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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): Indicators of Learning for this lesson: Assessment:
One or two only. Please note the syllabus reference Behaviours that contribute toward achievement Strategies which will be used to assess
number AND write out in full. of outcome(s). Quote syllabus numbers. Must be learners attainment of learning
MA1- 12MG: Estimates, measures, clear, specific, observable. Curriculum Content outcomes. Should be linked to each
compares and records masses of Strands may be used as headings. learning indicator.
objects using informal methods.
MA1-1WM: Describes mathematical By the end of the lesson, the students will:
situations and methods using every day Be able to compare two objects based on
and some mathematical language, mass using pan balance.
actions, materials, diagrams and Be able to place objects on either side of
symbols. a pan balance to obtain a level balance.
Be able to recognise the use of formal
MA2- 12MG: Estimates, measures, units to measure mass.
compares and records masses of Be able to use kilograms to measure,
objects using kilograms and grams. compare, order and estimate masses.
MA2- 1WM: Uses appropriate Be able to record masses using
terminology to describe, and symbols to abbreviations (kg).
represent mathematical ideas.
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson

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

Lesson Content/ Indicators of Learning Timing Teaching Strategies/ Learning experiences: Resources and Organisation
(What is taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the T (T) will
addressed in each section. Link to your do and what Ss (Ss) will do.
indicators of learning.
Seating Ss on the floor in front of the
whiteboard/ interactive whiteboard.

MA1-1WM: Describes 20 mins T explains to the class that they will be Interactive whiteboard.
mathematical situations and learning mass, year 2 measuring
methods using every day and informal (dominoes) and year 3
some mathematical measuring formal (Kg).
language, actions, materials, T asks Ss what do you think mass is?
diagrams and symbols. Ss brainstorm ideas.
T explains that mass is the amount of
MA2- 1WM: Uses matter in an object weight inside an
appropriate terminology to object.
describe, and symbols to T asks Ss what are some measuring
represent mathematical devices people can use to determine the
ideas. mass of something?
Ss brainstorm ideas where they would see
measuring devices.


MA1- 12MG: Estimates, 30 mins T demonstrates to Ss in year 2 that they Measurement books, resource
measures, compares and will be measuring objects using dominoes packs.
records masses of objects comparing how many dominoes it takes
using informal methods. to make the same amount as another
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
Once Ss estimate and measure they must
arrange the objects from least to most
MA2- 12MG: Estimates, 30 mins T then discuss with Ss in year 3 that they
measures, compares and will be using a formal unit of measure Measurement books, resource
records masses of objects called scales. pack.
using kilograms and grams. T asks what are scales used for?
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,
Ss then measure using the scales a
dictionary, sticky tape, PVA glue, workbook
tub, paint and themselves.

MA1-1WM: Describes 10 mins Ss sit back on the floor with the

mathematical situations and workbooks.
methods using every day and T asks what an interesting point was that
some mathematical the Ss learnt one point from each group.
language, actions, materials,
diagrams and symbols.

MA2- 1WM: Uses

appropriate terminology to
describe, and symbols to
represent mathematical