FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/5-8 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Mathematics - Measurement

AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof

5-1 ACMM PS Order balloons from Observation Introduction: Why do we Who Sunk the Boat?
G061 R heaviest to lightest checklist: Start with the class on the mat measure objects? Pamela Allen
using hefting Read the first two pages of the book
1. Working Who Sank the Boat? by Pamela Allen How will you Whiteboard
Display well with a Ask the class - who do you think sunk compare the Whiteboard markers
collaborative partner the boat? balloons?
working skills with Why? Why do you think the boat will Different coloured
partner work 2. Order sink? What are you balloons filled with
objects from Make note of the language that the looking for when sand and air to
heaviest to students use to explain their findings you are measuring represent the different
lightest Eg: light, lighter etc the balloons? animals (1 set per pair)
Discuss the attribute we are measuring
3. Estimate the mass and discuss the different terms of Is hefting an Worksheet
order of the explaining it ie: mass and weight create accurate way of
objects a definition for our word wall measuring weight? Collaborate working
Explain the language used to describe groups: placemats
4. Contributing weight in comparison to other objects as Could we tell just
to classroom it will be useful in our investigation by looking at the Trays to store each
discussions today write on the board balloons which groups balloons
Add the words to our word wall one is heavier?
5. Using
Pose the question of who do you think
mathematical sunk the boat? Record class results on
language ie:
the whiteboard in a table under the
lighter etc..
heading estimate
 Lesson Steps:
Observation Class return to their seats to record
checklist key: their estimate on the worksheet
Introduce the materials and allow time
Developing for the class to play with them to
Understanding become familiar with them
Note: The animals are different
coloured balloons each filled with sand
Demonstrates and air to represent the different
Understanding animals in the story
Note: The balloons should be all
Needs different sizes so there assumption that
development the largest is the heaviest will be
disproven
Set the challenge: Lets find out who
sunk the boat?
How can we do that?
- Brainstorm with the class
- Ask the students to stand and
demonstrate to the class
- Explain the action they are
demonstrating is called hefting and
it is what we can use to estimate
mass comparisons between objects
- Add hefting to the word wall
With their face partner - using hefting
lets figure out which animal is the
heaviest by comparing it to the other
animals and determine the weight of
the animal balloons in order from the
heaviest to the lightest
Model how to conduct the experiment
using think-a-loud statements
ie: I am going to compare the pig and
the sheep to see which one is lighter
Let class continue to experiment
(Problem Solving: how to compare the
weight of more than 2 objects)
Teacher to float between the groups to
assist and probe for understanding
 Once they are satisfied with their results
record them on their worksheet

Conclusion:
Class return to the mat
TTYPA discuss results (Reasoning: To
communicate data)
Did the results differ from what was
originally predicted and why?
Record the collaborated results on the
whiteboard next to the estimations in a
grid/table format
Take home message: Just because
things are bigger it doesnt nessicarily
mean that they weigh more

Homework: Find 3 objects in your house that

look big but are light and 3 small objects that are
very heavy

Learner Diversity: Pair students that can assist

each other; sensitivity to; textures can use
gloves, noises; work on the mat/reading corner;
can use numbers/words or symbols to record
findings, both verbal and written instructions.
Teacher to assist students that are struggling
with the concept.

Extension: When is hefting appropriate and not

appropriate to measure weight? Include real life
examples.
5-2 ACMM R Compare and rank Observation Introduction: What conclusions Who Sunk the Boat?
G061 balloons from checklist Class starting lesson in their assigned did we draw from Pamela Allen
heaviest to lightest continued seats yesterdays
using a rocker scale Review our findings from the day earlier experiment on Whiteboard
6. Can rank the consult the table for refresher on who who sunk the Whiteboard markers
Measure the weight balloons using we predicted sunk the boat? boat?
of the balloons with a rocker scale Ask the class if they still think that their Different coloured
a non-standard unit initial estimations were correct about Why do we balloons filled with
of measurement 7. who sunk the boat? Enforce from measure objects? sand and air to
using rocker scales Demonstrates yesterday the take home message: Just represent the different
knowledge on because something is bigger it doesnt What would be a animals (1 set per pair)
Work how to use the mean that it is heavier. more accurate
collaboratively in rocker scale Yesterday we used hefting to measure way of Worksheet
pairs to complete the animals today we are going to use determining the
activity 8. Can something a little more accurate; rocker weight of Trays to store each
represent the scales something? groups balloons
animals using a Why use scales? What will the scales
non-standard show us that hefting will not? Can we Did your Rocker scales
unit of predict what the results will be? estimations
measurement (Reasoning: Predicting results based on change? Why? Range of non-standard
experimentation) units for the students
9. Chose an Which animal do to choose from
appropriate Lesson Steps: you think will
non-standard Students in partners need the most
unit of Model how to use the rocker scales by amount of blocks?
measurement measuring the first animal all together
using think-a-loud statements to Why is it
Observation communicate thought process important to be
checklist key: Use a set of rocker scales to confirm the more specific
order of animals from heaviest to when comparing
Developing lightest by comparatively weighing the objects?
Understanding balloons and ranking their order
Record results on worksheet

Demonstrates Now we have confirmed the order using
rocker scales we can make it even more
Understanding
accurate by measuring it with
something. Ie: model using a non-
Needs
standard unit of measurement the
development
weight of one animal
 Confirm the findings by measuring the
balloons with a non-standard unit of
measurement ie: wooden blocks
(make note of the non-standard units
some students choose, to assess their
thinking/reasoning) (Reasoning:
Ranking by comparing)
Record on worksheet how many non-
standard units each animals weigh
Collaborate results as a class on the
whiteboard table (numbered 1-10)
This allows us to be more specific when
we are ranking and comparing animals.
ie: The mouse weighs 3 blocks and the
sheep weighs 12 blocks so the mouse is
model the sum on the board (Fluency
using numbers to communicate
weight)
Interpret their results by answering
comparative questions on their
worksheet.

Conclusion:
Were there any discrepancies in the
data?
Ask the big 3 questions:
- Which is the heaviest?
- How heavy is it?
- How much heavier is it than the ?
Take Home Message: It is easier to
compare weights of objects if we can be
more specific

Homework: Take pictures/draw 4 things whose

weight is 1kg ie: 16 potatoes, 4 shoes etc

Learner Diversity:
Allocated tasks per person in the group;
sensitivity to; textures can use gloves, noises;
work on the mat/reading corner; can use
 numbers/words or symbols to record findings,
both verbal and written instructions. Teacher to
work closely with the groups that are struggling
with the concepts.

Extension Question:
If the boat can hold 20 blocks, how many
combinations of animals could be on the boat
without it sinking?

5-3 ACMM U Order balloons from Observation Introduction: Why do we Who Sunk the Boat?
G061 F heaviest to lightest Grid: Discuss results from yesterday and if measure objects? Pamela Allen
based on their any of our findings have changed since
weight using scales Identify we measured using blocks we Why do we all Whiteboard
Students who: discovered that it was easy to compare have the same unit Whiteboard markers
Use the correct something if we could be more specific of measurement in
terminology when -need about their weights and have something Australia? Different coloured
referring to the development in to compare it to. balloons filled with
weight of the estimating What happens if we say that the donkey What is another sand and air to
balloons. weighed 12 blocks and we mean this way that we could represent the different
-need more block (show a small block) and the measure the animals (1 set per pair)
Correctly record the practise using person we are talking to thinks that we animals?
weight using rocking scales mean this block (show a large block)? Worksheet
decimal points. Is that being accurate? What is another Why did the boat
-need more way we could be accurate? What is a sink? Collaborate working
practise using standard of measurement we use in groups: placemats
scales Australia?
Revisit the use of measurement that we Trays to store each
-need practise use in Australia- metric system groups balloons
using the Discuss the units of measurement with
terminology to real life examples ie: weighing your dog Scales
describe for the vet so you know how much
weight medicine to give him, mum buying ham Scale display enlarged
from the deli man etc for the board display
-have a clear Discuss how we communicate those
understanding measurements: symbols, names and Tub for water
of weight definitions of grams, kilograms and
Polystyrene tray
 tonnes explained and added to word
wall about measurement.
Now we are going to measure our
animal using scales that will tell us their
weight in a standard form of
measurement

Lesson Steps: In assigned seats

Present the scales to the class, discuss
how most scales are different and that
you will usually have to spend some
time understanding how to use them
Model how to use the particular set of
scales, blow up the number display from
the scales and practise reading the
weights as a class.
Model how to use the scales by
measuring the first animal together
Revisit decimal factions and how to
correctly record them
Class return to their seat to measure the
animals using scales (Fluency
Applying the metric system when
comparing objects)
(Understanding: The balloons each
represent a weight that can be
communicated universally)
Record results on worksheet
Bring the class back down to the mat to
reveal their findings eg: Group 1 who do
you think sunk the boat? Etc
Once each of the groups have had a
chance to guess - tally up the results

Conclusion:
Finish to read the book Who Sank the
Boat? by Pamela Allen encourage
students to repeat the line do you
know who sunk the boat?
To find out who sunk the boat
 Conduct the experiment using the
balloons (as the animals) and a
polystyrene tray (to represent the boat)
and a tub full of water, have 1 member
of each group to place a balloon on the
tray one at time
Discuss why the smallest animal sunk
the boat introducing the notion of
capacity. Discuss other instances where
you encounter capacity eg: when you fill
up your water bottle
Introduce yourselves with weight
activity: Each students stands up and
walks around the room introducing
themselves to another students and
telling them something they know about
weight/mass
Take Home Message: Using a standard
unit of measurement ensures that
everyone can understand the weight.

Homework: Make a list of 5 things in your

house whose weight you would describe using
grams and 5 things that you would describe
using kilograms

Learner Diversity:
Allocated tasks per person in the group;
sensitivity to; textures can use gloves, noises;
work on the mat/reading corner; can use
numbers/words or symbols to record findings,
both verbal and written instructions. Teacher to
work closely with the groups that are struggling
with the concepts.

Extension:
Find things in the classroom that are the same
weights but different shapes and record them in
your workbooks.