Class: 2/3M Date: 16th June 2015 Time: Start: ___________________

Finish: __________________
Stage 1 year 2
Stage 2 year 3
Key Learning Area: Mathematics Lesson Topic: Mass

Recent Prior Experience (Specific relevant concepts, skills and values the school students have experienced prior to this lesson)
Measure mass using informal measures.
Compare two objects using a pan balance.
Use a pan balance to determine the mass of an object.
Syllabus Outcome(s):
One or two only. Please note the syllabus reference
number AND write out in full.
MA1- 12MG: Estimates, measures,
compares and records masses of
objects using informal methods.
MA1-1WM: Describes mathematical
situations and methods using every day
and some mathematical language,
actions, materials, diagrams and
symbols.
MA2- 12MG: Estimates, measures,
compares and records masses of
objects using kilograms and grams.
MA2- 1WM: Uses appropriate
terminology to describe, and symbols to
represent mathematical ideas.
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement Strategies which will be used to assess
of outcome(s). Quote syllabus numbers. Must be learners attainment of learning
clear, specific, observable. Curriculum Content outcomes. Should be linked to each
Strands may be used as headings. learning indicator.
By the end of the lesson, the students will:
Be able to compare two objects based on
mass using pan balance.
Be able to place objects on either side of
a pan balance to obtain a level balance.
Be able to recognise the use of formal
units to measure mass.
Be able to use kilograms to measure,
compare, order and estimate masses.
Be able to record masses using
abbreviations (kg).
Any safety issues to be considered:
Lesson Content/ Indicators of Learning
(What is taught):
Note key skills, concepts and values
addressed in each section. Link to your
indicators of learning.
MA1-1WM: Describes
mathematical situations and
methods using every day and
some mathematical
language, actions, materials,
diagrams and symbols.
MA2- 1WM: Uses
appropriate terminology to
describe, and symbols to
represent mathematical
ideas.
Resources:
List resources you used in preparing the lesson AND those used in the lesson
implementation
Pan balance, 3x rubber balls, 3x duster/ eraser, 3x glue stick, 3x scissors, 3x flat/ hundreds
block, dominoes, 3x dictionaries, sticky tape, PVA glue, 3x workbook tub, 3x paint, scales.
Lesson Sequence
Timing Teaching Strategies/ Learning experiences: Resources and Organisation
(mins) (How it is taught)
Write detailed steps showing what the T (T) will
do and what Ss (Ss) will do.
Seating Ss on the floor in front of the
whiteboard/ interactive whiteboard.
20 mins T explains to the class that they will be Interactive whiteboard.
learning mass, year 2 measuring
informal (dominoes) and year 3
measuring formal (Kg).
T asks Ss what do you think mass is?
Ss brainstorm ideas.
T explains that mass is the amount of
matter in an object weight inside an
object.
T asks Ss what are some measuring
devices people can use to determine the
mass of something?

Development
MA1- 12MG: Estimates, 30 mins
measures, compares and
records masses of objects
using informal methods.
MA2- 12MG: Estimates, 30 mins
measures, compares and
records masses of objects
using kilograms and grams.
Ss brainstorm ideas where they would see
measuring devices.
T demonstrates to Ss in year 2 that they Measurement books, resource
will be measuring objects using dominoes packs.
comparing how many dominoes it takes
to make the same amount as another
object.
T demonstrates with a whiteboard marker
how Ss must get the pan balance level and
how the levels may have to be adjusted.
T then demonstrates how Ss must lay out
their workbooks, object then estimate and
actual in dominoes (DO NOT forget to
write what unit it is measured in).
T arranges Ss into reading groups and
asks for Ss to fill out their workbooks
before they measure heading, date,
learning intention and table.
Each group each take turns at measuring
a rubber ball (hand ball), duster/ eraser,
glue stick, scissors and a flat/ hundreds
block.
Once Ss estimate and measure they must
arrange the objects from least to most
heaviest.
T then discuss with Ss in year 3 that they
will be using a formal unit of measure Measurement books, resource
called scales. pack.
T asks what are scales used for?

Closure
MA1-1WM: Describes
mathematical situations and
methods using every day and
some mathematical
language, actions, materials,
diagrams and symbols.
MA2- 1WM: Uses
appropriate terminology to
describe, and symbols to
represent mathematical
ideas.
Where do we see scales?
T demonstrates with the scale that the line
has to be on the zero otherwise we will get
inaccurate results just like measuring
with a ruler, turning the dial.
T explains what the dashes are big dash
is 1Kg and the little dash is 0.5Kg.
T asks Ss what measurement is used
when measuring mass?
How do we write it?
T demonstrates the to write kilograms we
use the abbreviation Kg.
T models to Ss how to lay out their
workbooks. Heading, learning intention,
table.
Ss then measure using the scales a
dictionary, sticky tape, PVA glue, workbook
tub, paint and themselves.
10 mins Ss sit back on the floor with the
workbooks.
T asks what an interesting point was that
the Ss learnt one point from each group.