Lesson Plan : Estimating weight
Teacher Name: | Ms. Argumaniz |
Grade: | Grade 3 |
Subject: | Math |
Topic: | Estimating weight |
Content: | Estimating weight of various objects in grams. Key vocabulary: Grams, Kilograms, Scale, Estimation |
Goals: | I can estimate the weight of various objects in grams. |
Objectives: | TEKS: 3.5a Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. (A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations. 3.11d Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. (D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass. 3.14a Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. (A) identify the mathematics in everyday situations. |
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. If some students need it, let them have access to a digital scale. |
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 is estimation?", "What does more than and less than mean?", "How do we measure weight?". |
Evaluation: | If students are able to answer the questions asked in the introduction, they are ready to move on to the development portion of the lesson. If they are struggling, provide a bit more support and guidance towards the answers you are looking for. During the estimation portion, move among the tables and observe which children are using the manipulatives to estimate properly and which ones need a bit more support and help in using the tools provided. |
Teacher Reflections: | The children responded well to the lesson, especially when they were able to use the manipulatives and discuss their answers with their peers. |
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