Lesson Plan
Lesson Organisation
Year: 3 Time: 55 minutes Date:
Key Learning Area:
Maths
Concept:
Students explore the concept of
Mass in everyday environments.
They use hefting to compare
objects and sort them accordingly
into less than, more than, or
about the same as a kilogram.
Skills:
Problem Solving, Sorting,
Measuring, Comparing and
Reasoning.
Metalanguage:
More than, Less than, Kilogram,
Equal to, Weigh, Weight, Measure,
Hefting, Estimate.
Key questions:
What is a kilogram?
How can we describe
weight?
Which is (heavier/lighter)?
22-10-2016
Students Prior Knowledge:
MA1-12MG Measures, records,
compares and estimates the
masses of objects using uniform
informal units
Differentiation:
Tiers: The activities in this lesson
cater to the various learning styles,
which students may have.
Kinaesthetic learners are catered
to by actively constructing what
they believe to be a kg, as well as
this the experiences offered
throughout the lesson involve a
range of manipulatives for children
to work with and engage in a
hands-on manner.
Linguistic learners are catered to
when justifying their ideas in terms
of weight using the appropriate
language needed. Logical and
mathematical learners are catered
to during the 3rd experience
whereby they draw on their
knowledge of a kg to work towards
creating 2.5kg using 25 items.
Inter personal and
Intrapersonal learners are both
catered to through opportunities to
work both independently and as a

Teacher
preparation/Organisation:
- Range of everyday classroom
object e.g. Sticky tape dispenser,
books, pencil cases and resources
i.e. paperclips, unifix cubes.
- Small Set of Scales (min. 4)
- 3x Hula Hoops
- 1kg Weight (3-4)
- Marker
- Butchers Paper
Syllabus Outcomes:
MA2-12MG Measures, records, compares and estimates the masses of
objects using kilograms and grams
Measure, order and compare objects using familiar metric units of
mass (ACMMG061)
o recognise that objects with a mass of one kilogram can be a
group.
Tier 3: creating, evaluating
Q. Describe how a 1kg Mass
can be created in a number of
ways?
The lesson seeks to show children
how the problems presented can be
solved in a number of ways by
using a number of resources to
arrive at the same answer
Tier 2: analysing, applying
Q. How can we compare
Mass in everyday
environments?
The students draw on their
knowledge of a kilogram to draw
comparisons between objects in
their environment identifying them
as more than or less than a
kilogram.
Tier 1: understanding,
remembering
Q. What is Mass?
Students develop an understanding
about Mass and begin to use formal
metric units when measuring.
 variety of shapes and sizes (Reasoning)

o use hefting to identify objects that have a mass of 'more than',

'less than' and 'about the same as' one kilogram

MA2-1WM Uses appropriate terminology to describe, and symbols to

represent mathematical ideas.

Assessment:
Can students successfully sort everyday objects according to
weight (more than, less than, or about the same as a kilogram)?
- Assessment FOR learning for students will be taken by observing the
students participation as the lesson takes place, by focusing on their
decision making when hefting objects as well as their ability to justify
their choices during the lesson using the appropriate language.
- Assessment AS learning can be carried out by children as they ask
questions about the objects which they are sorting in order to justify
their decisions.
- As well as this assessment OF learning will be taken post lesson by
reviewing student work and considering the way in which they used
their 25 objects (successfully or not)
Lesson Evaluation:
Was the lesson appropriately pitched for the year level?
Were the expectations clear? Or were clarifications needed?
Was the lesson purpose clearly identified?
Did the lesson cater to the various learning styles and level of students?
Were resources well prepared?
Was adequate time given to each component of the lesson?
Were students engaged and on task?
Was the formal unit kg explained successfully to students?
Lesson Plan
Time: Lesson Sequence Resourc
Introduction (tuning in) es:
Show the class 2 objects and question Which weighs 2
Classroom
10mi more by observing the objects students make
Objects
ns predictions about the shape and size of the objects e.g.

and how this impacts the weight. Scissors

and a
Stapler.
Explain to students that upon looking at the objects
one might appear heavier even though its not so
therefore hefting can be useful. Define Hefting as
'Hefting' is testing the weight of an object by lifting
and balancing it. Where possible, students can
compare the weights of two objects by using their
bodies to balance each object, eg holding one object in
each hand.

New South Wales Board of Studies. (2012).

Mathematics K-10 Syllabus. Retrieved from
https://syllabus.bostes.nsw.edu.au/mathematics/
mathematics-k10/content/1128/
5min
s Body
Experience 1
Using their new knowledge of hefting children
Classroom
experiment with a range of objects around the room Objects

sharing with others, which they think weighs more. As

they do this encourage students to think about the
language they might use to describe the weight of
different objects. Butchers
Paper
Brainstorm as a class the language used by students
Marker
to describe the mass whilst hefting.

5min
s

Experience 2
Have children work in small groups try to create what Classroom
Objects
they think 1kg feels like using the resources provided
e.g. unfix cubes, paperclips.
Once all students have briefly shared their
1kg
understanding of 1kg, show them a 1kg weight to pass
Weight
15mi around and observe.
n
Experience 3
Students compare their knowledge of the 1kg weight 1Kg

with a range of objects around the room. Weights

(min.4)
Using a Venn diagram (created with hoops) at the
3x Hula
centre of the classroom, students will work towards Hoops

sorting objects into heavier, less or about the same as Classroom

Objects
15mi 1kg. Students may work independently or with others
n around them to form decisions about different objects.

Experience 4
A number of resources such as marbles will be
available at the front of the class for children to
5min engage with. The aim of this experience is to gather
s 25 objects with a total mass of 2.5kg or closest to this. Classroom
Objects
Closure Small Set
In small groups students reflect on their process of of Scales

gathering objects and share the weight of their

collection. These groups may select what they
consider to be the best collection who may then share
with the whole class.
Lesson Plan
Lesson Organisation

Year: 3 Time: 55 minutes Date: 23-10-2016

Key Learning Area: Students Prior Knowledge:
Maths MA1-12MG Measures, records,
compares and estimates the
masses of objects using uniform
Concept: informal units
Students review their knowledge
Students have also began
on hefting objects. They develop comparing objects according to
their ability to compare and order their weight, classifying them as
less than, more than or about the
objects according to weight and
same one kilogram.
identify a range of ways which Differentiation:
portions of a weight can be Tiers: The activities in this lesson
created. cater to the various learning styles,
which students may have.
Skills: Kinaesthetic learners are catered
Working Mathematically, Problem to as the students navigate their
Solving, Ordering, Measuring and way through the space to sort
Comparing. themselves according to weight, as
well as the range of hands on
Metalanguage: resources required to complete the
Heavier, Lighter, Kilogram, Equal bodyweight experience. Spatial
to, Weigh, Weight, Measure, learners needs are met through
Scales. the visual problem presented which
stimulates their thinking in a more
Key questions: suitable way to their thinking.
How can we describe objects Linguistic learners are catered to
according to weight? throughout the introductory activity
What is hefting?
whereby students use their
How can weight be
understanding of language to
measured?

Teacher
preparation/Organisation:
- Large Set of Scales
- Everyday Classroom Objects e.g.
unifix cubes
- Paper
- IWB (picture problem)
- Small set of scales (min.4)
describe objects to their friends
during a game of I spy. Logical
and mathematical learners are
catered to during the bodyweight
experience where students work to
create different fractions of the
bodyweight provided. Inter
personal and Intrapersonal
learners are both catered to
through opportunities to work both
independently and as a group.
Tier 3: creating, evaluating
Q. Describe how portions (i.e)
of a weight can be created
using a number of resources?
Using the bodyweight provided as a
starting point students estimate
and create portions of this using a
range of resources from around the
room.
Tier 2: analysing, applying
Q. How do we measure objects?
The students draw on their
knowledge of hefting and discuss
other familiar ways of measuring
objects, considering when one may
need to measure e.g. cooking
(scales)
Tier 1: understanding,
remembering
Q. How can one describe
objects in terms of Mass?
 Students review their
understanding of the weight of
items, using their language to
describe objects as heavier as or
lighter than.

Syllabus Outcomes:
MA2-12MG Measures, records, compares and estimates the masses of
objects using kilograms and grams
Measure, order and compare objects using familiar metric units of
mass (ACMMG061)

o compare and order two or more objects by mass

measured to the nearest kilogram

MA2-3WM Checks the accuracy of a statement and explains the

reasoning used.

Assessment:
Can students arrange objects in ascending order to the nearest
kilogram?
- Assessment FOR learning for students will be taken by observing the
students participation in the lesson experiences, looking at how
successfully they arrange themselves in order of weight and their
understanding of how to measure items using scales.
- Assessment AS learning can be carried out by children as they work
together to sort themselves according to weight.
- As well as this assessment OF learning will be taken by looking at the
ways in which students have created portions of the bodyweight
provided.
Lesson Evaluation:
Was the lesson appropriately pitched for the year level?
Were the expectations clear? Or were clarifications needed?
Was the lesson purpose clearly identified?
Was adequate time given to each component of the lesson?
Were components of the lesson explained successfully?
Could students successfully order objects according to their size?
Were students able to describe items using appropriate language?

Lesson Plan
Time: Lesson Sequence Resources:
Introduction (tuning in)
I Spy game
5min A range of classroom objects including a stapler, Classroom Objects

s sticky tape, pencil case, ruler and a book (or

otherwise chosen by the class) will be placed on a
table at the front of the room. Working in pairs
children will play the game I-spy whereby they take
turns to describe an object using appropriate mass
related language in order for their partner to guess
the object they are referring too.
e.g. Stapler- This object is lighter than the pencil
case but heavier than the ruler
3-4 children will have the chance to explain an
item to the whole class.

Body
Experience 1- Discussion
10mi Think- Pair- Share: Children discuss their
ns understanding of hefting What it is? How it can be
used?.
As a class children brainstorm other ways of
measuring weight and when it may be used e.g.
Kitchen scales when cooking.
IWB Mass Picture
Puzzle (as below)
Experience 2 Mass Puzzle
10mi Children are shown the image below, whereby they
ns work in small groups to try and calculate the
weight of the animals in total (image 4) by working
out the
individual weights
from images 1-3.
Large Scales
 Paper
Pencils

10mi
ns Experience 3- Body Weight Sort
Using the Scales provided students measure their
body
weight and write this on a small slip of paper.
(alternatively children may write a different weight
if more comfortable so long as it is realistic i.e. Not
>10kg)
Once all students have recorded a weight on their
slip of paper they will stand in a line holding the
paper facing outwards (number displayed) Classroom Objects
Small Sets of Scales
Working as a class students silently arrange
Large Scales
themselves in ascending order across the room,
15mi they do this by viewing others body weights and
ns determining where they fit in.

Experience 4-
Using a range of resources from around the room
e.g. Marbles, pencils, unifix cubes, paddle pop
sticks etc. Children first estimate how many would
be needed to create a portion of their bodyweight
Paper
before using the small scales provided to calculate
how many items make up of their weight for
example.
5min They may experiment with a range of resources
s and portion sizes.

Closure
Students record their findings from experience 4
on a slip of paper e.g. I found that 25 marbles was
equal to of my bodyweight. They then attach
this to a whole class display. With time children can
share their findings with a small group.
Lesson Plan
Lesson Organisation
Year: 3 Time: 55 minutes Date: 24-10-2016
Key Learning Area:
Maths
Concept:
Students review their knowledge
on both hefting objects and
ordering objects according to their
weight. Students also investigate
strategies to estimate mass.
Skills:
Problem Solving, Measuring and
Comparing, Communication.
Metalanguage:
Heavier, Lighter, Kilogram,
Estimate, Equal to, Weigh, Weight, Students have addressed these
Measure, Scales, Hefting.
Key questions:
Why do we estimate
masses?
What are three strategies
that allow us to estimate
mass?
Which is heavier / lighter
(using estimation)?
Students Prior Knowledge:
MA2-12MG Measures, records,
compares and estimates the
masses of objects using kilograms
and grams
Measure, order and compare
objects using familiar metric
units of mass (ACMMG061)
Compare and order two or more
objects by mass measured to the
nearest kilogram
Recognise that objects with a
mass of one kilogram can be a
variety of shapes and sizes
(Reasoning)
Use hefting to identify objects
that have a mass of 'more than',
'less than' and 'about the same
as' one kilogram
syllabus outcomes in the previous
two lessons.
Differentiation:
Tiers: The activities in this lesson
cater to the various learning styles,
which students may have.
Kinaesthetic learners are catered
to as the students navigate their
way through the classroom to find
objects that they are to estimate
the weight of. Also the use of hands-
on resources are catered for
kinaesthetic learners. Spatial
 learners needs are met through the
Teacher visual components of the lesson
preparation/Organisation: whereby the students are required
A golf ball to record their work in a tabular
A balloon form.
Three foam balls
Soccer ball Linguistic learners are catered to
A ball of play dough throughout the introductory activity
Five 1kg bricks whereby students use their
Objects from around the
communication skills to articulate
classroom
Lego why they agree or disagree with the
Students drink bottles statements produced by the
Spare glasses of water teacher. Logical and
mathematical learners are catered
to during the small group
experiences where they are
required to estimate the mass of
different objects. Inter personal
and Intrapersonal learners are
both catered to through
opportunities to work both
independently and as a group.

Tier 3: creating, evaluating

Q. Describe which methods
would be most accurate when
estimating the mass of an
object and then discuss real life
experiences where estimation
is important?
The students use their knowledge to
apply what they know to real-life
situations.
Tier 2: analysing, applying
 Q. How could one estimate the
mass of an object?
The students draw on their
knowledge of estimation of length
and time and apply it to the
estimation of mass.
Tier 1: understanding,
remembering
Q. How can one measure the
mass of an object?
Students review their understanding
of the weight of items, specifically
looking at forms of measurement.
Syllabus Outcomes:
MA2-12MG Measures, records, compares and estimates the masses of
objects using kilograms and grams
Measure, order and compare objects using familiar metric units of
mass (ACMMG061)

o Discuss strategies used to estimate mass, eg by referring

to a known mass (Communicating, Problem Solving)

MA2-1WM Uses appropriate terminology to describe, and symbols to

represent mathematical ideas.

Assessment:
Can students estimate the mass of objects in a realistic
manner?
- Assessment FOR learning for students will be taken by observing the
students participation in the lesson experiences, looking at how
successfully the students are estimating the mass of objects. For
example, students are picking up a pencil and estimating that it weighs
1 gram instead of 1 kilogram.
- Assessment AS learning can be carried out by children as they work
together to estimate the weight of objects around the room.
- As well as this assessment OF learning will be taken by looking at the
childrens table which outlines the object being measured, the estimated
weight and the actual weight.

Lesson Evaluation:
Was the lesson appropriately pitched for the year level?
Were the expectations clear? Or were clarifications needed?
Was the lesson purpose clearly identified?
Was adequate time given to each component of the lesson?
Were components of the lesson explained successfully?
Could students explain why the ball of clay and snake of clay were the
same mass?
Could students understand about common misconceptions about mass
and how to avoid this thinking?
Were students able to successfully estimate objects using the methods
discussed?
Were students able to describe items using appropriate language?

Lesson Plan
Time: Lesson Sequence Resources:
Introduction (tuning in)
15 Addressing common misconceptions about mass.
mins To begin the lesson, a line of electrical tape will be Golf ball
Balloon
placed down the centre of the room. The children
Three foam balls
will be asked to stand on the line and the teacher Soccer ball

will make a number of statements. The children A ball of play dough

who agree with the statement will go to the left

side of the room, children who disagree will go to
the right side of the room and the children who are
unsure will stay on the line. After each statement,
the children are to return to the line in order to
receive the next statement.

The statements are:

The teacher holds a golf ball and a balloon in
the air. She then says the balloon is heavier
than the golf ball because it is larger
The teacher holds three foam balls and a
soccer ball in the air and says the three
foam balls are heavier than the soccer ball
because there are three instead of one
The teacher holds a ball of play dough in the
air. She then places it onto the table and rolls
it into the shape of a snake before saying
the snake is lighter than the ball that I was
holding before.

At the completion of this game, the teacher will

lead a discussion about each statement. The
purpose of this is to address the common
misconceptions about mass and encourage the
students to think about each statement and
 whether or not they agree with it.

5 Body
mins Experience 1- Discussion
Think- Pair- Share: Children discuss strategies that
they think could be used to estimate mass. The
children should think back to what they know 5 1kg bricks
Pen and paper
about estimating length and think of strategies
Classroom objects
10mi that they used when estimating length.
ns
Experience 2 estimating using a reference
Children are divided into groups of five and are
asked to estimate the mass of objects. Each group
will be given brick that is 1kg. They will use this
brick as a reference point when estimating the
mass of other objects. The children will be given
pen and paper to write down their estimations.
Their work should be laid out in tabular form
similar to the table below. After each group has
estimated the weight of six objects around the
classroom, they will use a set of kitchen scales to
measure the actual mass.

Object Estimated Actual mass

mass (g) (g)
Mortein fly 400g 258g
spray

Lego

10mi
ns
Experience 3-
The children will now look at the strategy of
estimation whereby the item being measured is
 broken down into chunks and then the
estimations for the chunks are added together.

In pairs, the children will be asked to make an

object using 20-30 pieces of Lego. The children are
Students drink
to record how many pieces of Lego they use. The bottles and some

pairs are then to estimate the mass of their shape spare glasses of
water
by breaking it down into a smaller part. For
10mi example, the students could break off one piece of
ns Lego, estimate its mass and then estimate the
mass of the entire object. After this, the children
will be able to weigh their objects to determine
how accurate their estimations were.

Closure
To conclude the lesson the students will each be
given either a glass of water or their drink bottles.
They are to estimate how heavy they think it is.
The children are then to hold the object for as long
as they can before it is too heavy. The children are
then to discuss whether the object got heavier and
why they think this happened.