Mass

Learning Experiences

Mass

OUTCOME

A student:

MA1-12MG: measures, records, compares and estimates the masses of objects using uniform informal units

TEACHING POINTS | In Stage 1, measuring mass using informal units enables students to develop some key understandings of measurement. These include: repeatedly using a unit as a measuring device; selecting an appropriate unit for a specific task; appreciating that a common informal unit is necessary for comparing the masses of objects; understanding that some units are unsatisfactory because they are not uniform, eg pebbles. |

Students should appreciate that the pan balance has two functions: comparing the masses of two objects and measuring the mass of an object by using a unit repeatedly as a measuring device | |

When students realise that changing the shape of an object does not alter its mass, they are said to conserve the property of mass |

LANGUAGE | Students should be able to communicate using the following language: mass, heavier, lighter, about the same as, pan balance, (level) balance, measure, estimate. ‘Hefting’ is testing the weight of an object by lifting and balancing it. Where possible, students can compare the weights of two objects by using their bodies to balance each object, eg holding one object in each hand. |

Compare the masses of objects using balance scales | compare and order the masses of two or more objects by hefting and check using a pan balance |

recognise that mass is conserved, eg the mass of a lump of plasticine remains constant regardless of the shape it is moulded into or whether it is divided up into smaller pieces | |

use uniform informal units to measure the mass of an object by counting the number of units needed to obtain a level balance on a pan balance | |

– select an appropriate uniform informal unit to measure the mass of an object and justify the choice (Problem Solving | |

– explain the relationship between the mass of a unit and the number of units needed, eg more toothpicks than pop sticks will be needed to balance the object (Communicating, Reasoning) | |

record masses by referring to the number and type of uniform informal unit used | |

compare two or more objects according to their masses using appropriate uniform informal units | |

record comparisons of mass informally using drawings, numerals and words, and by referring to the uniform informal units used | |

find differences in mass by measuring and comparing, eg ‘The pencil has a mass equal to three blocks and a pair of plastic scissors has a mass of six blocks, so the scissors are three blocks heavier than the pencil’ | |

– predict whether the number of units will be more or less when a different unit is used, eg ‘I will need more pop sticks than blocks as the pop sticks are lighter than the blocks’ (Reasoning) | |

– solve problems involving mass (Problem Solving) | |

estimate mass by referring to the number and type of uniform informal unit used and check by measuring |

Learning Experiences

Learning Experiences to be added here as they are developed

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

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Lismore, NSW 2480

Australia