Teachers Notes

Mathematics Year 3
60 How Heavy am I? Mass, kilograms, kg, grams, g, weigh, weight, weighing scales, measure, compare, heavy, heavier, light, lighter. Able to: 1. read scales to the nearest division; 2. measure and record masses of objects using the standard units: kilograms and grams. Reading scales on weighing scales to the nearest division. Knowing that mass is the amount of matter in an object. Recording measurements in g and kg. Knowing how to use weighing scales to measure masses in kg and g. i.e. where measuring should start from the 0 marking of the scales. 5. Using the abbreviations: kg for kilogram; and g for gram. The lesson illustrates the correct ways in weighing objects and reading their masses from the scales. (a) Screen 1 shows Ita and Nora buying vegetables and fish in a night market. The items they buy are measured to the nearest kg. It is emphasised that reading scales should always start from the 0 mark of the weighing scales. (b) Screen 2 consists of 3 tabs: In Tab 1, pupils weigh objects (in kg) on an equal-arm balance. In Tab 2, pupils are required to round up masses to the nearest kg. In Tab 3, pupils read masses (to the nearest kg) on weighing scales. (c) In Screen 3, Fendi prepares a type of glue by mixing 2 kinds of powder. He needs to weigh the powder in grams. (d) Screen 4 has 3 tabs. In Tabs 1 and 2, pupils determine masses of objects in grams. In Tab 3, pupils weigh objects in kg. (e) In Screen 5 (Follow-up), given a set of objects and a set of weights, pupils match each object with the correct mass. 1. 2. 3. 4. Time : 30 minutes

Lesson Number: Title: Terminology: Learning Outcomes:

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Teachers Notes

Mathematics Year 3

Suggested Strategies/ Activities: (1) The teacher should provide many activities where pupils measure masses of objects such as a book, a fruit or an empty box using weighing scales and recording them in kg and g. When pupils carry out the weighing activities, the teacher emphasise that measuring should always start from the 0 mark of the weighing scales. (2) Constructivism: a. The teacher uses a counting stick with 10 sections. (The stick should not be numbered.) Explain to the pupils that it represents a scale for the range from 0g to 1000 g.

b. Ask the question: How many grams does each division represent? Then lead the pupils to understand that each division represents 100g.

c. Ask each pupil to make a drawing of the stick on his exercise book. Then label the markings: 0g, 100g, 200g, 300g, , 900g, 1000g.

d. Make a marking between every two divisions. Discuss with the pupils what it represents. Then ask the pupils to make the markings and labels on their drawings.