Carranballac College

MATHEMATICS UNIT PLANNER

Dimension: Measurement Chance & Data
Length of Unit:

AusVELS Level 4 &5

Focus: Mass

Term: 3

Year: 2013

VELS Learning Focus Statement:

At Level 4, students use metric units to estimate and measure mass using appropriate instruments. They measure as accurately as needed for the purpose of the activity.
They convert between metric units related to mass (grams and kilograms and kilograms to grams).

Learning Intentions: (What skills, knowledge and/or understanding do I want my students to have at the end of this unit?)

Success Criteria: (How will the students know they have met the learning intention/s?)

Vocabulary Development:
Mass estimation measurement accuracy measure milligrams grams kilograms tonnes convert balance hefting weight and balance scales calibrations (calculations)

Establishing Prior Knowledge

Definition: The base unit for measuring the mass of something is the kilogram. Mass and weight can both be measured in kilograms, however are used quite often incorrectly. Mass is the amount of matter from which the object is made it is constant. Weight varies with the gravitational pull e.g. My mass on earth is 60kilograms, my weight on earth is 60 kilograms. However, in space, my mass will remain 60 kilograms (constant) and my weight would change to zero because of the lack of gravity. Someone else may be able to hold me over their head because my weight has changed. Kilo means 1000, so its easy to remember that 1 kilogram is equal to 1000 grams. 1000 grams (g) = 1 kilogram (kg) 1000 kilograms (kg) = 1 tonne (t)

Teacher knowledge: Mass and weight are terms to be used interchangeably. Same thing unless you get into space/gravity/matter but for the sake of primary school maths they mean the same thing.

Common Assessment Tasks

Assessment FOR Learning Assessment OF Learning Assessment AS Learning

Anecdotal notes Quality questioning Share and reflect

1. Keep a checklist of all the skills and concepts covered during the unit. Keep notes on students progress throughout the unit. 2. Use Mass Assessment Sheet (photocopy attached)

Rocket writing Quality questioning Share and reflect

Other Resources:

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MATHEMATICS UNIT PLANNER

AusVELS Level 4 &5

Term: 3

Year: 2013

Carranballac College

MATHEMATICS UNIT PLANNER

Teaching and Learning Sequence
Sequence Focus
1

AusVELS Level 4 &5

Term: 3

Year: 2013

Warm up
Lesson 0.75 (Mass) What is it? Where do you see it? Who uses it? How do you measure it? (could be 5 mins or could go as long as 15 mins depending on what kids bring to the table).

Student Learning Activity (including introduction)

Carousal (mixed ability groups) Group 1: a) Using weights find objects that feel the same mass as a classroom object. b) Find 3 objects in classroom that are heavy but small. c) What can you find that is bigger than a potato but lighter than a potato? (at least 3) Group 2: a) What is heavier a tonne of feathers or a tonne of gold? Discuss as a group. Record your thinking. b) Arrange some dry food items (packets) in order of their mass, when they were full. Discuss why some products have less mass than others in the same sized package. Group 3: a) Can you find 2 objects that have the same size but different mass? b) Can you find 2 objects that have the same mass but different size? c) I put 3 objects on the scales and found that their combined mass was 3kg. What might the mass of each object be? d) I weighed one item and found that its mass was between 3/4kg and 1kg. What might be the mass, and the object? (Find 3 examples) e) Find the total mass of 10 identical textas. Without weighing them again, what is the mass of 5 textas? What is the mass of 1 texta? Group 4: Converting mass
2.5kg= ___kg 4 tonne= grams 1500g=___ kg 1750 grams= kg 3.25kg=_grams 56kg= grams 135kg=__tonne 34kg= tonne 2 tonne= __kg 1245kg= tonne

Share / Reflection / Assessment Rocket Writing. Inform the students that they have 4 minutes (3 minutes for grades 2 to 4) to write as much as they can about what they did/learned in their maths lesson today. Emphasise that there is only 4 minutes and that it must be about todays lesson. I provide the children with some sentence starters to get them going. For example: * Today I found out. * I really liked. * Im still not too sure about * Next time I would * I could teach someone else to * I discovered that * I hope we * The activity wasbecause Call for a 5 or 6 volunteers (dont nominate) to read one of their sentences.

Estimating using methods such as hefting

Can you find a collection of objects with a total mass of 2.5 kg?
2

Estimating and ordering mass

Warm up could be run as a whole class discussion circle. Provide students with a range of weights in order for them to become familiar with the weight of each Estimate weights (blindfold so cant read the measure). What are you basing your estimations on (prior knowledge) Discuss .. Materials required: A variety of weights50 g, 200 g, 500 g and 1 kg A variety of small, heavy, large and light objects

Activity - Estimating and ordering mass Once familiar with the weights, have the students estimate the mass of each object by hefting, and then order them. Have them use a variety of objects to estimate then measure mass. Include objects that are large and light, and objects that are small and heavy. Students develop their own recording sheets to show their estimates and the actual mass of the objects once object is measured. Microsoft Excel (optional) Learning technology variation

In Learning Journal students to record anything they know about measurement in general. Students to now record what is specific to MASS from this list.

Carranballac College

MATHEMATICS UNIT PLANNER

AusVELS Level 4 &5

Term: 3

Year: 2013

Students record their results using software such as Microsoft Excel. They sort the data according to height, width and length, and graph their results.
3

Comparing mass and size

Estimating Mass (see sheet) Estimate and measure the number of items listed in the table below to balance 10 grams. Teacher station to display and use listed items (paper clips coins
buttons nails counters matchsticks MAB minis) straws

Beat the V (checking estimations as a whole class following same concept as for Volume & Capacity task) Suggestion: Object 1: Capacity of a shampoo container (use 600ml water bottle as bench mark) Estimation Actual Range Yes/No Object
Capacity of shampoo container Circumference of a can Volume of strepsil pack (how many cubic cms would fit in pack?)

Single Bubble Reflection Ian Harris found in the library

I discovered

I enjoyed Next time

Length of a grey lead pencil Perimeter of small white board 2 students at measuring station Students to convert final score to fraction, % and decimal (e.g. 5/5=100%) When doing actual measurements hold the object up again for students to see.
Teach someone

Reflection Comparing Mass And Size

What was challengin g? My goal

Students develop strategies to measure mass.

Warm up could be run as a whole class discussion or demonstration circle. Materials required Kitchen and bathroom scales A spring balance A pan balance Weights Objects to be measured.

Activity (could set up 4 groups to explore kitchen/bathroom scales, spring balance, pan balance, weights) Ask the students: How could you accurately measure the mass of objects on the table? Ask questions, such as: Which is the most appropriate measuring device? What are the most appropriate mass units? Why cant some objects be measured using certain kinds of measuring devices?

Secrets of your Success Having noted those children who worked effectively ask 3 or 4 of them to come out to the front (after giving them some advance notice that you will be asking them to do this) of the class and pass on the secrets to their success.

Students estimate the mass of the five objects on the table. They then accurately measure each of these objects, using appropriate measuring devices. Students then choose five objects from around the room, estimate their mass, and then accurately measure them.

What would you measure with these materials? List appropriate items
5

Students describe a measuring device in detail

Tell Me Ten Things (1m ruler, scale, measuring balance, weights etc.) Students to complete in table groups

Spring Balance and scales Materials required

A spring balance Kitchen scales

Turn and Talk (and use the terms). After the activity/lesson, ask the children to turn so that they are facing a partner. Now tell them that they have 3 minutes to talk to each other about 4

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MATHEMATICS UNIT PLANNER

There needs to be one recorder Today we will record 10 that are true and you will choose 2 that are most interesting to share. Be Creative!!
Activity A set of standard masses.

AusVELS Level 4 &5

Term: 3

Year: 2013
what they did/found out in their maths lesson. Encourage the children to use the terms/language from their lesson. After 3 minutes choose 4 or 5 pairs of students to summarise what they discussed in their turn and talk. Encourage appropriate use of terminology.

Small groups examine a measuring device and report to the class on:

the value of each calibration the range of mass readings possible the setting of the adjustment screw (the pointer should be at zero) how accurate the calibrations are when checked using standard masses the smallest mass the device can accurately measure.

Students use the device to measure several objects in the classroom, which are estimated to have a mass within the range of the device. They then check the measurements using the balance and standard masses. Newspapers -Students, in groups, investigate the mass of waste newspapers generated by a family in one year. In the learning technology variation, they use a spreadsheet to collate the data. Materials required

Investigating mass

The average mass of five children in your grade is about 35kg. You are one of those people. Who might the other four be? (This is as much about finding averages as about mass. However, students will probably have to read measurements from scales to read this one out) I bought 500g of fruit. What might I have bought and how much might each piece weigh? (students need various pieces of fruit to find their mass) Do they use a calculator to help them calculate how much of each type of fruit makes 500g? If not, how do they work this out? Apply problem solving strategies (Choose one for warm up and one could be a student activity instead of newspapers if you prefer.)

A pan balance Kitchen scales A set of standard masses A calculator Software with a spreadsheet facility, for example Microsoft Excel.

Working in groups, students investigate the mass of newspapers generated by their families over the period of a year. Have each student bring to school one copy of each newspaper and magazine that their family regularly buys. Ask them to classify these according to how often they are issued (daily, weekly, monthly, other), and how many of each one their family receives each month. Ask them to find the mass of each one using scales, compare them, then calculate the total mass of the newspapers and magazines bought by the family in one month. Students should use calculators to do this after first estimating. In groups, students work towards presenting their information to the class. They could select the most effective method of presentation.

See/Saw. In pairs, one person goes first (see) to state something that they learned/recall from todays lesson/activity. The other person (Saw) then states something they gained from the session. Back to Sees turn. This continues until either See or Saw is unable to recall another fact or aspect of the lesson. Ensure you move among the pairs and encourage use of appropriate terminology. This share activity works very with about 5 minutes to go before recess time. Person with the last given fact goes out first!

Estimating and comparing volume and mass

In groups estimate the following, decide on one answer as a group (2-3mins) 1 person must record final answer, everyone in the group must be able to justify

The Mass of bricks - Students use their own strategies to estimate the mass of bricks in a wall. Materials required A brick wall

20 Words. Students are informed that they have 20 words no more and no less with which they can describe and/or tell about what they learned in their maths lesson. How they use and combine their 20 words is 5

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MATHEMATICS UNIT PLANNER

1. 2. length of the classroom volume of a container 20cm x 5cm x 10cm 3. weight of a new baby kitten 4. time from sunrise to midday 5. time to say the alphabet 6. juice in a glass 7. milk in a cup 8. water in a pool 9. a dose of medicine 10. distance between Melbourne and Sydney
8

AusVELS Level 4 &5

Term: 3

Year: 2013
completely up to them. It could 10 pairs of adjectives and nouns (difficult problems, many solutions, tough patterns), it can be a 20 word sentence. Ask for some volunteers to read out their 20 words. Encourage appropriate use of terminology within the 20 words.

Rulers.

Divide the class into cooperative work groups. Their task is to estimate the total mass of bricks in a school wall, or an area of a wall. They are to develop a method to check their estimate. When they have done so, ask the students to share the strategies they used. Next, ask them to determine how many bricks could be lifted at one time for the bricklayer to work with. Students prepare a presentation to show other members of their class. Students then find the volume of the brick. (See Volume of a brick activity).
Students determine the volume of a brick. They then measure its mass. Materials required

Volume Capacity & Mass

Mass Weigh yourself. Find something in the room that is; 1. 50% of my weight 2. of my weight 3. 7/10 of my weight, etc.

Centicubes A large calibrated container Water A ruler Bricks.

Students measure a house brick. They then construct a model of the same size, using Centicubes. Ask: What is the volume of the brick? Have them use a calibrated container (large enough to hold the brick) filled with water, to find the volume of the house brick by displacement. Ask: Are both the answers the same? If not, why is there a difference in the measured volumes? Share responses and discuss strategies. Students then find the mass of a brink and compare with the volume. Extension Students select other objects to find both the mass and the volume. They record their data in a table. Ask them to describe the relationship between the mass and the volume of an object. Create definition of Capacity and Volume Mass, Sugar Boxes In this station we construct boxes to hold 64 sugar cubes.

Group Report. A bit of an oldy but goldy! If you have just had groups as the set-up for your session then why not have a group report. I organise this by telling the students about half way through the session that there will be group reports and that you will be choosing one person from each group to present that report. This has the obvious effect of keeping all on task and thinking mathematically. With about 4 or 5 minutes of the activity remaining choose a person from each group. Present some clear but simple guidelines for the report: describe that maths that was used/learned (using the appropriate technology); outline how the group went about the work; what did the group feel was the most important thing gained from todays session why?

Reflection What pairs found what dimensions? Discuss; how did you know to use those

Carranballac College

MATHEMATICS UNIT PLANNER

AusVELS Level 4 &5

Term: 3
dimensions

Year: 2013

Volume

Resources Multilink cubes 1. The Sweet-tooth Company has hired you to design boxes to hold sixty-four sugar cubes. Each cube has edges of 2 cm, just like multilink cubes. The boxes have to be the shape of boxes (cuboids) as there should not be sugar cubes sticking out. What sizes of boxes could they have? Do not make the boxes, just sketch rough plans of them showing the length of the edges. How many different boxes could be made? How could this be worked out without having to build each shape with cubes? Possible boxes 2 x 2 x 128 for 64 cubes in a single row 4 x 2 x 64 for 2 rows of 32 cubes 8 x 2 x 32 for 4 rows of 16 cubes etc. Remember to encourage your students to document their work in multiple ways using PNW (Pictures/Numbers/Words). Extension: Once youve found four different box sizes. Find the dimensions for another amount: 100cm3

Volume Explore the size of commercial boxes and construct a box (cuboid) of a given size.

Toothpaste boxes
In this lesson we explore the size of commercial boxes and construct a box (cuboid) of a given size.
I enjoyed
I discovered

Resources
1. Small cardboard packets from home of different sizes (eg. toothpaste, milo, spice) Place-value blocks Centimetre squared paper Scissors, tape, glue Students will need a number of small cardboard boxes from home (eg. toothpaste, milo, spice), place-value blocks and 30 cm rulers. How many cubic centimetres (small place-value block cubes) can squeeze exactly into each packet? (There must be no gaps or over-filling.) The students may choose to find this out using place-value blocks of different sizes to fill each packet but is there an easier way? 2. You are told that a packet can hold 1000 small place value blocks (1 cm3) cubes. How big might the packet be? Make the packet from centimetre square paper.

Next time
Reflection Comparing Mass And Size Teach someone My goal

What was challengin g?

Carranballac College

MATHEMATICS UNIT PLANNER

AusVELS Level 4 &5

Term: 3

Year: 2013

The metre cube In this station we find the number of place-value blocks that fill a metre cube. Resources metre rulers place value blocks newspaper tape, scissors 1. Using a metre ruler, rolled up newspaper, and tape make a skeleton cube with edges of one metre. 2. How many large place-value block cubes (1000 cm3) would fill the metre cube? 3. How many flats, longs and small cubes would fill the cubic metre?

Assessment

Warm up: Snake

Open Ended Assessment item: Click on the link below.

What was the purpose of the activity today? How did this activity show my understanding of my knowledge of mass, capacity and volume?