Lesson Plan

Day: M T W T F Date: 27/02/2018 Time: 12:30 – 1:30 Year: 1.2

Lesson number 1 of 1 (if the lesson is one in a sequence of lessons)

Learning Area: Mathematics

Topic: Informal Measurement

Australian Curriculum Content Description: (see ACARA or SCASA) (Year 3)

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

These students are entering year one from pre-primary and will have experience counting and writing their numbers from 1
to at least 20, so should be able to count the uniform informal units. Students will have some understanding of
measurement through their previous experiences in pre-primary, involving comparisons of weight using language such as
heavier, lighter and the same.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to extend the students’ knowledge of measurement from being able to compare objects
visually, to being able to measure these objects using informal units to compare the weight of two objects and ascertain if
their estimate was correct. This will provide a foundation for the students to move into using formal units of measurement
such as a scale.

Learning objectives: (What will students know and be able
to do at the completion of the lesson – specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
• Estimate if an object is lighter, heavier or the same
(balanced) as another.
• Accurately weigh and compare two objects using a scale.
Assessment: (For each learning objective, state how you
will assess the degree to which the objective has been
achieved. What will be the evidence of the learning?
Consider formative and, if appropriate, summative
assessment strategies)
• Anecdotal notes and observation during the whole-
class discussion and activity.
• Observation of group work and participation.
• Assessment of worksheets after the lesson.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

Area at the front of the classroom for whole class discussion.

Smartboard & Computer

Heavyweight champion video (Sesame Street) – retrieved from https://youtu.be/UK6DOkdmP_Y

Random Objects to weigh (Books, Balls, Blackboard duster, chalk, blocks, duplo etc.)

Scales

Is it Heavier or Lighter A3 Worksheet

Heavy and Light sort - retrieved from https://www.teacherspayteachers.com/Product/Measurement-Weight-2975548

5 coat hanger scales – idea from https://www.teacherspayteachers.com/Product/Measurement-using-a-balance-to-

compare-weights-1806231

Blank scale worksheet – retrieved from https://www.teacherspayteachers.com/Product/Measurement-Weight-Balance-

Scales-recording-sheets-FREEBIE-1055294

Extension - Oh Boy! Oh Girl! Worksheet – retrieved from https://www.teacherspayteachers.com/Product/Oh-boy-Oh-girl-

Lets-compare-weight-692975

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
There are a group of students that require more teacher assistance, these students will be monitored during the lesson and
a greater focus will be placed on helping them during the group activity (EA will be utilised for the SAER table if possible).
The activity is designed as a group activity, this will assist the students who do not feel confident with odd and even numbers
yet.

There will be an extension sheet for any students who finish early.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

20 mins Ask students to join me at the front of the classroom on the floor.
Utilise the “give me 5” behaviour management tool.
Ensure that all students are seated comfortably and that their attention is on me. (1,2… “all eyes on you”)
Show sesame street heavyweight video (get students to guess which is heavier each time)
Display A3 Is it heavier or lighter worksheet
Get the students to guess which they think will be lighter, heavier or the same (Balanced), (Hands up – explain
they can only choose either heavier, lighter or the same).
Tally results on the board
Weigh the objects on the scale Tick which was correct
Show the coat hanger balance
Model how it works the same as a scale by weighing the duster and the chalk in it.

Sequence of learning experiences: (What learning experiences will help the students achieve the learning
objectives? What instructional strategies will be used?)
30 mins
Explain that the students will be returning back to their desks and working in groups to weigh the items on the
worksheet using the coat hanger balance.
Explain that I want them to estimate which will be lighter and heavier first
Then weigh the items and circle the object that is heavier
They can then continue this with other items on the blank sheet (draw their items on the heavier and lighter
sides after weighing.
 Work directly with the SAER group to assist with the activities.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
10 mins
End the lesson by bringing the students back to the mat and discussing their results.
Were their estimates correct?
Why did some things that were bigger, weigh less than other things that were smaller?

Extension:
Oh Boy! Oh Girl! Worksheet