Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

Lesson: Mentals/Mass DATE: 04.09.2017 Melissa Brinkworth 5/6M KLA: Mathematics Lesson 1
STAGE 3 LEARNING OUTCOMES LESSON OBJECTIVES
MA3-1WM Students:
3.1 Establish challenging learning
describes and represents mathematical situations in a Choose appropriate units of measurement
variety of ways using mathematical terminology and some for mass (ACMMG108) goals
conventions recognise the need for a formal unit larger Set learning goals that provide
MA3-2WM than the kilogram achievable challenges for students of
selects and applies appropriate problem-solving strategies, select and use the appropriate unit and varying abilities and characteristics.
including the use of digital technologies, in undertaking device to measure mass, e.g. electronic
investigations scales, kitchen scales It is important that students have a
MA3-12MG clear idea of what they are learning
selects and uses the appropriate unit and device to and what successful learning looks
measure the masses of objects, and converts between like;
units of mass modelling descriptive feedback, self-
Language RESOURCES: Every beginning lesson - assessment, and goal setting; and
Students should be able to communicate Pre/Post Students do pre-assessment providing opportunities to practice
using the following language: mass, gross Assessment Sheet task
these skills, first with guidance and
mass, net mass, measure, device, scales, Mathletics Math support and then independently: Pre-
tonne, kilogram, and gram. sheets At the end of teaching period test, modelling instructive lessons,
As the terms 'weigh' and 'weight' are IWB Students do the same pre- Post-test
common in everyday usage, they can be assessment test to see if they
accepted in student language should they have met there learning Lesson 1, 2,3
arise. Weight is a force that changes with expectations.
gravity, while mass remains constant.
1. Mixed Mentals 2. Lesson Focus - Mass 3. Games (PVG) Place Value Groups/
teacher selected games
TIME: ENGAGE: Introduction
15-20 Pre-assessment test Mass
Minutes

Mass Assessment MassVCAssessment.

Ticket.docx pdf
No instruction or help for the students.
Students who finish early (read, colour, draw)

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 1
 Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

EXPLORE: Middle
EXPLAIN:
ELABORATE:
15-20 (PVG) stage 3 focus Place Value Games
minutes
TIME: EVALUATE:
10 minutes Pre assessment test
REFLECTION:
This was my first lesson on class following teacher instruction as her math program had change from previous
teaching instruction.
Students were well behaved, a little noisy during the games. I would just have to remind students of what
classroom expectations were.
There was no specific teaching with this lesson. Students were given their assessment sheet to complete by
themselves with no teacher help.
WEBSITES:
Estimating Mass - https://www.studyladder.com.au/teacher/resources/activity?activity_id=30809

Online Games - https://www.topmarks.co.uk/maths-games/5-7-years/measures

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 2
 Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

Lesson: Mentals/Mass DATE: 06.09.2017 Melissa Brinkworth 5/6M KLA: Mathematics Lesson 2
STAGE 3 LEARNING OUTCOMES LESSON OBJECTIVES
MA3-1WM Students:
describes and represents mathematical situations in a variety of Choose appropriate units of
ways using mathematical terminology and some conventions measurement for mass 3.2 Plan, Structure and sequence
MA3-2WM (ACMMG108) learning programs
selects and applies appropriate problem-solving strategies, recognise the need for a formal
Lesson 1, 2, 3
including the use of digital technologies, in undertaking unit larger than the kilogram
investigations select and use the appropriate unit Plan lesson sequences using knowledge
MA3-12MG and device to measure mass, of student learning, content and effective
selects and uses the appropriate unit and device to measure the e.g. electronic scales, kitchen teaching strategies.
masses of objects, and converts between units of mass scales
Language RESOURCES: Every beginning lesson Beginning with lesson plans so I
Students should be able to communicate Pre/Post Assessment - Students do pre- understand what Im teaching.
using the following language: mass, gross Sheet assessment task
mass, net mass, measure, device, scales, From Pre-test information I organise my
Mathletics Math
tonne, kilogram, gram. sheets At the end of teaching teaching to suit the individual needs of all
As the terms 'weigh' and 'weight' are common IWB period Students do students.
in everyday usage, they can be accepted in Class Dojo the same pre- Organise my students into workable
student language should they arise. Weight is Individual assessment test to see
groups using peer supported and
a force that changes with gravity, while mass Whiteboards if they have met there
remains constant. individual learning.
Whiteboard markers learning expectations.
1. Mixed Mentals year 5 and 6 2. Lesson Focus - Mass 3. Games (PVG) Place Value Check that students are achieving their
Groups/ teacher selected learning goals and that they are being
games responsible for their learning.
TIME: ENGAGE: Introduction
15-20 Minutes Mentals Activity

free-mental-maths-
year-5-1.gif free-mental-maths-year-5-1ans.gif

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 3
 Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

Remind students of lesson expectations. 3.3 Use teaching Strategies

Seating arrangements (Josh, Daniel A, Daniel C and Levi not to sit together)
Peer groups/ student involvement in answering questions Include a range of teaching strategies
What is mass? Set clear expectations and rules
A measure of how much matter is in an object. Brainstorming and sharing mathematical
This gold bar is quite small but has a mass of 1 kilogram (about 2.2 pounds), so it contains a ideas and math strategies
lot of matter. Using technology (IWB games, YouTube
Mass is commonly measured by how much something weighs. But weight can change for Videos) in mathematics learning new
different locations (such as on the moon) while the mass stays the same. concepts
15-20 Minutes Mass is measured in grams, kilograms and, tonnes
Working corporately, in peer supported
EXPLORE: Middle
groups, in groups of abilities.
StudyLadder -
20 Minutes https://www.studyladder.com.au/teacher/resources/activity?activity_id=30809 Playing games related to mass, whole
EXPLAIN: class games on the IWB, in groups of
Mass Worksheets abilities and friends.
Discussing, reflecting and sharing ideas,
class assessments, completing work
Year5Mass.pdf Mathletics F1-F2 samples and achieving individual learning
Answers.pdf
20 Minutes goals.
ELABORATE:
(PVG) stage 3 whole school focus Place Value Games set groups
TIME: EVALUATE:
10 minutes Marking worksheets as a whole class
REFLECTION:
Mixed abilities with students, I worked with students who needed extra help.
I need to have extension resources available for students who have finished early
WEBSITES:
Estimating Mass - https://www.studyladder.com.au/teacher/resources/activity?activity_id=30809

Online Games - https://www.topmarks.co.uk/maths-games/5-7-years/measures

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 4
 Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

Lesson: Mentals/Mass DATE: 07.09.2017 Melissa Brinkworth 5/6M KLA: Mathematics Lesson 3 3.4 Select and use resources
STAGE 3 LEARNING OUTCOMES LESSON OBJECTIVES
MA3-1WM Students: Demonstrate knowledge of a range of
describes and represents mathematical situations in a variety of Choose appropriate units of resources, including ICT, that engage
ways using mathematical terminology and some conventions measurement for mass students in their learning.
MA3-2WM (ACMMG108)
selects and applies appropriate problem-solving strategies, recognise the need for a formal Using IWB for games and YouTube videos.
including the use of digital technologies, in undertaking unit larger than the kilogram Having class discussions stop/start activities
investigations select and use the appropriate unit Using individual whiteboards individually or
MA3-12MG and device to measure mass,
in pairs and getting students to work out the
selects and uses the appropriate unit and device to measure the e.g. electronic scales, kitchen
masses of objects, and converts between units of mass answers and then share their strategy.
scales
Language RESOURCES: Every beginning lesson -
Students should be able to communicate Pre/Post Students do pre-
using the following language: mass, gross Assessment Sheet assessment task
mass, net mass, measure, device, scales, Mathletics Math 3.7 Engage parents/carers in the educative
tonne, kilogram, gram. sheets At the end of teaching process
As the terms 'weigh' and 'weight' are common IWB period Students do the
in everyday usage, they can be accepted in Describe a broad range of strategies for
Class Dojo same pre-assessment test
student language should they arise. Weight is to see if they have met involving parents/carers in the educative
Individual
a force that changes with gravity, while mass Whiteboards there learning process
remains constant. expectations. Class Dojo
1. Mixed Mentals 2. Lesson Focus - Mass 3. Games (PVG) Place Value
Groups/ teacher selected games
TIME: ENGAGE: Introduction
15-20 Minutes Mentals Activity

Math Mentals
2.1-2.2.pdf

15-20 Minutes EXPLORE: Middle

StudyLadder - Reading Scales -
https://www.studyladder.com.au/teacher/resources/activity?activity_id=30858

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 5
 Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

EXPLAIN:
20 Minutes Mass Worksheets

Year5Mass.pdf Mathletics F1-F2

Answers.pdf

20 Minutes ELABORATE:
Game: guess the correct measurement
TIME: EVALUATE:
10 minutes Marking worksheets whole class activity
Students participation in the measurement game gave a clear idea about who understood
measurement
REFLECTION:
Mixed abilities with students, I worked with students who needed extra help. I worked with students in groups
on the floor to help students who were struggling with the concept.
Extension worksheets supplied for students who completed all work tasks.
WEBSITES:
StudyLadder - https://www.studyladder.com.au/teacher/resources/activity?activity_id=30809

Online Games - https://www.topmarks.co.uk/maths-games/7-11-years/measures

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 6
Standard Three - Plan for and implement effective teaching and learning Student Work Due Date: 29th September 2017
Sheets

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 7
Standard Three - Plan for and implement effective teaching and learning Due Date: 29th September 2017

These are the most common measurements:

Grams
Kilograms
Tonnes Teacher Notes
Grams are the smallest, Tonnes are the biggest.
Lets take a few minutes and explore how heavy each of these are.
Grams

A paperclip weighs about 1 gram.

Hold one small paperclip in your hand. Does that weigh a lot? No! A gram is very light. That is why you often see things measured in hundreds of grams.

Grams are often written as g (for short), so "300 g" means "300 grams".
A loaf of bread weighs about 700 g (for a nice sized loaf)
Kilograms
Once we have 1,000 grams, we have 1 kilogram.

1 kilogram = 1,000 grams

A dictionary has a mass of about one kilogram.

Kilograms are great for measuring things that can be lifted by people (sometimes very strong people are needed of course!).

Kilograms are often written as kg (that is a "k" for "kilo" and a "g" for "gram), so "10 kg" means "10 kilograms".
Scales measure our weight using kilograms. An adult weigh about 70 kg. How much do you weigh?

But when it comes to things that are very heavy, we need to use the tonne.
Tonne
Once we have 1,000 kilograms, we will have 1 tonne.
1 tonne = 1,000 kilograms

Tonnes (also called Metric Tons) are used to measure things that are very heavy.
Things like cars, trucks and large cargo boxes are weighed using the tonne.
This car weighs about 2 tonnes.

Tonnes are often written as t (for short), so "5 t" means "5 tonnes".
Final thoughts about measuring weight:
1 kilogram = 1,000 grams
1 tonne = 1,000 kilograms

Donna Collier 17953854

Assignment 2 Teaching and Learning Report: Assessment of Professional Teaching Standards Part B 8