Plan for Week Beginning Monday, April 22, 2018

Subject: Mathematics
Class: Grade Two
Duration: 5 x 60 minutes
Topic: Mass (weight)

Day 1- Lighter and heavier

Objectives
By the end of the lesson, students should be able to:
1. Know the lighter or heavier of two objects on a balance

Prerequisite Knowledge
Students should be able to:
Tell the difference between light and heavy.

Key Vocabulary: weight, beam balance, grams, kilograms, light or heavy

Materials: Primary Mathematics for Jamaica Textbook, real items, math strips,
question strips

Skills: identifying, observing, discussing, sorting,

Content:
Something that is light weighs little, while, something that is heavy weighs a lot. When we
Weigh something the mass is measured in grams (g) and kilograms (kg). Therefore, 1kg = 1000g
and ½ kg = 500g. Mass is the amount of substance in an object, a kilogram is a unit of mass.
We use a beam balance or scale to measure mass.

Procedure
Mental/Oral Starters
Engage: Teacher will role play a scene for students. Teacher will pretend to be a lady
walking but being burden with several bags. The lady will complain that the bags
are so heavy and she cannot wait to finish her journey. Students will be asked to
tell what causes the bag to be so heavy. Students will be asked to tell the opposite
of heavy. (Light)

Main Activity:
Explain: A question and answer session will begin: They will also be probed to state how
they can know how heavy something is. (To weigh it) When we say an item is
heavy or light we are referring to its weight. Students will have discussion.

Explore: Students will be instructed to place a pencil in the palm of one hand and a
notebook in the other hand. They will be asked to describe how both objects feel
in their hands. (The pencil is light while the book is heavy).

Elaborate: They will also provide another name that is given to weight. (Mass) They will
identify the instrument that we can use to find out the exact weight of some
things. Teacher will address misconceptions where necessary.

Plenary: Students will watch a video clip based on light and heavy.

Evaluate: 1. Students will complete activity in Primary Mathematics on page 5.

Evaluation

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Day 2-
Topic: Comparing weight

Objectives
By the end of the lesson, students should be able to:
1. Compare the mass of different objects with mass of given objects.
Prerequisite Knowledge
Students should already be able to:
Materials/Manipulatives

Primary Mathematics Text, story, pictures,

Procedure
Mental/Oral Starters
Engage: Students will listen to the story, "Goldilocks and the Three Bears," to your class.
They will be asked to identify things that might be heavy or light mentioned in the
story.

Main Activity:
Explain: Students will view the picture of different types of scales that is; bathroom scale,
kitchen scale and vendors scale. They will identify the object and say what they
are is used for. Students will identify things that can be measured using a scale.
This will generate a discussion.

Explore: In groups students will be given a set of objects for them to place in order of size
from smaller to larger, heavy to light and vice versa. E.g. leaves, shoes, bags.

Elaborate: Students will observe a worksheet, identifying each object that is displayed and
state which item weighs more.

Plenary: Students will engage in a game of “Teacher Say”. They will listen to instruction
and do as teachers say. E.g. Touch something larger than you, Hold something
smaller than you in your hand.

Evaluate: Student will be given an activity sheet to make comparison describing objects
using heavy/light.?

Evaluation
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Day 3-
Topic: Identifying grams and kilograms.
Objectives
By the end of the lesson, students should be able to:
1. Identify objects which are measured in kilograms or grams.
2. Read scales in measuring situations requiring kilograms.
3. Identify a balance and know they are used to measure the mass of an object.

Prerequisite Knowledge
Students should already be able to:

Materials/Manipulatives

Primary Mathematics text, game, pictures, scale, beam balance,

Procedure
Mental/Oral Starters
Engage: Students will be allowed to search for treasure “Treasure Hunt”. They will hunt
for two pictures of a bag of flour and a stone, which is accompanied with a token.
The student who finds the pictures will come to the front of the class and display
the pictures. Students will answer the question written on the back (what unit is
this bag of rice measured in)? The correct respondent will receive the token, if not
it will be passed on.

Explain:

Main Activity:
Explain: Students will review the Goldilocks story and identify which items are larger or
smaller and explain why. Students will be led to understand that weight is
measured in a particular unit, (making reference to length and capacity). They
will be probed to state the unit. Teacher will explain that the items are measured
in grams and kilograms. The larger items in kilograms and the smaller ones in
grams. Students will identify things that can be measured using a scale.

Explore: Teacher will bring out a bathroom scale; students will identify what it is and
explain that it shows how much a person weighs. They will measure each other in
their groups and record the information. Teacher will assist them in reading the
weights. They will compare who is heavier or lighter by giving the exact
measurement in kilogram.

Elaborate: Students will observe a beam balance that is balanced on both sides. They will tell
if they have seen anything like it before, and say what it is. They will have
discussion; (a beam balance is used to show us if an object is heavy or light. The
 beam balance is said to be equal. No side is heavier or lighter than the other. If
one side goes down then that side is said to be heavier). Teacher will place items
on the beam balance and students will be asked to explain what they observed.

Plenary: Students will watch a brief video clip to reinforce concept.

Evaluate: Students will be given a table where the will use a list of items written on the
c/board to complete it.
Example: which item is measured in gram or kilogram? (Yam, cow, Mr. Ken,
etc.)

Evaluation

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Day 4
Topic: Measure in gram and kilogram

Objectives students should be able to:

Materials Primary Mathematics text

Skills Comparing objects, identifying,

Procedure
Mental/Oral Starters
Engage: Students will listen to the “GRAM SONG” song and sing along.
Main Activity:
Explain: Students will identify some things that are measured in grams and
kilograms making reference to the song. They will also tell some things
that they think are bought in 1 kg or ½ kg. Teacher will make corrections
where necessary. Students will state how much is I kg and ½ kg (1kg =
1000 g and ½ kg = 500g).

Explore: Students will be placed in groups and given two math strips which they
will use the >, < or = signs to complete. Each group will share their
number sentence with the class. The class will say if they are correct or
incorrect.

Elaborate: Worded math problem with adding or subtracting mass will also be given.
Teacher will observe, if correct student, a member from each group will
show how to work the problem on the chalkboard. Teacher will do other
examples with class.

Plenary: Students will complete activity 3 on page 7 in the Primary Mathematics

Evaluate: Students will complete activity 4, 5 and 6 on page 7 in the Primary

Evaluation
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Day 5
 Teacher will do revision on the week’s lesson highlighting some main point such as:
heavy, light, weight, mass, kilogram, gram, beam balance, instruments used to measure,
different scales and so on.

 Students will view various objects. They will use the term, heavy and light to describe
them.

 They will state which is measured in gram as well as kilogram.

 Students will also be shown some items. In Their different groups they will sort the items
into three groups: less than 1 kg, about 1 kg and more than 1 kg. Teacher will make
corrections where necessary.

 Students will be called upon to tell what they have learnt.