Chapter 9  Mass

Chapter Overview Mass

Let’s Remember
Unit 1: Kilograms and Grams
Let's Remember
Unit 2: Problem Solving
1. Look at the pictures. Then, answer the questions.
milk
1 kg

Let's Remember
Recall:
suitcase
1. Measuring and comparing masses of 2 kg

objects in kilograms (CB2 Chapter 4)

EXPLORE a) What is the mass of the carton of milk? 1 kg

13
Have students read the word problem on b) What is the mass of the suitcase? kg

CB p. 196. Discuss with students the following c) Which is heavier, the carton of milk or the suitcase?
12
suitcase
How much heavier? kg
questions:
•• How often do you or your family go to the
EXPLORE
supermarket? Mr. and Mrs. Smith went to a supermarket. They bought

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

•• Do you usually buy a lot of things at the 400 grams of flour, 100 grams of sugar and 300 grams of
beans. They decided to share and carry an equal mass of
supermarket? items home. How much mass did each of them carry?
400 grams
How can we solve this problem?
•• Do you help to carry the items that are bought Discuss in your group and fill in columns 1 and 2.
from the supermarket? 1. What I already know 2. What I need to find out 3. What I have learned
•• What are some ways you can help one that will help me solve
the problem
and learn
Solve word
Answer varies.

another? Measure masses in

grams.
problems on mass.

Add 3-digit numbers.

Have students form groups to complete the tasks
196
in columns 1 and 2 of the table. Let students know
that they do not have to solve the word problem.
Ask the groups to present their work.
Tell students that they will come back to this word
problem later in the chapter.

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190 Chapter 9: Mass

 Unit 1: Kilograms and Grams
1.1 Mass in kilograms Unit 1 Kilograms and Grams
You will learn to...
Let's Learn • estimate, measure and compare masses in kilograms using a weighing scale
• estimate, measure and compare masses in grams using a weighing scale
Objective: • measure masses in kilograms and grams using a weighing scale

•• Estimate, measure and compare masses of

objects in kilograms using weighing scale 1.1 Mass in kilograms
Let's Learn
Materials: Yen and Sam measure the masses of their bags using weighing scales.
•• 1 analog weighing scale (able to measure
up to 5 kilograms) Yen’s Sam’s
bag bag
•• Objects of masses in whole number of
kilograms up to 5 kilograms

Resources: 0
6 kg
0
10 kg
A weighing scale has
markings that increase in

•• CB: pp. 197–200 •• PB: pp. 139–140 a clockwise direction.

5 kg 1 kg
8 kg 2 kg

4 kg 2 kg
6 kg 4 kg
3 kg

Stage: Concrete Experience

The mass of Yen’s bag is 5 kilograms.
Place a weighing scale and a few objects

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The mass of Sam’s bag is 6 kilograms.
of various masses on the table. Point to the
Yen’s bag is lighter than Sam’s bag.
weighing scale and explain to students that we The total mass of Yen’s bag and Sam’s bag is 11 kilograms.
can use a weighing scale to measure the mass
of an object. The two weighing
scales are different.
The needle on a scale moves
in a clockwise direction starting

Say: This is a weighing scale. A weighing scale from 0 kilograms.

has markings on it, and numbers that increase

in value as you read them in a clockwise
direction. We can measure the mass of an
object by placing the object on the scale.
Point to the needle on the weighing scale.
Say: This is the needle on the weighing scale.
The needle points to 0 when there is nothing on
the weighing scale. When we place an object
on the scale, we can find its mass by reading
the marking on the scale where the needle is
pointing to.
Next, place an object on the weighing scale.
Have students observe the movement of the
needle on the weighing scale.
Say: When we place an object on the
weighing scale, the needle moves in a
clockwise direction. The heavier the object, the
farther the needle will move.
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197
Say: The two weighing scales are different.
Have students look at the weighing scale on
the left. Highlight to students that this weighing
scale can measure the mass of an object up to
6 kilograms. Remind students that they should
read the mark on the scale where the needle is
pointing to find the mass of the object.
Ask: What is the mark at which the needle is
pointing? (5 kg)
Say: The mass of Yen’s bag is 5 kilograms.
Write: T he mass of Yen’s bag is 5 kilograms.
Have students look at the weighing scale on the
right of the page.

Have students look at the marking at which the
needle is pointing.
Say: The marking where the needle points to
on the weighing scale tells us the mass of the
object.
Guide students to read the weighing scale to
find the mass of the object.
Invite students to measure the masses of other
objects using the weighing scale.
Stages: Pictorial and Abstract Representations
Have students look at the pictures on CB p. 197.
Say: The masses of the two bags are measured
using weighing scales.
Ask: Are the two weighing scales used to
measure the masses of Yen’s bag and Sam’s
bag the same? (No)
Ask: Up to how many kilograms can this weighing
scale measure? (10 kg) What is the mark at which
the needle is pointing? (6 kg)
Say: The mass of Sam’s bag is 6 kilograms.
Write: The mass of Sam’s bag is 6 kilograms.
Ask: Whose bag is lighter, Yen’s or Sam’s? (Yen’s)
Say: Yen’s bag is lighter than Sam’s bag.
Ask: How can we find the total mass of Yen’s
bag and Sam’s bag? (Add the masses of the two
bags.)
Write: 6 kg + 5 kg = ____ kg
Elicit the answer from students. (11)
Say: The total mass of Yen’s bag and Sam’s bag is
11 kilograms.

Chapter 9: Mass 191

 Let's Do
1. Read the weighing scales. THINK ABOUT IT
Then, write in the blanks.
David and Sarah want to find the mass of the watermelon shown.

The mass of the watermelon No, the mass of the

is 4 kilograms. watermelon is 0 kilograms.
P Q R

0
4 kg

0 0 0 3 kg 1 kg
4 kg 6 kg 10 kg
5 kg 1 kg David
3 kg 1 kg
8 kg 2 kg
2 kg Sarah
4 kg 2 kg
6 kg 4 kg
2 kg 3 kg

Who is wrong?
Who is correct? Why do you say so?
Why do you say so?
a) The mass of bag P is 3 kilograms. Sarah is wrong.
David is correct. It is impossible for a
b) The mass of bag Q is 2 kilograms. A watermelon is quite heavy. watermelon to have a mass
So, it is reasonable for it to of 0 kilograms.
c) The mass of bag R is 8 kilograms. have a mass of 4 kilograms.

d) Bag Q is 6 kilograms lighter than bag R.

e) Bag R is the heaviest. ng a weighing scale?

What did you learn about readi
f) Arrange the bags in order. a weigh ing scale, the needle on
When an object is placed on
Begin with the lightest. direction starting from 0 kilograms
the scale moves in a clockwise
the 0-kg mark, or in this case, the
bag Q , bag P , bag R until it returns to the position of
4-kg mark.
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© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

(lightest)

2. Estimate the mass of a pile of books in kilograms.

Tick (✓) the correct box. Answers vary.
Think of a time in your daily life when you need to use
Object More than 1 kg Less than 1 kg a weighing scale.
A pile of books I helped my mother to bake chicken pies. She needed
to use 1 kilogram of chicken for the pie filling. I put
Then, measure the mass of the pile of books using a weighing scale. chicken on a weighing scale until the reading was
Is your estimate correct? 1 kilogram.

198 199

Let's Do THINK ABOUT IT

Task 1 requires students to measure and compare Have students work in groups to discuss the
the masses of objects in kilograms using weighing tasks. Ask the groups to present their answers.
scales.
Have students observe that the needle is
Task 2 requires students to estimate and measure pointing at the 0-kilogram or 4-kilogram mark.
the mass of an object in kilograms using a Explain that a watermelon is quite heavy, so it is
weighing scale. reasonable for it to have a mass of 4 kilograms
and it is impossible for it to have a mass of 0
kilograms. Conclude that David is correct.
Reiterate to students that when an object is
placed on the weighing scale, the needle © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
moves across the scale in a clockwise direction
until it returns to the position of the 0-kilogram
or 4-kilogram mark.
Make use of the examples presented by
the groups to let students understand the
importance and usefulness of knowing how to
use a weighing scale.

192 Chapter 9: Mass

 Let's Practice
Task 1 requires students to measure and Let's Practice

compare the masses of objects in kilograms 1. Read the weighing scales. Then, answer the questions.
A
using weighing scales. B C

Task 2 requires students to estimate and

measure the masses of objects in kilograms. 0 0 0
10 kg 6 kg 4 kg
5 kg 1 kg
8 kg 2 kg
3 kg 1 kg

4 kg 2 kg
6 kg 4 kg
3 kg 2 kg

a) What is the mass of box A? 7 kilograms

b) What is the mass of box B? 2 kilograms

c) What is the mass of box C? 4 kilograms

d) How much heavier is box A than box C? 3 kilograms

e) How much lighter is box B than box C? 2 kilograms

f) Which box is the heaviest? box A

g) Which box is the lightest? box B

h) Arrange the boxes in order. Begin with the heaviest.

box A , box C , box B
(heaviest)

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

2. Estimate the masses of the following objects in kilograms.
Tick (✓) the correct boxes. Answers vary.

Object More than 1 kg Less than 1 kg

A school bag

A water bottle full

of water
Then, measure the masses of the objects using a weighing scale.
Are your estimates correct?
PB Chapter 9: Exercise 1.1

200
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Chapter 9: Mass 193

1.2 Mass in grams
Let's Learn
Objective:
•• Estimate, measure and compare masses of
objects in grams using weighing scale
Materials:
•• 1 analog weighing scale
•• Objects of masses up to 1 kilogram
Resources:
•• CB: pp. 201–203
•• PB: pp. 141–142
Stage: Concrete Experience
Place a weighing scale and a few objects of
various masses on the table. Remind students
that the numbers on the scale increase as we
read them in a clockwise direction. Reiterate to
students that when we place an object on the
weighing scale, the marking at which the needle
points tells us the mass of the object.
Guide students to read the weighing scale to find
the mass of the object.
Invite students to measure the masses of other
objects using the weighing scale.
Stages: Pictorial and Abstract Representations
Have students look at the picture of the carrots on
the weighing scale on CB p. 201.
Ask: What is the greatest mass that can be
measured using this weighing scale? (500 g)
Say: The interval between two red marks that
are next to each other on this weighing scale
represents 100 grams. Let us measure the mass of
the carrots.
Have students start from the zero mark and point
to each red mark as they count in a clockwise
direction until they reach the needle. (100 g, 200
g, 300 g)
Ask: What is the mark at which the needle is
pointing? (300-gram) What is the mass of the
carrots? (300 g)
Write: The mass of the carrots is 300 grams.
Have students look at the picture of the weighing
scale with the spinach on the page.
Ask: Is the scale with the spinach the same
as the scale with the carrots? (No) How are
they different? (The markings on the scales are
different.)
Have students look at both weighing scales and
highlight the difference in the markings.
Ask: What is the greatest mass that can be
measured using the weighing scale with the
spinach? (1 kg)
194 Chapter 9: Mass
1.2 Mass in grams
Let's Learn
Ali measures the mass of some carrots using a weighing scale.
0
500 g
400 g 100 g
The needle points to the third red
mark after 0. Count on 3 hundreds
300 g 200 g
from 0.
100 g, 200 g, 300 g
The mass of the carrots is 300 grams.
Ali then measures the mass of some spinach using a different
weighing scale.
0 First, count on 6 hundreds from 0.
1 kg
Then, count on 5 tens.
750 g 250 g
500 g
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The mass of the spinach is more than 600 grams.
The mass of the spinach is 650 grams.
Compare the masses of the food items Ali measured.
The spinach is heavier than the carrots .
It is heavier by 350 grams.
201
Say: This scale measures up to 1 kilogram. The
markings are closer together as compared to
the 500-gram scale because there are more
markings. On this scale, the interval between
two red marks that are next to each other
represents 100 grams. Let us measure the mass
of the spinach.
Have students start from the zero mark and
point to each red mark as they count in a
clockwise direction until they reach the
600-gram mark. (100 g, 200 g, 300 g, 400 g,
500 g, 600 g)
Say: The mass of the spinach is more than
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
600 grams but less than 700 grams. Look at the
black marks on the scale. Since there are
10 small intervals in each 100-gram interval, the
interval between every two black marks is
10 grams. Let us find the mass of the spinach by
counting on from the 600-gram mark.
Have students count on with you as you count
on from the 600-gram mark. (610 g, 620 g,
630 g, 640 g, 650 g)
Ask: So, what is the mass of the spinach? (650 g)
Write: The mass of the spinach is 650 grams.
Ask: Which is heavier, the spinach or the
carrots? (Spinach) How much heavier is the
spinach than the carrots? (350 grams)
Write: The spinach is heavier than the carrots.
It is heavier by 350 grams.
 Let's Do Let's Practice
1. Read the weighing scales. 1. Read the weighing scales. Then, answer the questions.
Then, write in the blanks. pineapple
broccoli apple
potato corn strawberry

0 0 0 0 0 0
1 kg 500 g 500 g 500 g 1 kg 1 kg

400 g 100 g 400 g 100 g 400 g 100 g

750 g 250 g 750 g 250 g 750 g 250 g

300 g 200 g 300 g 200 g 300 g 200 g

500 g 500 g 500 g

640 a) What is the mass of the strawberry? 30 grams

a) The mass of the broccoli is grams.
310 b) What is the mass of the pineapple? 980 grams
b) The mass of the potato is grams.
350 c) What is the mass of the apple? 150 grams
c) The mass of the corn is grams.
potato d) Which piece of fruit is heavier than the apple? pineapple
d) The is lighter than the corn.
330 e) How much lighter is the strawberry than the pineapple? 950 grams
e) The potato is grams lighter than the broccoli.

f) The broccoli is 290 grams heavier than the corn. f) Arrange the pieces of fruit in order. Begin with the lightest.
strawberry , apple , pineapple
g) Arrange the vegetables in order. (lightest)
Begin with the heaviest.
broccoli , corn , potato 2. Estimate the masses of two objects in grams.
(heaviest) Then, measure the masses of the objects using a weighing scale. Answers vary.
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© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

2. Estimate the masses of the following objects in grams. Object Estimate Actual measure
Then, measure the masses of the objects using a weighing scale. Answers vary.
about grams grams
Object Estimate Actual measure
about grams grams
Math coursebook about grams grams
PB Chapter 9: Exercise 1.2

My pencil case about grams grams >> Look at EXPLORE on page 196 again.
Can you solve the problem now?
What else do you need to know?

202 203

Let's Do and Let's Practice EXPLORE

Task 1 requires students to measure and Have students go back to the word problem on
compare the masses of objects in grams using CB p. 196.
weighing scales. Ask: Can you solve the problem now? (Answer
varies.) What else do you need to know? (Answer
Task 2 requires students to estimate and
varies.)
measure the masses of objects in grams.
Students are not expected to be able to solve
the problem now. They will learn more skills in
subsequent lessons and revisit this problem at the
end of the chapter.
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Chapter 9: Mass 195

1.3 Mass in kilograms and grams
1.3 Mass in kilograms and grams
Let's Learn
Let's Learn
Objective: a) Mrs. Lee measures the mass of a loaf of bread using a weighing scale.
•• Measure masses of objects in kilograms 1000 g
and grams 100 g

0
0 6 kg
Materials: 5 kg
6 kg
1 kg 1 kg

•• 1 analog weighing scale (able to measure up 4 kg

3 kg
2 kg

to 5 kilograms)
•• 10 hundred-gram masses The mass of the loaf of bread is 600 grams.

•• Objects of masses up to 5 kilograms The kilogram (kg) and gram (g) are units of mass.
1 kilogram is as heavy as 1000 grams.

Resources: 1 kilogram = 1000 grams

1 kg = 1000 g
•• CB: pp. 204–205
•• PB: pp. 143–144 b) She then measures the mass of a chicken using a different weighing scale.

(a) and (b) Stage: Concrete Experience 50 g

Place a weighing scale and a few objects of 0

2 kg

various masses on the table. Guide students to 0

2 kg
500 g 1000 g

read the weighing scale to find the mass of the

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

1500 g 500 g

1 kg

object. 1 kg

Invite students to measure the masses of other
objects using the weighing scale.
Say: Let us find out how many grams 1 kilogram is.
Show students 100-gram masses and say that
each mass is 100 grams.
Put 100-gram masses on the weighing scale, one
by one, until you reach the 1-kilogram mark. As
you put each mass on the scale, count aloud:
100 g, 200 g, …, 1000 g. Conclude that 1 kilogram
is equal to 1000 grams.
Stages: Pictorial and Abstract Representations
Have students look at the weighing scale in (a) on
CB p. 204.
Ask: What is the greatest mass that can be
measured using this weighing scale? (6 kg)
Direct students’ attention to the magnified section
of the scale.
Say: There are 10 intervals between the 0-kilogram
and the 1-kilogram mark. Each interval between
two short marks that are next to each other
The mass of the chicken is 1 kilogram 250 grams.
204
Have students look at the weighing scale in (b)
on the page.
Ask: Is the scale in (b) the same as the scale in
(a)? (No) How are they different? (The markings
on the scales are different.)
Have students look at both weighing scales
and highlight the difference in the markings.
Ask: What is the greatest mass that can be
measured using this weighing scale? (2 kg)
Say: This scale measures up to 2 kilograms. The
labels of the masses on this scale show both
kilograms and grams, unlike the scale in (a),
which shows kilograms only. In this scale, there
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

represents 100 grams. There are 1000 grams in
1 kilogram. Let us measure the mass of the loaf of
bread.
Have students start from the zero mark and
point to each mark as they count in a clockwise
direction until they reach the needle. (100 g,
200 g, 300 g, 400 g, 500 g, 600 g)
Ask: What is the mark at which the needle is
pointing? (600 g) What is the mass of the loaf of
bread? (600 g)
Say: The mass of the loaf of bread is 600 grams.
Point out to students that the kilogram and the
gram are units of mass. Remind them that
1 kilogram is as heavy as 1000 grams.
Write: 1 kilogram = 1000 grams
     1 kg = 1000 g
are 10 intervals between the 0-kilogram mark
and the 500-gram mark. The interval between
two short marks that are next to each other
represents 50 grams.
Guide students to see that the needle points to
the fifth mark after the 1-kilogram mark.
Say: Let us find the mass of the chicken by
counting on from the 1-kilogram mark.
Have students count on with you as you count
on from the 1-kilogram mark. (1 kg 50 g,
1 kg 100 g, 1 kg 150 g, 1 kg 200 g, 1 kg 250 g)
Ask: So, what is the mass of the chicken?
(1 kg 250 g)
Write: The mass of the chicken is 1 kilogram
250 grams.

196 Chapter 9: Mass

 Let's Do
Unit 2 Problem Solving
1. Read the weighing scales. Then, write the missing numbers.
a) b) You will learn to...
pair of shoes • solve 1-step and 2-step word problems on mass
box
• solve a non-routine problem on mass

2.1 Word problems

0
0 2 kg
4 kg

Let's Learn
1500 g 500 g
3 kg 1 kg

2 kg
1 kg
1. Container A has a mass of 377 kilograms.
Container B is 534 kilograms heavier than container A.
2 800 0 350 What is the mass of container B?
kg g kg g

Let's Practice 1U nderstand

the problem.
What is the mass of container A?
How much heavier is container B
1. Read the weighing scales. Then, write the missing numbers. than container A?
What do I have to find?

2P
bag of sugar strawberries soup cans
lan I can draw a bar model to
what to do. compare the mass of container A
and the mass of container B.
0 0 0
6 kg 2 kg 2 kg

3A
5 kg 1 kg

1500 g 500 g 1500 g 500 g Work out the 377 kg 534 kg

4 kg 2 kg

1 kg
nswer. container A
3 kg 1 kg

container B

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

a) The mass of the bag of sugar is 5 kg 400 g. ?

b) The mass of the strawberries is 0 kg 700 g. 377 + 534 = 911
c) The mass of the soup cans is 1 kg 650 g. The mass of container B is 911 kilograms.
PB Chapter 9: Exercise 1.3

I have learned to... 4C heck

if your answer
is reasonable.
377 + 534 ≈ 400 + 500
= 900
911 is close to 900.
estimate, measure and compare masses in kilograms using a weighing scale
estimate, measure and compare masses in grams using a weighing scale My answer is reasonable.
measure masses in kilograms and grams using a weighing scale

205 206

Let's Do and Let's Practice Say: Container B is heavier than container

Task 1 requires students to measure masses of A, so we draw a longer bar to represent the
objects in kilograms and grams. mass of container B.
Draw a longer bar to represent the mass of
container B.
Unit 2: Problem Solving
Ask: How much heavier is container B than
2.1 Word problems container A? (534 kg)
Label the difference in mass in the bar model.
Let's Learn Explain that we place a question mark in the
Objective: bar model to indicate what we have to find.
•• Solve 1-step and 2-step word problems on Label the bar model to show that we have
mass to find the mass of container B.
Resources: Ask: How can we find the mass of
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

•• CB: pp. 206–209 container B? (Add the mass of container A

•• PB: pp. 145–146 and the difference in mass.)
Write: 377 + 534 =
1. Have students read the word problem on Elicit the answer from students. (911)
CB p. 206. Say: The mass of container B is 911 kilograms.
1. Understand the problem. 4. Check if your answer is reasonable.
Pose the questions in the thought bubble Ask: How can we check that our answer is
in step 1. reasonable? (Answers vary. Sample: Estimate
2. Plan what to do. the total mass of the two containers to see if
Point out to students that they can draw ‘911 kilograms’ is close to the estimate.)
a bar model to compare the masses of Guide students to estimate the total mass of
the two containers. the two containers.
Ask: Is our answer reasonable? (Yes)
3. Work out the Answer.
Besides checking for reasonableness,
Draw a bar to represent the mass of
students can also check for accuracy by
container A and label it as shown on the
using inverse operations.
page.

Chapter 9: Mass 197

 5.  + Plus Solve the problem in another way.
Have students try to solve the problem in a
5+
534 = 500 + 30 + 4
different way. Plus
Solve the + 500
Have 1 or 2 students share their methods. If problem in
+ 30 +4

another way.
students are unable to solve the problem in 377 877 907 911

377 + 534 = 911

a different way, explain the method shown The mass of container B is 911 kilograms.
on CB p. 207. Compare the methods in steps 3 and 5.
Which method do you prefer? Why?
Ask: Which method do you prefer? Why?
1. Understand 2. Plan 3. Answer 4. Check 5. Plus
(Answers vary.)
2. The mass of a melon is 694 grams.
A cucumber is 392 grams lighter than the melon.
2. Have students read the word problem on What is their total mass?

CB p. 207.
1. Understand the problem. 1U nderstand
the problem.
What is the mass of the melon?
How much lighter is the cucumber
than the melon?
Pose the questions in the thought bubble in What do I have to find?

step 1.
2. Plan what to do. 2P lan
what to do.
I can draw a bar model to
compare the mass of the melon

Point out to students that they can draw a and the mass of the cucumber.

bar model to compare the masses of the

3A Work out the 694 g
melon and the cucumber.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

nswer. melon

3. Work out the Answer. cucumber

?

Have a student draw a comparison bar ? 392 g

model that represents the information in 694 – 392 = 302

the word problem on the board. Guide the The mass of the cucumber is 302 grams.
694 + 302 = 996
student as necessary to ensure that the bar Their total mass is 996 grams.
model is drawn correctly.
Ask: Which is lighter, the melon or the 207

cucumber? (Cucumber)
Point out to the students that the bar
representing the mass of the cucumber is Say: The mass of the cucumber is
shorter than the bar representing the mass of 302 grams. Now that we know the mass
the melon because the cucumber is lighter of the cucumber, let us find the total
than the melon. mass of the melon and the cucumber.
Say: Before we find the total mass of the Look at the bar model.
melon and the cucumber, we first need to Ask: How can we find the total mass of
find the mass of the cucumber. Look at the the melon and the cucumber? (Add their
bar model. masses.)
Ask: How can we find the mass of the Write: 694 + 302 =
cucumber? (Subtract the difference in mass Elicit the answer from students. (996)
from the mass of the melon.) Say: Their total mass is 996 grams.
Write: 694 – 392 =
Elicit the answer from students. (302) © 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

198 Chapter 9: Mass

 4. Check if your answer is correct.
Ask: How can we check that our answer
is correct? (Answers vary. Sample: First,
subtract the mass of the cucumber from
4C heck
if your answer
is correct.
996 – 302 = 694
302 + 392 = 694

My answer is correct.
the total mass to see if we get 694 grams
as the mass of the melon. Then, add the
5+
392 = 300 + 90 + 2
Plus
Solve the – 300
mass of the cucumber and the difference problem in
–2 – 90

another way.
in mass to see if we get 694 grams as the 302 304 394 694

694 – 392 = 302

mass of the melon.) The mass of the cucumber is 302 grams.
Write: 996 – 302 = 302 = 300 + 2
+ 300
Elicit the answer from students. (694) +2

Say: When we subtract the mass of 694 994 996

694 + 302 = 996

the cucumber from the total mass, we Their total mass is 996 grams.
get 694 grams. This is the mass of the Compare the methods in steps 3 and 5.
Which method do you prefer? Why?
melon. Now, let us add the mass of the
cucumber and the difference in mass to 1. Understand 2. Plan 3. Answer 4. Check 5. Plus

see if we get 694 grams as the mass of Let's Do

the melon. Solve the word problems. Use or draw bar models to help you.
Show your work clearly.
Write: 302 + 392 = Next, try solving each problem in a different way.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Elicit the answer from students. (694) Which method do you prefer? Why?

Say: When we add the mass of the 1. Understand 2. Plan 3. Answer 4. Check 5. Plus

cucumber and the difference in mass, 1. A cheese cube has a mass of 25 grams.
we get 694 grams. This is the mass of the What is the total mass of 7 cheese cubes? 175 g
25 g
melon.
Ask: Is the answer correct? (Yes) ?
Besides checking for accuracy, students
can also check for reasonableness by 208

using estimation.
5.  + Plus Solve the problem in another way.
Have students try to solve the problem in Let's Do
a different way. Task 1 requires students to solve a 1-step word
Have 1 or 2 students share their methods. problem involving multiplication of mass in grams.
If students are unable to solve the
problem in a different way, explain the
method shown on CB p. 208.
Ask: Which method do you prefer? Why?
(Answers vary.)
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

Chapter 9: Mass 199

Task 2 requires students to solve a 2-step word
problem involving multiplication and addition of 2. The mass of a chair is 8 kilograms.
mass in kilograms. The mass of a table is 120 kilograms.
What is the total mass of the table and 6 chairs? 168 kg

Let's Practice Let's Practice

Solve the word problems. Show your work clearly.
Task 1 requires students to solve a 1-step word 1. A brown bear has a mass of 438 kilograms.
problem involving subtraction of mass in A grizzly bear is 168 kilograms lighter than the brown bear.
What is the mass of the grizzly bear? 270 kg
kilograms. 2. The mass of a box of apples is 24 kilograms.
The mass of the box of apples is 3 times the mass of a box of grapes.
Task 2 requires students to solve a 1-step word What is the mass of the box of grapes? 8 kg

problem involving division of mass in kilograms. 3. Peter used 480 grams of rice to make some fried rice.
He used 175 grams less shrimp than rice.
What was the total mass of rice and shrimp Peter used? 785 g
Task 3 requires students to solve a 2-step word 4. Container A has a mass of 68 kilograms.
problem involving subtraction and addition of It is 4 times as heavy as container B.
The mass of container C is 9 times the mass of container B.
mass in grams. What is the mass of container C? 153 kg
PB Chapter 9: Exercise 2.1

Task 4 requires students to solve a 2-step word

problem involving division and multiplication of Answer varies. Sample:
CREATE YOUR OWN
mass in kilograms. The mass of carton A is 438 kilograms.
Change ‘lighter than’
to ‘heavier than’.
Carton A is 119 kilograms lighter than carton B.
438 – 119 = 319
What is the mass of carton B?
CREATE YOUR OWN

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

The mass of carton B is
319 kilograms.
Have students work in pairs. Get students to Read the word problem.
Change the word problem so that the answer is 319 kilograms.
create a word problem and exchange the word How did you decide what to change in the word problem?

problem with their partner. Ask students to solve Next, solve the word problem. Show your work clearly.
What did you learn?
the word problem from their partner. Have a few
pairs of students present their work. They should
first explain how they decide what to change in
the word problem and their partner has to explain 209
the solution.
Students may change the word problem in
different ways to obtain the answer
‘319 kilograms’. For example, they can change
‘lighter than’ to ‘heavier than’.

© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4

200 Chapter 9: Mass

 2.2 Mind stretcher
2.2 Mind stretcher
Let's Learn
Let's Learn
Objective: A year ago, Ken and Gerald had a total mass of 120 kilograms.
Then, Ken’s mass increased by 2 kilograms and Gerald’s mass
•• Solve a non-routine problem on mass using the decreased by 2 kilograms.
strategies of drawing a bar model and working Now, they both have the same mass.
Find the mass of each boy one year ago.
backwards

Resource: 1U nderstand
the problem.
How many people are there?
Do they have the same mass?
How many kilograms did Ken put on?
How many kilograms did Gerald lose?
•• CB: pp. 210–211 What do I have to find?

Have students read the problem on CB p. 210.

2P lan
what to do.
I can draw bar models and work backwards.

1. Understand the problem.

3A
Now 1 year ago
Pose the questions in the thought bubble in Work out the 2 kg
nswer.

}
step 1. Ken
120 kg
Ken
120 kg

2. Plan what to do. Gerald Gerald

}
2 kg
Say: Since we know the total mass of the two Total mass = 120 – 2 + 2
= 120 kg The total mass is
boys a year ago and the changes in their 6 + 6 = 12
still the same.

60 + 60 = 120
masses, we can draw a bar model and work The mass of each boy now is 60 kilograms.
backwards to help us find the mass of each

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

60 – 2 = 58
One year ago, Ken’s mass was 58 kilograms.
boy one year ago. 60 + 2 = 62
One year ago, Gerald’s mass was 62 kilograms.
3. Work out the Answer.
Draw a bar to represent the mass of Ken now
and label the bar. 4C heck
if your answer
is correct.
58 + 62 = 120 ✓
My answer is correct.
Say: The two boys have the same mass now,
so the bars representing their masses are equal
in length. 210

Draw another bar of equal length to show the

mass of Gerald and label the bar.
Ask: Has the total mass of the two boys
changed? (No) Why not? (The increase in
Ken’s mass is equal to the decrease in Gerald’s
mass.) What was the total mass a year ago?
(120 kg) What is the total mass now? (120 kg)
Label the total mass in the model as shown in
the ‘Now’ section of the page.
Say: The two boys have a total mass of
120 kilograms now and they have the same
mass. Let us find the mass of each boy now.
Guide students to use doubles facts to find the
answer.
Lead students to observe that 120 is 12 tens
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-33-4
Say: Gerald’s mass had decreased by
2 kilograms over the past one year. This
means that his mass last year was greater
than his mass this year.
Extend Gerald’s bar as shown in the ‘1 year
ago’ section of the page and label the
increase ‘2 kg’.
Ask: Look at the model. How do we find
Ken’s mass one year ago? (Subtract
2 kilograms from his mass now.)
Write: 60 – 2 =
Elicit the answer from students. (58)
Write: One year ago, Ken’s mass was

and find a doubles fact that has a sum of 12. 58 kilograms.

Elicit the answer from students. (6 + 6 = 12)
Write:
6 + 6 = 12
6 tens + 6 tens = 12 tens
60 + 60 = 120
The mass of each boy now is 60 kilograms.
Say: Now, we will change the model to show
the masses of the two boys a year ago. Over
the past one year, Ken’s mass had increased
by 2 kilograms. This means that Ken’s mass last
year was less than his mass this year.
Shorten Ken’s bar as shown in the ‘1 year ago’
section of the page and label the decrease
‘2 kg’.
Ask: How do we find Gerald’s mass one
year ago? (Add 2 kilograms to his mass
now.)
Write: 60 + 2 =
Elicit the answer from students. (62)
Write: O ne year ago, Gerald’s mass was
62 kilograms.
4. Check if your answer is correct.
To check the answer, students can add the
masses of the two boys one year ago to see
if the answer is 120 kilograms.
Ask: Is this the total mass given in the
problem? (Yes)
Say: So, our answer is correct.

Chapter 9: Mass 201

 5.  + Plus Solve the problem in another way.
Have students try to solve the problem in
5+
Guess 1:
a different way. Plus
Ken and Gerald had a total mass of 120 kilograms
Solve the
Have 1 or 2 students share their methods. problem in a year ago.
6 + 6 = 12
another way.
If students are unable to solve the 60 + 60 = 120

problem in a different way, explain the 1 year ago: Ken’s mass: 60 kg

Gerald’s mass: 60 kg
method shown on CB p. 211. Now: Ken’s mass: 60 + 2 = 62 kg
Gerald’s mass: 60 – 2 = 58 kg
Ask: Which method do you prefer? Why?
Guess 1 is not correct as the boys do not
(Answers vary.) have the same mass now.

Guess 2:
EXPLORE 1 year ago: Ken’s mass: 58 kg
Gerald’s mass: 62 kg
Have students go back to the word problem Now: Ken’s mass: 58 + 2 = 60 kg
Gerald’s mass: 62 – 2 = 60 kg
on CB p. 196. Get them to write down in
Guess 2 is correct.
column 3 of the table what they have learned One year ago, Ken’s mass was 58 kilograms
that will help them solve the problem, and then and Gerald’s mass was 62 kilograms.
Compare the methods in steps 3 and 5.
solve the problem. Which method do you prefer? Why?
Have a student present his/her work to the 1. Understand 2. Plan 3. Answer 4. Check 5. Plus
class.
I have learned to...
solve 1-step and 2-step word problems on mass

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

solve a non-routine problem on mass

>> Look at EXPLORE on page 196 again.

Fill in column 3. Can you solve the
problem now?

211

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202 Chapter 9: Mass

 Name: Date: Name: Date:

2.2A Mind stretcher

Let's Do Math Journal
The mass of a basket containing 5 strawberries was 200 grams.
1. Explain how to read this weighing scale.
All the strawberries had the same mass.
After Jasmine took 2 strawberries from the basket, the mass of the
basket became 170 grams. 0
4 kg
What was the mass of the empty basket?
3 kg 1 kg

Strategy: Draw a bar model. 2 kg

© 2021 Scholastic Education International (S) Pte Ltd ISBN: 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.
200 g

basket with 5 strawberries

? 2. Write down the relationship between the kilogram and
basket with 3 strawberries
the gram.

170 g

200 – 170 = 30

The mass of two strawberries was 30 grams.

30 ÷ 2 = 15

The mass of each strawberry was 15 grams.

3. Write a mass that is between 3 kilograms and 4 kilograms.
30 + 15 = 45

The mass of three strawberries was 45 grams.

170 – 45 = 125

The mass of the empty basket was 125 grams.

211A 211B

G3_Chp9_Mind Stretcher.indd 18 13/10/20 1:24 AM

2.2A Mind stretcher Math Journal

Have students work on the tasks independently to
Let's Do check and reinforce their understanding.
Objective:
•• Solve a non-routine problem on mass using Use the rubric provided on page 1 of the blackline
the strategy of drawing a bar model masters to score students’ work.

Resource:
• Hub CB: p. 211A
Students have to find the mass of the empty
basket. They can first draw a bar model to help
them visualize the problem. Next, they should
subtract 170 grams from 200 grams to find
© 2021 Scholastic Education International (S) Pte Ltd  ISBN 978-981-4813-39-6

the mass of 2 strawberries. Then, they should

divide the mass of 2 strawberries by 2 to find
the mass of 1 strawberry. Knowing the mass of
1 strawberry will allow students to find the mass
of the empty basket.

Chapter 9: Mass 202A