Measuring Weight Exploration

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 3rd Class

Date: 13/05/25

Subject: Maths

Time: 10:40

Duration: 62 Minutes

No of Pupils: 20 pupils

Strand(s): Measures

Strand Unit(s)/ Element(s): Measuring

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Learning Outcomes / Content Objectives

From the Primary Curriculum (Maths - Measures):

• Compare, estimate and measure weight using appropriate instruments and record and communicate information appropriately (Page 42, Primary Curriculum)
• Children will understand the use of the metric system in Ireland, specifically kilograms and grams.

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Learning Objectives

1. The child should be enabled to recognise and convert standard metric units of weight: 1kg = 1000g, ¼ kg = 250g, and ½ kg = 500g, through hands-on weighing activities using classroom objects and everyday items such as bags of pasta and flour.
2. The child should be enabled to confidently read both digital and mechanical scales, interpret measurements accurately, and compare weights of different objects within the classroom environment.

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Assessment

1. Method: Teacher observation during weighing activities and monitoring responses during class discussion and tasks.
2. Assessment of: Accuracy in reading scales, correct conversion between kilograms and grams, and ability to estimate and compare weights.
3. To be recorded: Notes on individual children’s engagement, accuracy in conversions and scale readings, and ability to estimate weights in ‘benchmarking buckets’.

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Teacher Questioning

Lower order questions (Closed Questions):

1. How many grams are in 1 kilogram?
2. What does ¼ of a kilogram weigh in grams?
3. Can you point to the number that tells us how much this object weighs on the scale?

Higher order questions (Open Questions):

1. Why do you think Ireland uses the metric system instead of pounds or ounces?
2. How does the digital scale differ from the mechanical scale in showing the weight?
3. If an object weighs 500 grams, what other common items might it be similar to and why?

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Language Development Opportunities in this Lesson

• Use of specific vocabulary such as kilogram, gram, scale, mechanical, digital, estimate, benchmark, conversion.
• Encourage children to verbally explain their reasoning during weighing and estimating exercises, promoting mathematical talk and precise use of language.

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Literacy Development Opportunities in this Lesson

• Reading instructions and questions from pg. 156 question 2 independently.
• Recording estimations and results in pairs or small groups.
• Using mathematical vocabulary in written form.

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Teaching Methodologies

• Using cognitively challenging tasks (e.g., conversions and readings of scales)
• Promoting Maths Talk (discussions and justifications)
• Fostering productive disposition (encouraging estimation and reflection on answers)
• Encouraging playfulness (through hands-on weighing and "benchmarking buckets")
• Emphasising mathematical modelling (relating everyday objects to standard units)

Primary methodology underlined: Using cognitively challenging tasks

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Introduction (12 minutes)

• Stimulus: Show real objects – a bag of pasta, a bag of flour, and smaller classroom objects. Present two types of scales: digital and mechanical.
• Elicit Prior Knowledge: Ask pupils if they know how heavy these items might be and if they know what units are used in Ireland to measure weight.
• Share Learning Intention: Explain today’s learning focus: "We will learn how to weigh things using kilograms and grams, how to read different types of scales, and how to compare weights of different objects."

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Development (38 minutes)

• Activity 1 (15 minutes):
  Demonstrate weighing the bag of pasta on both digital and mechanical scales. Discuss the readings and emphasise the units (kg and g). Show how 1kg = 1000g, and introduce ¼ kg = 250g, and ½ kg = 500g physically using the flour bag and smaller weight portions.

• Activity 2 (10 minutes):
  Pupils weigh a range of classroom objects (e.g., pencil cases, books, lunch boxes) in pairs, record weights, and convert between kg and g where needed. Teacher circulates to check accuracy and support with reading scales.

• Activity 3 (8 minutes):
  Children complete pg. 156 question 2 individually: solving problems involving weight conversions and mechanical scale readings.

• Activity 4 (5 minutes):
  Class discussion reviewing answers for reading mechanical scales. Pupils explain how they found answers.

• Early finishers: Estimate the weight of various objects and place them into ‘benchmarking buckets’ labelled 250g, 500g, and 1000g. After weighing actual items, pupils note if their estimates were correct and discuss findings.

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Conclusion (12 minutes)

• Cognitive: Recap why measuring weight is important and the relationship between kg and grams. Confirm understanding through quick Q&A.
• Social: Pupils share with a partner their favourite object they weighed and one thing they learned about measuring weight today.
• Transition: Explain that next time, they will learn about capacity and volume, connecting with today’s measuring theme.

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Visual learners	Need visual/spatial input	Use digital and mechanical scales with clear displays; physical objects	Place objects within sight and labelled
EAL learners	Support with language	Use of pictorial vocabulary cards; paired talk before writing responses	Repeat concepts in simple terms
SEN learners	Require hands-on learning	Use tactile objects and scales; frequent checking in pairs	Extra time allocated if needed

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The Learning Environment

• Resources:

  • Digital scales
  • Mechanical scales
  • Bags of pasta, flour, sugar (all labelled)
  • Variety of classroom objects (books, pencil cases, lunch boxes)
  • ‘Benchmarking buckets’ labelled 250g, 500g, 1000g
  • Copies of pg. 156 question 2 for each pupil
  • Whiteboard/chart with unit conversions clearly displayed

• Grouping: Whole class introduction, pair work for weighing and recording, individual task completion, whole class review and discussion.

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End of lesson plan