Weights Exploration

Learning Context

Year Level: Year 4
Class Size: 18 students
Duration: 50 minutes
Subject: Mathematics – Measurement (Weights / Mass)
Curriculum Alignment: New Zealand Curriculum Refresh — Mathematics and Statistics, Phase 2, Year 4 measurement strand, focusing on using appropriate metric units to estimate and measure mass (weight) .

Learning Objectives

By the end of this lesson, students will be able to:

Use appropriate metric units (grams and kilograms) to estimate and measure the mass of given objects.
Select and use appropriate tools (scales) for measuring weight.
Record and compare measurements using accurate vocabulary (heavier, lighter, equal mass).
Develop reasoning about weights through practical interaction and problem-solving.
Communicate findings clearly using mathematical and everyday language.

Explicitly aligned with:

Learning Area: Mathematics and Statistics
Strand: Measurement
Progress Outcome: Students estimate and measure mass using kilograms and grams, interpreting and recording their results accurately as per Year 4 requirements in Te Mātaiaho and NZ Curriculum Phase 2 .

Key Competencies Addressed

Thinking: Reasoning about appropriate units and interpreting measurements.
Using Language, Symbols, and Text: Using correct vocabulary and recording measurement data.
Managing Self: Planning how to measure and recording results carefully.
Relating to Others: Working collaboratively during activities.
Participating and Contributing: Sharing ideas and findings with the class.

Lesson Structure

Time	Activity	Description	Resources
0–10 mins	Introduction and Context Setting

Briefly discuss what weight/mass means and why it matters in everyday life (e.g., weighing fruits at the supermarket).
Activate prior knowledge by asking students if they know objects that weigh about a kilogram or a gram.
Introduce vocabulary: gram, kilogram, heavier, lighter, equal.
Show scales and how to use them safely.| Whiteboard, images of common items with weights, real scales | | 10–30 mins | Activity 1 (Differentiated): Hands-On Weighing - Foundational Levels
In pairs, students use simple kitchen or classroom scales to measure various provided classroom objects (e.g., pencils, books, water bottles).
Complete a simple recording chart showing estimated weight and actual measured weight.
Focus on learning to estimate, measure using grams and kilograms, and compare.
Teacher circulates to scaffold estimations and correct use of scales. | Kitchen/classroom scales, objects to weigh, worksheets with tables for estimation and measurement | | 10–30 mins | Activity 2 (Differentiated): Weight Problem Solving - Extension Group
Students who have prior experience measuring work on word problems involving comparing weights and adding weights.
Example problems: "If a book weighs 1.2 kg and a tablet weighs 800 g, which is heavier? How much heavier is it?"
Use scales to check answers, and record in both kilograms and grams (connecting to decimals as per curriculum).
Encourage use of diagrams, jottings, and explanations of reasoning. | Scales, problem-solving cards, recording sheets, number lines for decimals | | 30–40 mins | Class Discussion and Sharing
Invite students to share interesting findings.
Discuss estimation vs. actual measurement.
Use mathematical vocabulary to describe results and comparisons.
Highlight the use of kilograms and grams and relate to real-world contexts (e.g., shopping, cooking). | Interactive board or chart, student worksheets | | 40–50 mins | Reflection and Formative Assessment
Complete an exit slip: students write or draw one thing they learned about weights, one unit they used, and a question they still have.
Quick quiz or game: "Heavier or lighter?" quick-fire comparisons based on objects seen/measured.
Teacher observes and notes understanding for next steps. | Exit slips, quiz prompts, whiteboard |

Differentiation

Activity 1 targets students developing foundational skills in measuring mass and learning units and vocabulary.
Activity 2 provides challenge for students ready to apply their understanding to problem-solving with decimals and comparisons, aligning with Year 4 expectations to add/subtract decimals (tenths) in measurement situations .
Teacher circulates to support students requiring more scaffolding and to extend those ready for complex reasoning.

Teaching and Learning Considerations

Use clear explanations and demonstrations modelling the correct use of scales.
Encourage mathematical talk by prompting students to use domain-specific vocabulary (grams, kilograms, heavier, lighter).
Support students to record measurements neatly and to use number lines or charts to visualize weight comparisons.
Reflect NZ Curriculum guidance on connecting measurement with number concepts and estimation strategies as an ongoing learning process.
Embed cross-cultural language support, encouraging students to use their heritage language terms alongside English for mathematical vocabulary, enriching understanding.

Assessment for Learning

Observations during paired activities: correct use of scales, ability to estimate, and compare weights.
Student worksheets: accuracy in recording estimates and measured weights.
Exit slips: understanding of vocabulary and concepts.
Class quiz/game: quick formative check on weight comparison and vocabulary use.
Use evidence gathered to plan next steps (e.g., focus on decimals in measurement or practical estimation skills).

Resources Required

Variety of classroom objects of different known weights.
Kitchen or classroom digital scales (preferably grams/kilograms).
Recording sheets for estimation and measurement.
Word problem cards for extension activity.
Whiteboard and markers.
Number lines for decimals.
Exit slips and quiz materials.

Summary

This lesson plan embraces the New Zealand Curriculum Refresh's emphasis on measurement using appropriate units, incorporating estimation, measurement, and comparison of weight in meaningful, hands-on contexts. Differentiated activities ensure access and challenge in line with Year 4 expectations and encourage students to communicate their mathematical reasoning confidently. The approach aligns with teaching principles from Te Mātaiaho to foster interaction, reasoning, and the use of precise mathematical language, preparing students for increasingly complex measurement and number contexts .

If you would like, I can also generate printable student worksheets or teacher prompt cards tailored to this plan. Would you like help with that?

Teaching Instructions