Measuring Matters

Curriculum Context

Learning Area: Mathematics and Statistics
Strand: Measurement
Curriculum Level: NZ Curriculum Level 1
Achievement Objective:

Compare the masses of objects using balance scales and language such as heavier, lighter, and the same as. (Te Marautanga o Aotearoa and The New Zealand Curriculum)

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Lesson Overview

Lesson Title: Introduction to Mass
Unit: "Measuring Mass Fun!" (Lesson 1 of 6)
Duration: 30 minutes
Class Size: 9 Year 2 students
Focus Concept: Understanding mass through estimation and the use of balance scales.

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Learning Intentions

By the end of this lesson, students will:

• Understand what mass means in familiar, concrete terms.
• Use everyday language to describe and compare mass (heavier, lighter, same).
• Use balance scales to explore how mass relates to weight.
• Begin to estimate which objects might weigh more or less than others.

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Success Criteria

Students can:

• Explain in simple terms what mass means.
• Use the words heavier, lighter, same when comparing objects.
• Demonstrate how to use a balance scale to compare mass.
• Make and test predictions about the mass of everyday objects.

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Key Vocabulary

• Heavy / Heavier
• Light / Lighter
• Mass
• Balance scale
• Estimate / Guess
• Same weight

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Resources Needed

• 3 balance scales (students will take turns in small groups)
• Everyday classroom objects to measure (approx. 15 total):
  • 2 apples
  • A soft toy
  • A small book
  • 2 pencils
  • A wooden block
  • A packet of tissues
  • A glue stick
  • 2 pairs of scissors
  • A small lunchbox
  • A stapler
  • Plastic container filled with counters
  • Mini whiteboard
• Mass prediction recording sheets (simple chart with object name and columns for guess and result)
• Paper/whiteboards for drawing/sketching comparisons (optional extension)

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Lesson Sequence

🔰 1. Karakia / Welcome / Brief Introduction (3 mins)

Begin with a short karakia to set the tone.
Welcome students and introduce the lesson:
"Today we're going to become scientists and discover what it means to weigh something. We'll be learning about something called mass. Mass tells us how heavy or light something is!"

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🧠 2. Class Discussion – What is Mass? (5 mins)

Purpose: Activate prior knowledge and set the context.
Discussion Questions:

• "Have you ever carried something really heavy? What was it?"
• "What about something really light?"
• "How could we describe how heavy or light something is?"

Write the words heavy, light, mass, heavier than, and lighter than on the board.

Demonstrate with two very different objects—e.g., a book vs. a pencil. Ask:

• "Which do you think is heavier?" (Encourage reasoning)
• "How could we check if we’re right?"

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⚖️ 3. Teacher Model – Using Balance Scales (5 mins)

Using the balance scale and two contrasting objects (e.g., apple and glue stick), demonstrate how to balance the objects and check which is heavier or lighter. Show how the heavier side tips down.

Be expressive and think aloud:

• “Hmmm, I think the apple is heavier because it feels a bit denser. Let’s test it!”
• “Oh look! The apple makes the balance go down – that means it's heavier!”

Invite a volunteer to try two new items.

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🧪 4. Small Group Activity – Mass Detectives! (12 mins)

Objective: Students estimate and compare the mass of items using a balance scale.

Group Set-Up:
Divide the class into 3 groups of 3 students. Each group will get:

• A balance scale
• 5–6 objects
• A group Mass Predictions Recording Sheet

Instructions:

1. Pick two objects.
2. As a team, decide which one you think is heavier. Write it down.
3. Use the balance to test your prediction.
4. Record whether you were correct!

Teacher Circulates: Engage with students, encourage language use (heavy, light, same), and prompt thinking by asking:

• “Why do you think that one is heavier?”
• “Did it surprise you? Why do you think the balance showed a different result?”

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🗣️ 5. Reflect and Share (5 mins)

Come back together on the mat.
Invite each group to share:

• One surprising finding
• One new word they used

Reinforce key vocabulary by pointing to each term on the board and giving quick examples with student input.

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🌟 6. Wrap-Up & Look Ahead (Closing) (2 mins)

Ask:

• “What does mass mean?”
• “How can we compare how heavy things are?”
• “What cool things did you learn today?"

Let students know that next time, they’ll learn how to order objects by mass and create a “Mass-o-rama Museum” in the classroom by the end of the unit!

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Differentiation & Inclusion

Support:

• Visual aids for vocabulary (with pictures)
• Pre-arranged objects that are clearly different in weight
• Teacher support during scale use for students with motor challenges

Extension:

• Sketch objects and try estimating mass before testing
• Introduce non-standard units next time (e.g., how many plastic cubes it takes to balance it)

Language Support:

• Prompt and reinforce correct use of comparison words
• Use bilingual labels (English/Te Reo Māori) where appropriate

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Assessment Opportunities

• Anecdotal notes on oral language use and vocabulary application
• Observation of student participation during the task
• Review of prediction recording sheets for understanding and engagement

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Te Ao Māori Integration

• Use the word taumaha for mass or heaviness where appropriate
• Include traditional items (e.g., flax weaving/harakeke item) in weighing activity
• Link to ideas of balance and harmony in nature during discussion

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Looking Ahead

Next Lesson (Lesson 2 of 6):
Title: "Order Up!" – Students will learn how to order objects from lightest to heaviest using balance scales and begin using informal units of measurement.

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Let’s give tamariki the tools to make maths meaningful — through play, touch, exploration, and curiosity. Ka rawe!