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TERM/WEEKS: T2 W1 YEAR LEVEL: 2 STRAND/TOPIC: Measurement & Geometry: Using units of Measurement – Mass

WESTERN AUSTRALIAN CURRICULUM: MATHEMATICS

General Capabilities:
Personal and social
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/   SCSA  LINKS   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING  EXPERIENCES  
PROF   RESOURCES  
LESSON   N  &  A                                      M  &  G                                        S  &  P                 OBJECTIVE   (what  &  how)   (include  learner  diversity)  
          By  the  end  of  this   To  assess   Introduction   Skwirk  Video  
Week     ACMMG038   ACMSP049   Understanding  
One    
lesson,  students   whether  the   1.   To  introduce  the  attribute  of  mass,  the  following  video  will  be  played.    
  Fluency   will  be  able  to:   students  have   2.   Information  is  provided  to  students  throughout  the  duration  of  this  video  regarding  what  mass  is,   http://www.sk
 
Lesson   Science:  Science  Inquiry  Skills       achieved  the   how  we  measure  an  items  mass,  and  the  terminology  we  use  when  measuring  mass   wirk.com.au/es
One   ACSIS037   Reasoning   Use  the  hefting   objectives  for   3.   Key  questions  after  watching  video   a/Mass.html  
ACSIS039      
Problem  solving   method  to   this  task,  a   o   Who  can  tell  me  what  mass  is?  
compare  and   checklist  will   o   How  do  we  measure  mass?   2  objects  for  
 
order  objects  of   be  used.   §   Hefting  method  introduced  and  the  importance  of  using  terminology  when  comparing   teacher  to  
differing  masses     masses  is  explained   demonstrate  
and  sizes   This  checklist   o   Tell  your  partner  some  words  you  need  to  use  when  you  are  comparing  items   hefting  
  will  then  help   o   Why  do  you  think  we  need  to  know  the  mass  of  items?     method  
Use  terminology   to  inform  the   Lesson  Body    
such  as   summative   4.   The  teacher  will  have  2  items,  similar  in  mass  and  size  (tennis  ball  and  a  cricket  ball).  Without    
‘light/heavy’,   assessment  of   touching  the  items,  students  will  turn  to  their  partner  and  tell  them  which  ball  they  think  is   Tennis  Ball  
‘lighter  than   the  lessons   heaviest/lightest  (estimation).  The  two  balls  will  then  be  passed  around  so  students  can  directly   Cricket  Ball  
/lightest’,  and   (Rubric)   compare  the  mass’  using  the  hefting  method.    
‘heavier     5.   2  more  items  will  be  presented  –  one  large  but  light  item,  and  one  small  but  heavy  item.  The  same    
than/heaviest’,   (A  summative   process  as  the  previous  step  will  be  repeated,  and  students  will  learn  that  larger  items  are  not   Various  items  
when  describing   assessment/   necessarily  heavier.  To  develop  this  task  for  gifted  and  talented  students,  they  can  get  the   for  students  
the  masses  of   overview  of   opportunity  to  explore  more  objects  of  varying  sizes  and  masses,  using  more  complex  vocabulary.   to  heft  
objects.   this  sequence   Lower  level  students  can  explore  objects  of  distinctively  different  masses,  using  basic  vocabulary    
of  lessons  can   (heavy/light)  to  allow  them  to  develop  the  understanding  of  hefting  and  comparing  and  ordering.    
be  seen  in   Cue  cards  such  as  the  ones  in  appendix  2  can  also  be  used  as  a  visual  aid.    
appendix  1)   o   Key  Questions    
§   Are  bigger  objects  always  heavier  than  smaller  objects?  Students  will  explain  reasoning.    
6.   Students  will  have  time  to  practice  their  terminology  by  hefting  various  items  in  the  class   ‘Who  Sank  
7.   The  text  ‘Who  Sank  the  Boat?’  by  Pamela  Allen  will  be  read  to  the  class.   the  Boat?’  by  
o   Key  Questions  at  the  beginning  of  the  the  reading   Pamela  Allen  
§   What  character  do  you  think  is  the  lightest/heaviest?    
§   Can  you  make  a  prediction  about  who  sank  the  boat?      
Lesson  Closure  
8.   Recap  on  what  was  learned  in  this  lesson  
9.   Discussion  Questions  to  develop  thinking  (Also  allows  gifted  and  talented  students  to  investigate  
questions  outside  of  the  lesson)  
o   Why  do  you  think  the  lightest  animal  sank  the  boat?    
o   Do  you  think  that  the  story  would  have  ended  differently  if  the  animals  had  got  into  the  boat  
in  a  different  order?  
WEEK/   SCSA  LINKS   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING  EXPERIENCES  
PROF   RESOURCES  
LESSON   N  &  A                                      M  &  G                                        S  &  P                 OBJECTIVE   (what  &  how)   (include  learner  diversity)  
          By  the  end  of  this   To  assess   Introduction    
Week     ACMMG038   ACMSP049   Understanding  
One    
lesson,  students   whether  the   1.   Recap  of  the  events  of  the  text  ‘Who  Sank  the  Boat?’  by  Pamela  Allen   ‘Who  Sank  
  Fluency   will  be  able  to:   students  have   2.   The  teacher  will  have  jars  of  different  masses,  with  images  of  the  animals  in  the  text.     the  Boat?’  by  
 
Lesson  
Science:  Science  Inquiry  Skills  
    achieved  the   o   Order  of  jar  masses  (Heaviest  to  lightest)  -­‐  Cow,  donkey,  sheep,  pig,  mouse   Pamela  Allen  
Two   Reasoning   Estimate  the  mass   objectives  for   3.   Students  will  be  required  to  estimate  the  order  of  the  animals  from  heaviest  to  lightest.  5  students    
ACSIS037  
ACSIS038    
Problem  solving   and  order  of   this  task,  a   will  then  come  up  to  use  hefting  and  their  terminology  to  place  the  jars  in  the  correct  order.       Different  
ACSIS039  
objects  from   checklist  will   4.   The  teacher  will  then  ask  “How  can  we  make  sure  that  we  have  got  the  right  order?”   weighted  jars  
heaviest  to   be  used.   o   Give  students  think  time,  and  discuss  how  we  can  measure  the  masses  of  the  jars  to  check  the   with  images  
lightest.       order   of  the  animals  
  This  checklist   5.   Balance  scales  will  be  used  to  check  the  order,  and  the  teacher  will  get  3  higher  level  students  to   from  the  text  
Use  balance   will  then  help   assist  with  the  modelling.  The  3  students  will  be  required  to  place  2  jars  at  a  time  on  the  scales  to    
scales  to  directly   to  inform  the   double  check  their  order  and  make  any  necessary  changes.  As  the  students  are  doing  this,  the   Balance  scales  
compare  and   summative   teacher  will  explain  the  scales,  their  purpose,  and  how  to  use  them.     (One  between  
order  the  mass  of   assessment  of   6.   Key  questions  to  recap  the  introduction   2-­‐4)    
objects   the  lessons   -­‐   Why  do  we  use  balance  scales?    
  (Rubric)   -­‐   How  do  we  use  balance  scales?    
    -­‐   What  can  we  put  in  balance  scales?    
(A  summative   -­‐   If  the  left  side  is  lower  than  the  right  side,  what  does  this  mean?    
assessment/   -­‐   Are  the  bigger  items  always  the  heaviest?    
overview  of   Lesson  Body    
this  sequence   7.   In  groups  of  2-­‐4,  students  will  be  given  a  balance  scale,  and  will  be  asked  to  find  4  items  from   iPad’s  
of  lessons  can   around  the  classroom.  These  items  must  be  able  to  fit  into  the  balance  scales  (eraser,  sharpener,   Computers  
be  seen  in   paperclip,  pen  holder,  etc).  Students  will  be  required  to  use  the  balance  scales  to  order  these  items  
appendix  1)   from  the  heaviest  to  the  lightest.    
  8.   One  member  of  the  group  will  record  the  groups  estimations  of  the  the  order,  and  then  the  correct  
  result.  
  9.   To  extend  students’  knowledge,  ICT  can  be  used  to  move  higher  level  students  from  concrete  to  
  representational  thinking.    
  -­‐   Examples  of  websites  that  develop  ideas  about  balance  scales  and  ‘heavier’  vs  ‘lighter’  
  o   https://www.mathplayground.com/balance_scales.html  
  o   https://www.studyladder.com.au/games/activity/compare-­‐mass-­‐using-­‐a-­‐balance-­‐
  scale-­‐21919  
o   http://www.crickweb.co.uk/ks2numeracy-­‐shape-­‐and-­‐weight.html#fruitbalance3  
o   http://www.peepandthebigwideworld.com/en/kids/games/2/bunny-­‐balance/  
10.   To  tie  this  exercise  in  to  the  text,  students  will  then  be  introduced  to  a  trough  of  water,  with  
an  ice-­‐cream  container  placed  on  the  water.  (Teacher  modelling  of  this  activity  first).  Students  will  
be  asked  to  think  about  which  of  their  items  will  weigh  the  ice  cream  tub  down,  and  which  items  are  
light  enough  to  allow  the  container  to  float.  The  results  from  the  testing  will  be  recorded.  
-­‐   To  differentiate  this  task  for  higher  level  students,  they  will  be  asked,  if  they  followed  the  
order  of  the  text  (heaviest  to  lightest),  by  placing  their  items  in  the  container,  at  which  point  
will  it  sink?  
-­‐   To  differentiate  this  task  for  lower  level  students,  less  items  can  be  used,  with  clearer  mass  
differences.  
Closure  –  Key  questions  to  close  lesson  (on  the  mat)  
-­‐   Talk  to  your  partner  about  balance  scales,  what  they  do,  and  how  can  we  use  them.  
-­‐   How  do  we  estimate  the  mass  of  objects?  
-­‐   How  do  we  order  the  mass  of  objects?  
-­‐   What  does  it  mean  if  an  object  floats?  
-­‐   What  does  it  mean  if  the  object  sinks?  
WEEK/   SCSA  LINKS   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING  EXPERIENCES  
PROF   RESOURCES  
LESSON   N  &  A                                      M  &  G                                        S  &  P                 OBJECTIVE   (what  &  how)   (include  learner  diversity)  
        Understanding   By  the  end  of  this   To  assess   Prior  to  this  lesson,  students  looked  at  the  qualities  of  boats  in  Science,  and  discussed  what  makes  a    
Week       ACMMG038   ACMSP049    
One   Fluency  
lesson,  students   whether  the   boat  float,  and  the  qualities  of  strong  boats  in  Technologies  (ACSIS038)  (ACTDEK004)  (ACTDEK002)    
    will  be  able  to:   students  have   Introduction    
 
Lesson   Science:  Science  Inquiry  Skills   Reasoning     achieved  the   1.   Students  will  be  told  that  they  are  creating  their  own  boat  out  of  recycled  materials  (Opportunity   Recyclable  
Three   ACSIS037     Use  balance   objectives  for   to  discuss  the  importance  of  sustainable  living).  Their  task  is  to  create  a  boat  that  can  withhold  the   materials  
ACSIS038   Problem  solving  
scales  to  directly   this  task,  a   weight  of  all  5  animals.  The  teacher  will  place  the  weight  of  the  animals  on  the  board  in  terms  of    
ACSIS039  
compare  and   rubric  will  be   blocks   Tape  
  order  the  mass  of   used.   -­‐   Cow  =  20  blocks    
Technologies:  Design  and  Technologies   objects     -­‐   Donkey  =  18  blocks   61  blocks  
ACTDEK002       A  rubric,  seen   -­‐   Sheep  =  12  blocks    
ACTDEK004  
 
Create  a  boat  that   in  appendix  1,   -­‐   Pig  =  10  blocks   +  or  –  blocks  
can  hold  the  mass   will  assess   -­‐   Mouse  =  1  block   for  
of  all  of  the   students     higher/lower  
blocks.     progress   *A  note  would  have  been  sent  home  2  weeks  prior  to  the  start  of  this  lesson,  so  students  can  bring  in   students  
  throughout   reusable/recyclable  materials  from  home*    
this  sequence     The  whole  
of  lessons.     Lesson  Body   class  can  take  
  2.   Students  will  be  required  to  use  balance  scales  to  directly  compare  the  mass  of  the  blocks  before   turns  in  
  they  create  their  boat.  Higher  level  students  will  be  challenged  to  indirectly  compare  the  weights   testing  their  
  of  the  blocks  using  other  non-­‐standard  units.     boats  all  
  3.   Key  questions  before  beginning  boat  construction:   together,  or  
  -   Remind  students  of  the  qualities  of  boats  (as  explored  in  science)   61  blocks  can  
  -   Will  your  boat  be  the  same  as  everyone  else’s?  –  Not  everyone’s  boat  will  look  exactly  the   be  used  
  same.     between  
  -   What  is  the  aim  of  this  lesson?  Why  are  we  building  our  boats?   small  groups.  
  4.   Students  create  a  boat  out  of  recycled  materials.  30  minutes  will  be  allowed  for  this.  A  trough  of    
  water  will  be  placed  outside,  and  the  class  will  come  outside  to  test  everyone’s  boats.  Students    
  will  aim  to  place  61  1cm  cubes  into  their  boat.   Water  
  5.   For  higher  level  students,  the  amount  of  blocks  will  be  increased,  and  for  lower  level  students,  the   Trough  
  amount  of  blocks  will  be  decreased.    
   
  Closure  
  6.   A  mat  discussion  will  allow  students  to  reflect  on  their  boat,  and  answer  the  following  key  
  questions  
  -­‐   Did  your  boat  sink  –  why?  
  -­‐   Did  your  boat  float  –  why?  
  -­‐   How  many  blocks  did  it  take  to  sink  your  boat?    
  -­‐   Did  all  of  the  animals  fit  on  your  boat?  
  -­‐   What  would  you  change  if  we  were  to  do  this  task  again?  
  -­‐   Do  you  think  this  was  a  fair  test?  
-­‐   Can  we  use  another  non-­‐standard  unit  to  test  our  boats?    
 
For  higher  level  learners,  students  can  go  away  from  this  task,  and  figure  out  how  much  mass  their  
boat  could  hold  in  standard  units.  This  will  then  transition  them  into  the  understanding  of  grams.    
 
Appendices:

Appendix 1: Summative Assessment Rubric

Student Name: ___________________________________________ Date: ________/_________/_________

VERY  HIGH  -­‐  A   HIGH  -­‐  B   SOUND  -­‐  C   DEVELOPING  -­‐  D   EMERGING  -­‐  E  
Demonstrates  a  thorough   Demonstrates  a  clear   Has  an  understanding  of  and  uses   Understands  aspects  of  the  task   Has  a  basic  understanding  of  the  
Rubric:  Measurement  -­‐  Mass   understanding  of  the  tasks  and  a   understanding  and  uses  a  high  level   skills  in  the  given  task.   and  uses  varying  levels  of  skills.   task  and  is  beginning  to  use  skills  
high  level  of  the  skill  in  new  and   of  skill  in  familiar  situations.  
familiar  situations.  
The  mass  of  an  item  is  accurately   The  mass  of  an  item  is  estimated.   The  mass  of  an  item  is  estimated.   The  mass  of  an  item  is  estimated   The  mass  of  an  object  can  be  
ESTIMATION   estimated.  Student  always  uses   Student  uses  strategies  to  aid  in   Student  sometimes  uses  strategies   when  assisted/prompted.  Student   estimated  when  the  student  has  
An  appropriate  approximation  or  judgment  of  the  
strategies  to  aid  in  estimation.   estimation.   to  aid  in  estimation.   is  yet  to  use  strategies  to  aid  in   significant  support.  No  strategies  
mass  of  an  item  without  handling  the  object  
•   Always  compare  object  to   •   Compare  object  to  familiar   •   Compare  object  to  familiar   estimation.   are  used  to  aid  in  estimation.  
familiar  objects   objects   objects      
The  masses  of  multiple  items  are   The  masses  of  multiple  items  are   The  masses  of  multiple  items  are   The  masses  of  two  items  are   The  masses  of  two  items  are  
HEFTING   easily  estimated  using  the  hefting   estimated  using  the  hefting   estimated  using  the  hefting   estimated  using  the  hefting   estimated  using  the  hefting  
Hefting  is  used  to  compare  the  masses  of  two  items  
technique.  Students  can  both   technique.  Students  can  both   technique.  Students  can  directly   technique.  Students  can  directly   technique,  with  significant  support.  
directly  and  indirectly  order  and   directly  and  indirectly  order  and   order  and  compare  objects.   order  and  compare  objects  with   Students  can  directly  order  and  
compare  objects  with  ease.   compare  objects.   assistance.   compare  objects  with  assistance.  
A  highly  developed  vocabulary  is   A  developed  vocabulary  is  used   A  good  developed  vocabulary  is   A  limited  vocabulary  is  used  when   A  very  limited  vocabulary  is  used  
TERMINOLOGY   used  when  describing,  comparing,   when  describing,  comparing,  and   used  when  describing,  comparing,   describing,  comparing,  and  ordering   when  describing,  comparing,  and  
Terminology  such  as  ‘light’,  ‘heavy’,  ‘lighter’,  
and  ordering  masses.   ordering  masses.   and  ordering  masses.   masses.     ordering  masses.  
‘heavier’,  ‘lighter  than’,  and  ‘heavier  than’  are  used  
when  describing,  comparing,  and  ordering  masses.  

Balance  scales  are  always   Balance  scales  are  mostly   Balance  scales  are  always   Balance  scales  are  appropriately   Balance  scales  are  used  with  
BALANCE  SCALES   appropriately  used.  Objects  are   appropriately  used.  Objects  are   appropriately  used.  Objects  are   used  with  assistance.  Objects  are   significant  support.  Objects  are  
Balance  scales  are  appropriately  used  to  directly  and  
always  compared  both  directly  and   often  compared  both  directly  and   directly  and  an  understanding  of   compared  directly  –  assistance   directly  with  assistance.  No  
indirectly  compare  and  order  objects.    
indirectly.     indirectly.   indirect  comparison  is  developing.   needed.   understanding  of  indirect  
comparisons.  
A  strong  boat  was  constructed,   A  boat  was  constructed,  which  took   A  boat  was  constructed,  which  took   A  strong  boat  was  constructed,   A  boat  was  constructed,  which  
CREATE  &  TEST  A  BOAT   which  easily  took  the  mass  of  the   the  mass  of  the  cubes  without   the  mass  of  the  cubes.  A  little  bit  of   which  took  the  mass  of  some  cubes,   couldn’t  take  the  mass  of  any  cubes  
Create  and  test  an  effective  boat  that  can  take  the  
cubes  without  sinking.   sinking.   water  was  let  in  the  boat.   however,  water  was  let  in  the  boat.    
mass  of  the  cubes.      
A  boat  wasn’t  constructed.  

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