Exploring Weight Concepts

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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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Curriculum Links

Strand: Measures
Strand Unit: Measuring
Learning Outcome (from IE Curriculum Framework):

• Compare, estimate and measure weight using appropriate instruments and record and communicate appropriately.
• Develop understanding of comparative language related to weight (heavier, lighter, same).

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Learning Objectives

1. The child should be enabled to use comparative language (heavy, light, heavier, lighter, same, almost) to describe the weight of everyday objects.
2. The child should be enabled to estimate and compare the weight of objects using hands and a balance scale and order objects accordingly.

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Assessment

1. Method: Observation and questioning during sorting and weighing activities; peer evaluation during class discussions.
2. Assessment of: Use of appropriate weight-based language, accuracy of estimations, ability to collaboratively order objects by weight.
3. To be recorded: Teacher notes on children’s use of vocabulary and precision in comparisons; class peer feedback on estimates.

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Teacher Questioning

Lower order questions (Closed)

1. Which object feels heavier?
2. Are these two objects the same weight?
3. Can you find something lighter than your pencil?

Higher order questions (Open)

1. Why do you think this object feels heavier even though it looks smaller?
2. How can you check if your feeling about an object's weight is correct?
3. What other ways can you compare weights without using a balance scale?

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Language Development Opportunities

• Explicit teaching of weight-related vocabulary: heavy, light, heavier, lighter, same, almost.
• Encouraging use of comparative phrases in partner discussions and whole class feedback.
• Use of descriptive language during estimation and verification activities.

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Literacy Development Opportunities

• Oral language development through partner talk and group sharing.
• Recording descriptive sentences or simple comparisons (option for extension).
• Following and understanding instructions related to sorting and measuring activities.

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Teaching Methodologies

• Using cognitively challenging tasks (sorting and estimating weight, ordering objects by weight).
• Promoting Maths Talk (partner discussions, group justifications, class agreement/disagreement).
• Fostering productive disposition (encouraging curiosity and confident estimations).
• Encouraging playfulness (handling objects, hands-on sorting).
• Emphasising mathematical modelling (using balance scale to model comparison).

Primary methodology: Promoting Maths Talk

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Lesson Structure

Introduction (10 mins)

• Stimulus: Present two objects clearly contrasting in size (e.g., a large book and a small eraser).
• Elicit Prior Knowledge: Ask children which object they think is heavier or lighter and why.
• Share Learning Intentions:
  • Today we are going to become weight detectives!
  • We will use words like heavy, light, heavier and lighter to describe objects.
  • We will guess and check which objects weigh more or less.

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Development (40 mins)

• Activity 1: Hands-on Weight Estimation (10 mins)

  • Children work in pairs, holding two objects in their hands (not resting on table) to feel which feels heavier/lighter. Emphasise the language such as "this one feels heavier", "this one feels almost the same".
  • Teacher models and supports correct vocabulary use.

• Activity 2: Sorting with Loop Cards (20 mins)

  • Each pair receives a set of 10 classroom objects and loop cards labelled: Heavy, Light, Same, Almost.
  • Pupils estimate and sort the objects accordingly in pairs, discussing and justifying their decisions.
  • After each round, a different group shares their sorting and reasoning aloud.
  • The class gives a thumbs up/down if they agree/disagree with the group's assessment.
  • The presenting group uses the balance scale to test their sorting and discuss any surprises.

• Activity 3: Whole Class Reflection (10 mins)

  • Teacher facilitates a discussion about how estimation helped or misled.
  • Introduce concepts of "weight can be surprising", "size is not always a guide", and "using balance helps check our ideas".

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Conclusion (10 mins)

• Cognitive: Summarise key vocabulary: heavy, light, heavier, lighter, same, almost.
• Social: Praise collaborative efforts and respectful listening during group discussions.
• Transition: Prepare children for next maths lesson on measuring weight with scales (measurement units).

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments/
Visual learners	Benefit from hands-on objects	Use of concrete materials	Balance scale visible from all angles
EAL pupils	Need language support	Model vocabulary repeatedly; use visuals	Pair with confident language peers
Children with fine motor difficulties	May find handling small objects tricky	Provide larger manipulatives	Teacher support during weighing

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The Learning Environment

Resources:

• X10 Loop cards labelled: Heavy, Light, Same, Almost
• Balance scales (one per group if possible)
• A basket of diverse classroom objects (books, pencils, erasers, toys, etc.)
• Space for pairs to work and present

Grouping: Pairs for main activities; whole class for discussion phases

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This lesson plan is designed in line with the IE Curriculum framework ensuring clear attention to learning outcomes related to Measures in the Mathematics strand, fostering both conceptual understanding and language development around the topic of weight.