TERM/WEEKS: Term 2 week 3 YEAR LEVEL: Year 3 LEARNING AREA/TOPIC: Mathematics: Measurement and Geometry: Mass

FORWARD PLANNING DOCUMENT

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

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

Background:
Mass is formally introduced year two but should be informally explored earlier. According to the AC, year two’s are introduced to measuring mass through making direct
comparisons (investigating heavy and light) and are lead to ordering and in-direct comparison by using beam balances. Therefore, students have been taught and
exercised their estimation skills and understanding of the big ideas of measurement. These year threes are expected to be able to distinguish between attributes of
measurement and be able to identify the attribute of Mass. These year threes would have experienced ordering, comparing, hefting and estimating but will need
reminded and further explore to consolidate their capability and understanding. They will progress from first using non-standard units to then standard units to ensure
their foundational understanding of the concept of units. Year three is the beginning of using familiar standard units. Then year four, five and six they continue to use
standard units, further developing the students feel for a one kilogram mass but then use objects of differing volume from water. So students recognise the
relationship of mass and volume, that objects with the same mass do not have to have the same volume.

Literature: Who Sank the Boat by Pamela Allen

Key
Key Question (Q)
Look for (LF)- refers to key teaching point or idea of a desired answer so teacher can use to further prompt
Learner diversity- Enabling (EN) and Extending variations (EX)
Strategies (S)
Proficiency Strands (PS): Understanding/Problem-solving/Reasoning/Fluency
General Capability (GC): Literacy, numeracy, ICT, creative and critical thinking
Assessment Opportunity
WEEK/ West Australian SPECIFIC ASSESSMENT TEACHING & LEARNING Resources
LESSON Curriculum LINKS LESSON (what & how) EXPERIENCES
L1 Two objectives (one skill one
OBJECTIVE
N&A M&G S&P
knowledge) maybe a third if
Week 3 Measure, Interpret needed. Diagnostic (obj. Introduction (10 min) - Student
Lesson 1 order and and 1. Correctly 1)- From Students using whiteboards ‘draw themselves measuring’. Teacher photographs class with their Whiteboard
compare compare and ofphotographs of
45min Number
identify objectives needs to
whiteboards in the air. Teacher LF clues of students range of understanding of the concept of s and
objects  data dis work sample of
illustrate
meet the
the number of measurement. Teacher brainstorms Q: attributes of measurement (LF::length, mass, volume,
assessment markers
using plays (A drawing tasks
attribute of capacity) and Q: comparative and superlative language for Mass (literacy). LF: ‘light’, ‘lighter’, - Cloth for
familiar CMSP0 on white board
Understand measureme ‘lightest’, ’heavy’, ‘heavier’ and ‘heaviest’. Teacher jots down names on table in notepad. Again, whiteboard
metric 70) and from oral
ing units of nt as ‘mass’ discussion for students use whiteboards to draw however, this time they are to- ‘draw themselves measuring cleaning
length, or ‘weight’. brainstorm writes MASS’. (Understanding). Teacher photographs class with their whiteboards in the air. - Teacher
mass and a list of names Body (25min) whiteboard
Problem- capacity. 2. Compare under ‘at risk’, Teacher reads- ‘Who Sank the Boat’ by Pamela Allen (literacy) and marker
(ACMMG0 and order ‘satisfactory Q: Why did the boat sink? LF: too heavy/weighed too much
solving
61) miscellaneo understanding’ Using think-pair-share strategy (EN) (Understanding)
us objects or ‘needing Q: How would we stop the boat from sinking? LF: Less weight/animals Who Sank
Reasoning according to extension’ (EX) Q: Draw on your whiteboard who you would take to not sink your boat and explain the Boat by
columns.
their mass (Reasoning) to your partner why? LF: lighter animals; mouse, etc. Pamela Allen
and Formative (obj.2)- Teacher photographs students holding up whiteboard to assess later
describe Photographed Teacher splits students in groups according to her confidential list of names so students are of
their whiteboard similar observed level of understanding. This way teacher can spend time with groups and pose
positioning drawings, different levels of thinking questions and tasks (EX) (EN). Base task is for students to order animal
using observation of characters alone line (of masking tape on carpet in front of each group) according to their mass
comparative group (Problem-solving). Teacher models ordering and then applying comparative and superlative - Masking
language- discussions and language when talking about comparison of animals. Teacher asks that within their group they take tape
‘light’, student’s turns to pose questions to each other or make statements (literacy) regarding the order of mass of - Printed
uploaded post
‘lighter’, the animals (Reasoning). LF: The cow is the heaviest/What is the lightest?/What is lighter than the animals
on Teams as
‘lightest’, cow and heavier than the pig?/etc. Teacher moves between groups and observes, taking notes of
work samples/
’heavy’, evidence for names in rubric- will be further assessment on student’s positioning on rubric with reviewing work - Magazines
‘heavier’ and rubric (see figure samples. - Scissors
‘heaviest’. 1.1 attatched). (EX) If groups have a great grasp, teacher hands out old magazines for students to cut out objects
and fit them into the order on the tape (Critical & creative thinking)(Problem-solving)
Conclusion (10 minutes)
In remaining 10 minutes of task students are to stop ordering/discussing/cutting and to upload a
post on ‘teams’ using their iPad (ICT). Requirements are written on board-
Step1- Take a photograph (ICT) of group’s line of ordered objects according to mass - iPads
Step2- Type or voice record three statements (ICT & literacy) (as complex as a student wishes) - Instruction
about an object’s/multiple object’s mass in comparison to other objects using language on board
brainstormed and discussed this lesson. - Post space
Step 3- Find a partner (from another group) and peer check statements. (literacy)(Reasoning). on teams
Step4- Upload post (ICT) and show teacher before transitioning. organised
Once teacher receives confirmation of upload they transition.
WEEK/ WA Curriculum SPECIFIC ASSESSMENT TEACHING & LEARNING Resourc
LESSON LINKS LESSON (what & how) EXPERIENCES es
N&A M&G S&P
OBJECTIV
E

Week 3 Recogn Measure Objective 1. Objective 1 = Introduction (15 mins) - Water tub
Lesson2 ise, , order Accurately Observation of Students sit or stand in one big circle and teacher has tub of water in the middle for ‘Boat filled with
45min model, and compare and peer-assessment experiment’ (hands on and movement throughout). Teacher uses ‘boat’ structure to float onto on the water. water
represe compare order the ‘3 star rating Teacher draws student attention back to the concept of the book read- ‘Who sank the Boat’ (literacy). - ‘Boat’ (ice
nt and objects mass of scale': Students cream/
Individual students are called up to grab an object, five students with objects are in the middle of circle and
order using more than know they will take-away
Problem- class verbally discusses (literacy)key questions-
number familiar two physical assess their container)
solving s to at metric objects by partner and what
- Q: Who’s object/what combination of objects would sink the boat? LF; random guesses as class can’t - Tub of
least 10 units of hefting to look for from accurately estimate and compare mass with sight. (Reasoning) (around
000 (A length, modelled and - Q: If we can’t tell from looking how heavy or light these objects are can these five in the middle describe 100)
Reasoning CMNA0 mass Objective 2. guided practise. to us? why/why not? (Problem-solving) LF; discussion on how the five need to compare each others- miscellane
52) and  Formulate a suggestion of hefting. Also looking for idea of attaching units (non-standard) for communication. (Critical ous
capacity sentence on & creative thinking) objects
(ACMM comparing Objective 2 = Ask class to help five student order objects mass so class can decide what to place in the boat. Objects are (e.g. lego
G061) two or more Sentence is in past around circle so students can (without attention to their use of the skill of ‘indirect hefting’ (whole class blocks,
objects, Maths Journal feathers,
so students lead/assist/mimic others(EN/EX)). Once objects are ordered teacher chooses different
attaching which can be cotton
individuals (EN/EX- who do not usually lead verbal discussion) to choose an object to place in the boat.
appropriate referred back to wool,
non- after lesson by Repeat until boat sinks then discuss and solve as a class (Problem-solving). marbles,
standard teacher if student Body (20 -25 mins) etc.)
units. doesn’t share Students pair up and one student leader distributes miscellaneous objects from tub between all groups.
verbally. Teacher Teacher draws attention to the use of ‘indirect hefting’. Teacher models ‘direct’ and ‘indirect hefting’ with
Objective 3. records with explicit reference to the expectation of one, two and three star ratings. Students, taking turn in pairs, use
Identify the checklist. skill of ‘hefting’ to order their objects according to mass, while being assessed by their peer. Teacher asks
need for to hold up number of fingers you rated your partner (teacher visual of student capability/understanding). - Teacher
standard Objective 3 = Teacher re-groups class and using her sample of miscellaneous objects, introduces the attachment of white
units to Verbal exit Slip, board for
(non-standard) units.
measuring recorded on example
Q: How many of ____(miscellaneous object 1) would I need to equal the mass of ____ (miscellaneous
with checklist and
accuracy in object 2)? (numeracy) Q: How many of object 1 would equal the mass of object 3 or 4? LF; students instructions
a universal understanding of using object one as the teacher’s non-standard unit. Consolidate with more examples and - maths
context model constructing a sentence on whiteboard (leave as example they can refer back to). Once confident exercise
students understand they return to their pair and complete task- books and
Step 1: Choose which object you want to be object 1 (Students are free to choose heavier object and apply writing
knowledge of fractions (EX) or to choose lightest (EN)). instrument
Step 2: ’In your own maths book, write a sentence (literacy) of how many of your ‘object 1’ you think would s
equal your 'other objects’. (Reasoning)
Conclusion (5-10 minutes)
In desk groups students take turns to share their sentence. Teacher using questioning to lead a discussion
to the of problems of accuracy with non-standard units and the need for a universal unit (standard
units).Think pair share Q: Why would it be a problem communicating each others measurements using
non-standard units? Why can't we effectively compare without measuring the objects again (using hefting)?
LF; we all chose different standard units, etc. When students decide to have a go at answering they
whisper to the teacher and if correct transition, if not correct they keep discussing. (Problem-solving).
 WEEK/ West Australian SPECIFIC ASSESSME TEACHING & LEARNING Resources
LESSON LESSON NT
Curriculum EXPERIENCES
LINKS OBJECTIVE (what & how)

N&A M&G S&P

Week 3 Recognise, Measur Objective 1= Introduction (10 min) 1kg sample

Lesson3 model, e, order 1. Estimate worksheet in Teacher introduces lesson as a “mission” for accuracy in estimating mass. 2kg sample
55min represent and various maths exercise Introduces grams and kilograms from metric system as “units (standard) we can all use so that we 1g sample
and order compar object’s book as work can communicate and compare each others estimations.” Introduce terminology; gram and kilogram. 10g sample
numbers to e sample
Underst at least 10 mass using Match these to their symbols and allow a 1kg and 2kg object and 1g and 10g object to be past around
reference.
anding objects grams or the class so students can call upon for comparisons. (Fluency) Conversion
000 (ACM
NA052) using kilograms Objective 2= Conversion chart on white board as (labelled) so students can constantly refer back to (EN). Class chart written
familiar Self- splits into groups of 4-6 and together comes up with estimations of the mass of the book characters on white board
Fluency
Recall mult metric 2. Re-assess assessment from ‘Who Sunk the Boat?’ Then teacher revels the average mass of a cow, pig, mouse and horse to
iplication fa units of their ‘question and see how close groups were. This models process for the ‘amazing estimation race’ task. (Critical & “Cheat Sheet’
cts of two, length, estimations tick’ slip (on creative thinking) conversion
three, five mass to improve bottom or back Body (35 min) cards for each
and ten and cap accuracy of worksheet) ‘Amazing Race of Estimation’ is done in small groups (with team roles), as students run around the group
and related acity school premises recording estimations of random objects (able to choose as challenging as they
division (ACMMG06 Objective 3 =
1)
3. Apply the please EX) in grams or kilograms on worksheets (example in resources). Amazing race
facts (ACM (this is next
conversion (EN/) Team roles (run through once assigned); worksheets
NA056) lessons
chart to solve objective but - Orientational Leader; leads group to areas and leads the decision of what subject to be measured is.
Represent for grams or teacher uses - Safety Officer; Constantly assess how sensible/responsible/practical decisions are, has the last say. Amazing race
and solve kilograms verbal exit slip - Cheat Sheeter; Holds onto the conversion sheet and is responsible for checking and ensuring jobs guide
problems strategy as correct unit is chosen or group converts between grams and kilograms correctly. poster/visual
involving m quick - Head Hefter/s; Holds onto the 1gram, 10 gram and 1kg examples so has the best understanding of
ultiplication diagnostic what they feel like.
 using assessment of Must ensure they collect one object they estimate to bring back to class to get actually measured on
efficient the classes calibrated scales to prove/disprove their estimation accuracy. (Fluency)
mental and range of If group faster than other groups get them to revisit 'light/medium/heavy ordering task’ from lesson School’s
written capability.
one and apply estimations in standard units. calibrated
strategies Teacher
and records Conclusion (10 min) scales (hired
appropriat comments of Reflection time where student independent reassess their estimations and alter. Hefting of samples from library)
e digital interest using from beginning of lesson is encouraged until the few calibrated scales the school has are free.
technologi teacher (Fluency) Maths exercise
es (ACMN anecdotal book to glue
A057) notes.) worksheet in

Lessons for unit continue…

Further on would consolidate fluency of using standard units for mass and progress to the application of mass. An idea- ‘Silly or not?’ shopping list task.
Assessment Tool

Figure 1.1 - Rubric (Formative)

Objective: Compare and order miscellaneous objects according to their mass and describe their positioning using comparative language- ‘light’, ‘lighter’, ‘lightest’, ’heavy’, ‘heavier’ and
‘heaviest’.
Source/evidence: Photographed whiteboard drawings, observation of group discussions and student’s uploaded post on Teams.

D C B A
- Fails to accurately order any objects - Orders objects according to mass with some - Orders objects according to their Mass - Highly accurate in ordering according to
according to Mass accuracy (mostly accurate) mass
- Fails to use appropriate language to describe - Attempts to apply language to describe the - Appropriately applies language to describe - Consistently applies the most appropriate
the order or comparisons of mass order or comparisons of mass with little to the order or comparisons of mass language in describing order or comparisons
some accuracy/appropriateness of mass
References

Allen, P. (2012) Who Sunk the Boat? New York: Putnam Publishing Group.

Clarke, D. (2002). Making measurement come alive with a children’s storybook. Australian Primary Mathematics Classroom, 7 (3), 9-13. https://learnit.nd.edu.au/bbcswebdav/
pid-557854-dt-content-rid-544838_1/xid-544838_1

SCASA (2020). K10outline - General Capabilities. [online] Available at: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8/overview/

general-capabilities

SCASA (2020). K10outline - Content Structure- Proficiency Strands. [online] Available at:https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-
v8/overview/content-structure

Siemon, D., Beswick, K., Brady, K.M., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years, (2), 665–669. Melbourne: Oxford
University Press.