Te Whakataurite Taumaha

Overview

Lesson 2 of 6 in Te Ao o Ngā Ine. Students estimate, measure and compare the mass of familiar classroom objects using grams and kilograms, then record and discuss their findings in te reo Māori.

Learning intentions

• WALT: E ako ana tātou ki te ine me te whakataurite i te taumaha mā te whakamahi i te karamu me te kirokaramu.
• Ka ako tātou ki te matapae i te taumaha o ngā rawa.
• Ka whakamahi tātou i te unahi hei ine tika.
• Ka tuhi, ka tātari hoki i ngā raraunga i te ripanga.
• Ka whakamahi tātou i ngā kupu: māmā, taumaha, ōrite.

Success criteria

• Ka taea e au te matapae i te taumaha o tētahi rawa.
• Ka taea e au te whakamahi tika i te unahi me te pānui i te ine.
• Ka taea e au te tuhi i ngā inenga ki te ripanga.
• Ka taea e au te kī mēnā he māmā, he taumaha, he ōrite rānei tētahi rawa ki tētahi atu.

Curriculum links

• Measurement: estimating, measuring and comparing mass using standard metric units.
• Mathematical inquiry: gathering, recording, interpreting and communicating measurement data.
• Oral language: listening, speaking and responding appropriately in te reo Māori.
• Key competencies: thinking, managing self, relating to others, and participating and contributing.

Lesson structure (45 minutes)

1. 0–8 min — Matapae me te kōrerorero

Open with the hook and learning intention slides. Show two familiar objects, such as a pencil case and a book. Ask: “Ko tēhea te mea taumaha? He aha ai?” Students think independently, then share with a partner using: “Ki ōku whakaaro, he ___ te taumaha o ___.” Introduce or revisit karamu and kirokaramu: grams are suitable for lighter objects, while kilograms are suitable for heavier objects.

Model the success criteria and demonstrate how to place an object carefully on the unahi, wait for the reading to settle, and record the unit. Emphasise that an estimate is a thoughtful prediction, not a random guess.

2. 8–12 min — Whakarite i ngā mahi ine

Organise 11 students into three or four small groups. Give each group a tray of safe classroom objects and a clear job: kaihautū unahi, kaituhi, kaipānui, and kaiwhakataurite. Use the Group Role Cards to clarify responsibilities. Distribute the mass measurement recording sheet and read the instructions aloud. Check that students understand the headings: Rawa, Matapae, Ine tika, Waeine, Whakataurite.

3. 12–21 min — Teihana tuatahi: matapae me te ine

At their first station, students choose an object, predict its mass, then measure it in grams or kilograms. They record the object and reading on the worksheet, saying: “Ko ___ karamu te taumaha,” or “Ko ___ kirokaramu te taumaha.” Prompt students to explain their choice of unit and to compare two objects with “He māmā ake tēnei i…” or “He taumaha ake tēnei i…”.

4. 21–30 min — Teihana tuarua: ine me te whakataurite

Groups rotate to another set of objects and repeat the process. Include objects with noticeably different masses and, where possible, two objects with similar readings. Students use the words māmā, taumaha, and ōrite in complete oral sentences. Circulate, check safe use of the equipment, and provide one instruction at a time for students who need reduced cognitive load.

5. 30–35 min — Teihana tuatoru: tirotiro raraunga

Students complete any remaining measurements and check their worksheet entries. Partners compare their predictions with the actual readings: “I matapae au i te ___, engari ko te ine tika ko ___.” Ask groups to identify one prediction that was close and one that was less accurate, without treating an inaccurate estimate as a failure.

6. 35–42 min — Tātari raraunga me te whakapuaki

Open the data discussion and sentence-stem slides. Each group selects one interesting result to share. Students explain which object was the lightest, heaviest, or equal in mass, referring to their recorded evidence. Use prompts such as: “He aha te taunakitanga?” and “I pēhea tō mōhio?” Invite classmates to agree, question or add to the explanation.

7. 42–45 min — Whakakapi me te aromatawai

Display the Reflection Prompts Poster and ask students to respond orally to one prompt, such as “He aha taku ako?” or “He aha taku mahi pai?” Revisit the WALT and success criteria. Students show with their fingers how confident they feel using an unahi, then hand in their worksheet for checking.

Resources

• Classroom objects of varied mass, such as books, pencil cases, blocks and containers
• Digital or pan balances, with spare batteries if required
• Gram and kilogram labels or unit cards
• Trays or baskets for each group
• the mass comparison teaching deck
• the mass measurement recording sheet
• the Group Role Cards
• the Reflection Prompts Poster
• Pencils and a large teacher recording table

Assessment

• Observe whether students estimate sensibly, select an appropriate unit and use the balance safely and accurately.
• Check worksheets for complete predictions, correct readings, units and comparisons.
• Listen for correct use of māmā, taumaha, and ōrite, and for explanations supported by measurement evidence.

Differentiation

• Provide large, easy-to-handle objects, digital balances, picture cards for māmā, taumaha, and ōrite, and a worked example on the board.
• Give one instruction at a time, pair students strategically, and use the role cards to make group responsibilities clear.
• Offer oral reading of the worksheet, short instructions broken into sections, larger print, uncluttered spacing and a scribe or speech-to-text option for dyslexic learners.
• Support oral language with sentence starters and rehearsal time. Extend confident students by calculating the total mass of a group of objects and comparing it with their combined prediction.