students how to record the algorithm with use of the division sign (exposure only). Repeat the activity and ask students to create groups of 2, 4 and 1. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG038 use balance Have a collection of Observe students as Fill a small jar with rice. Now find Equal arm balancing Compare scales to items, for example, a they participate in another container and fill it with scales masses of determine ruler, a glue stick, a the variation and water so it is the same mass as the A collection of items, objects using whether the shoe, a ball, an orange, extension activities jar with rice. Students should see for example: a pencil, a balance mass of bottle of water, bag of – Balancing Act. Ask that objects that have different size, stapler, a ruler, a shoe, scales. different rice, tennis ball, cricket students to journal shape and texture can have the same a ball, an orange, bottle objects is ball, a calculator, a their mass. of water, bag of rice, more, less or book. understandings tennis ball, cricket ball, the same. Pick up the ruler and about mass from a calculator, a book. Students the book. Which one do this activity. Unifix cubes will use you think is heavier? Note students’ Marbles informal How could we check to understanding of: uniform see which is heavier? Use of units to Listen to suggestions. comparative 2.4.7 measure the If students suggest language mass of hefting, demonstrate Ability to 3 common how this is done. Ask a estimate objects. student to place one visually and by item in each hand and hefting compare the two Using pan scales masses and predict to determine which object is heavier which is and which is lighter. heavier/ Ask the students: How lighter/same could we check to see if Understanding this guess is correct? of difference Use the balancing between size scales to show how it and mass. can be used to find which item is heavier. Pick up other items. Ask: Which is
students how to record the algorithm with use of the division sign (exposure only). Repeat the activity and ask students to create groups of 2, 4 and 1. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.7 3 ACMMG038 Compare masses of objects using balance scales. use balance scales to determine whether the mass of different objects is more, less or the same. Students will use informal uniform units to measure the mass of common objects. Have a collection of items, for example, a ruler, a glue stick, a shoe, a ball, an orange, bottle of water, bag of rice, tennis ball, cricket ball, a calculator, a book. Pick up the ruler and the book. Which one do you think is heavier? How could we check to see which is heavier? Listen to suggestions. If students suggest hefting, demonstrate how this is done. Ask a student to place one item in each hand and compare the two masses and predict which object is heavier and which is lighter. Ask the students: How could we check to see if this guess is correct? Use the balancing scales to show how it can be used to find which item is heavier. Pick up other items. Ask: Which is Observe students as they participate in the variation and extension activities – Balancing Act. Ask students to journal their understandings about mass from this activity. Note students’ understanding of: Use of comparative language Ability to estimate visually and by hefting Using pan scales to determine which is heavier/ lighter/same Understanding of difference between size and mass. Fill a small jar with rice. Now find another container and fill it with water so it is the same mass as the jar with rice. Students should see that objects that have different size, shape and texture can have the same mass. Equal arm balancing scales A collection of items, for example: a pencil, a stapler, a ruler, a shoe, a ball, an orange, bottle of water, bag of rice, tennis ball, cricket ball, a calculator, a book. Unifix cubes Marbles
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