Weights and Measures

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 3rd Class

Date: 12/05/25

Subject: Maths

Time: 10:40

Duration of Lesson: 60 Minutes

No of Pupils: 20 pupils

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Strand(s):

Measures

Strand Unit(s) / Element(s):

Measuring

Learning Outcome(s) / Content Objectives:

• Compare, estimate and measure weight using appropriate instruments and record and communicate findings accurately.
• Understand and perform subtraction involving kilograms and grams, applying the learning in practical measuring activities.

Learning Objectives:

1. The child should be enabled to accurately subtract weights involving kilograms and grams and express the answer in mixed units.
2. The child should be enabled to weigh real objects, perform addition and subtraction of weights in groups and explain their results using appropriate mathematical language, e.g., 'the total weight is... grams or ... kg and ... grams' and 'this weighs ... less than ...'.

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Assessment:

1. Method: Observation and questioning during group work; evaluation of recorded weights and explanations.
2. Assessment of: Understanding and application of adding and subtracting weights; use of correct units and comparative language.
3. To be recorded: Accuracy in calculations and communication of findings, participation in group tasks.

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Teacher Questioning:

Lower order questions (Closed Questions)

1. How many grams are in 1 kilogram?
2. If you subtract 200 grams from 1 kilogram, what is the remaining weight?
3. When measuring this object, is it heavier or lighter than 500 grams?

Higher order questions (Open Questions)

1. Why is it important to express weight in both kilograms and grams sometimes?
2. How can we check if our subtraction answers for weight make sense?
3. Can anyone explain how the total weight of these objects compares to the other group’s total?

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Language Development Opportunities in This Lesson:

• Introducing and reinforcing measurement vocabulary: kilogram, gram, subtract, heavier, lighter, total, less than.
• Structuring mathematical sentences using comparative phrases: “The total weight is...”, “This weighs... less than...”.

Literacy Development Opportunities in This Lesson:

• Recording measurements and calculations clearly in written form.
• Encouraging verbal explanations about measurements to enhance mathematical communication skills.
• Supporting understanding of mixed-unit problems through reading and writing.

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Teaching Methodologies:

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

Primary methodologies underlined:
Using cognitively challenging tasks, Promoting Maths Talk, Fostering productive disposition

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Introduction (10 minutes)

Stimulus:

• Start with a quick interactive quiz using flashcards of weights in kilograms and grams to refresh previous lesson content.
• Show two real objects with visible weights marked or labeled (e.g., a 1.5 kg bag of sugar and a 750 g apple).

Elicit Prior Knowledge:

• Ask pupils what they remember about subtracting weights yesterday.
• Discuss converting grams to kilograms and vice versa briefly, linking to real-life contexts.

Share Learning Intention:

• "Today we will practise subtracting kilograms and grams and use real objects to add and subtract weights."
• "We will explain our findings using sentences like: ‘the total weight is...’, and compare the weights."

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Development (40 minutes)

Activity 1 (15 mins) – Recap and Guided Practice:

• Teacher-led subtraction exercises on the board with kilograms and grams, showing borrowing when grams in the lower number are larger.
• Example problem: 3 kg 250 g − 1 kg 900 g
• Pupils solve similar problems individually using whiteboards, then discuss answers.

Activity 2 (25 mins) – Group Practical Task:

• Pupils split into groups of 4-5. Each group receives objects with different weights labelled or provided with digital/analogue scales to weigh objects.
• Tasks:
  • Weigh objects individually and record results.
  • Add the weights of multiple objects; convert totals into kg and g as necessary.
  • Subtract one object’s weight from another’s and express the difference.
• Each group prepares a brief verbal report including:
  • "The total weight is ... kg and ... grams."
  • "This object weighs ... less than that object."
• Teacher circulates, supports calculations and probing questions to encourage explanation and reflection.

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Conclusion (10 minutes)

Cognitive:

• Groups present their findings verbally to the class, using their prepared sentences.
• Teacher highlights good examples and corrects misconceptions regarding unit conversion and subtraction.

Social:

• Pupils give positive feedback to each other’s presentations, reinforcing peer learning and confidence in explaining maths.

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Transition (if appropriate):

• Collect weighing scales and materials while discussing which skill was the easiest or hardest today and why.
• Set brief homework: subtract weights from the provided household items and explain findings in written sentences.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments/
Visual learners	Benefit from seeing real objects and charts	Using real objects, charts, group visuals	Use labelled weights for clarity
Pupils needing support	Need extra guidance with conversions	One-on-one/group scaffolding and peer support	Provide step-by-step subtraction templates
Advanced learners	Require challenge and deeper thinking	Encourage creating their own problems	Challenge with reverse problems: “If total is… what was subtracted?”

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The Learning Environment:

Resources:

• Weighing scales (digital and analogue)
• Assorted objects labelled with approximate weights (e.g., fruit, bags of flour, bottles)
• Whiteboards and markers for calculations
• Flashcards for introductory quiz
• Worksheets for subtraction practice
• Chart/poster showing kg to g conversions

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This lesson plan fully aligns with the IE Curriculum Framework’s focus on practical measurement skills, communication in maths, and the development of numeracy competencies targeted at 3rd class pupils.