Lesson Plan : Estimating the Weight of Objects
Teacher Name: | Natalie Argumaniz |
Grade: | Grade 2 |
Subject: | Math |
Topic: | Estimating weight |
Content: | Key vocabulary: Grams, Kilograms, Scale, Estimation |
Goals: | I can estimate the weight of various objects in grams. |
Objectives: | |
Materials: | Photocopies of grams (g) and kilograms (kg) worksheet and choose the nearest weight worksheet. For early finishers: balancing worksheet. Book, coffee mug, kilogram of sugar, Twix bar, butterfly clip, pencil sharpener, mobile phone, toy, scales, plastic weights and metal weights (1g, 5g, 10g, all the way to 1kg), pencils, paper, interactive whiteboard and website: http://www.teachingmeasures.co.uk/ |
Introduction: | a. How can we measure weight? Listen for: Grams (g) or kilograms (kg) b. Students write their "I can" statment and make a chart in their maths book. c. Go over proper procedure for using a scale. Ask: What does it mean when one side is lower than the other? How do we know when it is balanced? What does "balanced" mean? Where do we place the objects and weights when using the scale? |
Development: | Place a scale on each of the tables along with a set of metal weights on each table. Place a book, coffee mug, kilogram of sugar, Twix bar, butterfly clip, pencil sharpener, mobile phone, and a toy on each table. *Think-Write-Pair-Compare* Think: Have students hold one of the objects placed on the desk in one hand and a metal weight in the other hand. By doing so they will be able to determine if the metal weight is greater than or less than the object they are holding. They will then select another metal weight and continue the process until they find a metal weight that is about the same weight at their object. Write: The students will then write their estimation down on a piece of paper and continue the whole process for each item on the table. Pair: After they are done estimating the weight of all the objects the students will pair up at their tables and discuss their findings. The whole table decides on an answer to share with the class and a person is elected to share. Compare: The tables then compare answers. |
Practice: | After the class takes turns estimating the weight of each object, they will use the plastic weights to find the exact weight of each object. |
Accommodations: | For the students who need it, give them the modified worksheets (less questions, slightly easier problems, etc. depending on the learners) and provide support during the independent practice. |
Checking For Understanding: | Assessment: Worksheets - grams (g) and kilograms (kg) / choose the nearest weight. Ask the following questions: a. Which object weighed the most? What does that mean "the most"? What do the numbers look like? (Bigger than the others). Remember: The bigger the number, the more it weighs. b. Which object weighed the least? c. What would you do if you didn't have a scale? How would you manage? (Estimation) d. How can we estimate if we don't know what a gram feels like? Have the students pick up the different metal weights to see what the different amounts weigh. e. When do you use estimation in weighing? Knowing how many grams of groceries you can carry home (links to next day's worksheet) or knowing how much weight can fit in your car. |
Closure: | Review proper procedure for using a scale. Ask what estimation, more than and less than means. |
Evaluation: | |
Teacher Reflections: |
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