Weight Conversion Mastery

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 3rd Class

Date: 14/05/25

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Subject: Maths

Time: 10:40

Duration: 60 Minutes

No of Pupils: 20 pupils

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Strand(s)

Measures

Strand Unit(s)/Element(s)

Measuring

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Learning Outcome(s)/Content Objectives

From the IE Curriculum (Curriculum Framework for IE):

• M3ME1: Compare, estimate, and measure weight (mass) using appropriate instruments and units, recording and communicating findings appropriately.
• M3ME4: Recognise and convert between kilograms and grams.
• M3ME5: Add and subtract numbers involving 1000s and 100s applied to measurements.

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Learning Objectives

1. The child should be enabled to convert between kilograms and grams accurately and confidently using real-life contexts.
2. The child should be enabled to practise adding and subtracting 1000s and 100s in the context of weight measurements to build number sense and calculation skills.
3. (Additional) The child should be enabled to demonstrate understanding by completing differentiated exercises independently.

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Assessment

1. Method: Formative assessment through whiteboard exercises, worksheet completion, and teacher questioning during the lesson.
2. Assessment of: Ability to convert kgs to grams and add/subtract weights; use of correct units; accuracy of calculations.
3. To be recorded: Observations of pupil responses during questioning and accuracy of worksheet answers (pg. 158 for mainstream, pg. 108 for lower ability).

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Teacher Questioning

Lower order (Closed Questions)

1. How many grams are in 1 kilogram? (I)
2. If you have 2 kilograms, how many grams is that? (I/D)
3. What is 1000 grams minus 500 grams? (I)

Higher order (Open Questions)

1. Why do we need to know how to convert between kilograms and grams? (D/C)
2. Can you explain how to add 1 kg 300 g and 2 kg 700 g? (D/C)
3. How can we check if our answer to a subtraction problem with grams is reasonable? (C)

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Language Development Opportunities

• Use of key vocabulary: kilogram, gram, subtraction, addition, convert, estimate, difference, sum, units.
• Sentence starters modelled within questioning (e.g., “To convert kilograms to grams, I multiply by…”).
• Encourage pupils to verbalise their thinking during whiteboard work and pair discussions.

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Literacy Development Opportunities

• Reading and following written instructions on worksheets.
• Writing numbers, units, and explaining answers in brief sentences on whiteboards and in books.
• Interpreting word problems on pages 158 and 108 of Maths books.

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Teaching Methodologies

• Using cognitively challenging tasks
• Promoting Maths Talk
• Fostering productive disposition
• Encouraging playfulness
• Emphasising mathematical modelling

Primary methodologies are using cognitively challenging tasks and promoting maths talk.

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Introduction (10 minutes)

Stimulus

• Write on board: "How many grams are in 1 kg?" and related fraction conversions: ½ kg, ¼ kg, ¾ kg, 2/4 kg (the trick question).
• Ask pupils to write answers on individual mini-whiteboards and hold them up.

Elicit Prior Knowledge

• Prompt with real objects like a 1 kg bag of sugar, a 500 g packet of flour.
• Ask about experience with weights in daily life (shopping, baking).

Share Learning Intention

• “Today we will learn to convert kilograms to grams and practise adding and subtracting weights — skills useful in real life!”

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Development (40 minutes)

Teacher Modelling (15 minutes)

• Use real-life objects for measurement demonstration (e.g., a 2 kg bag and smaller 500 g weights).
• Show step-by-step conversion from kilograms to grams (1 kg = 1000 g).
• Model addition and subtraction of weights using whiteboard — e.g., 2 kg 300 g + 1 kg 500 g.
• For lower ability pupils, focus on adding and subtracting 100s with visual aids.

Guided Practice (15 minutes)

• Pupils use whiteboards to complete similar addition and subtraction sums involving grams while teacher circulates.
• Peer discussion encouraged through pair work to discuss methods and checks.

Independent Work (10 minutes)

• Pupils complete Maths book pages: mainstream to do page 158, lower ability pupils page 108 for adding and subtracting 100s consciously.
• Teacher and support staff provide individual support as needed.

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Conclusion (10 minutes)

Cognitive

• Recap key facts on weight conversions. Quick-fire quiz using whiteboards: convert and calculate sums verbally posed by teacher.

Social

• Pair-share reflection: “Tell your partner one thing you learned today about grams and kilograms.”

Transition (if appropriate)

• Collect whiteboards and books. Explain next lesson will involve measuring weights practically with balances.

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Universal Design For Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with lower ability	Need concrete visual & practical input	Use of real objects, visual cues	Differentiated book pages & whiteboard tasks
EAL Pupils	Language comprehension support	Sentence frames, modelling vocab	Use of pictorial stimulus for weight
All Pupils	Multi-sensory learning styles	Hands-on activities, peer discussion	Encourages engagement and understanding

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The Learning Environment

• Classroom arranged to allow easy movement and small group collaboration.
• Seating seating in pairs for social learning.

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Resources

• Mini whiteboards and markers
• Real objects for weight (bags of sugar, flour, weights)
• Maths textbooks pages 158 (mainstream) and 108 (lower ability)
• Visual aids for converting kgs to grams chart
• Number lines (highlighting hundreds and thousands)

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This lesson plan adheres closely to the IE Curriculum, developing the core competency of measuring and calculating weight accurately with a strong emphasis on hands-on and cognitively challenging activities to engage 3rd Class pupils meaningfully.