students putt the 1 kilogram shot and estimate then measure the
distance thrown. Having a metre ruler available as a visual support may assist students to
estimate distance. Extension: students predict, then measure, how far a 2 kilogram shot can
be thrown.

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