# Lesson Notes By Weeks and Term - Primary 2

Mass

TERM: 2nd Term

WEEK: 8

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Mass

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

1. Measure the mass of a variety of objects using kilograms.
2. Measure and estimate the mass of a variety of objects.
3. Solve simple addition and subtraction problems involving mass.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical

INSTRUCTIONAL MATERIALS: Balance scale, objects to compare mass (e.g. board duster, box of crayons, etc.),bathroom scale, packaged items to compare and add given masses, (500 g bag of rice, 1 kg bag of rice, tea, mielie meal, etc.), Pictures of/products with a mass of 250 g, 500 g, 1 kg and 2 kg, bathroom scale, objects with a mass of 1 kg, 5 kg, 10 kg and 20 kg.

PERIOD 1: Assessment

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

ORAL

ASSESSMENTS

The teacher asks questions on mental maths treated so far

Pupils respond and participate

STEP 2

DISCUSSION

The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen

Pupils pay attention and participate

STEP 3

WRITTEN ASSESSMENTS

1 Circle the container that can hold more water.

2 This bottle has 1 teaspoon of water in it.

How many teaspoons of water are there in the following bottle?

3 Write these measurements from smallest to biggest: 4 l, 2 l, 3 l, 1 l and 5 l.

4 Draw 3 containers below to show the difference in capacity.

 Holds less than 1 litre Holds 1 litre Holds more than 1 litre

5 Solve the problems:

a Mom buys 2 litres of orange juice on Monday. She buys another 4 l on Tuesday. How many litres did she buy altogether?

b Bisi has 5 l of water. Joshua has 7 l. How many more litres does Joshua have?

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils

PERIOD 2: Standard units of mass

PERIOD 2: Estimation of mass

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsGive the number(s) between1 56 and 58  2 91 and 95  3 25 and 27  4 40 and 43  5 35 and 38  6 12 and 147 50 and 538 98 and 1009 89 and 9110 24 and 27 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Shows learners products/pictures with a mass of 250 g, 500 g, 1 kg and 2 kg.• Asks them the following questions:Which product has a mass of 1 kg?Which product has a mass of less than 1 kg?Which product has a mass of more than 1 kg?Is the remaining product lighter or heavier than 1 kg?(Learners should respond using the examples shown to the class in the pictures you have collected. Answers will depend on the pictures you have brought to class.) ACTIVITY IIThe teacherWhen you do this activity make sure that you show the learners how to read mass correctlyusing scale markings. Draw a simple scale on the board to assist you when you explain how to read from a scale. For example: (Draw the scale arm to show different readings using the markers.)• Use a bathroom scale to find the mass of the following:An object with a mass of 1 kg.An object with a mass of 5 kg.An object with a mass of 10 kg.An object with a mass of 20 kg.• Asks questions like (answers will vary):Which object has the greatest mass?Which object has the lowest mass?Which object is heavier/lighter? (Of two objects shown together.)Which object has a mass of more than 5 kg/less than 10 kg?• When you have finished this activity the learners will do the classwork activity.• Draws a balance scale on the board to remind learners how to interpret a drawing of a balance scale.• Reminds the class: In the scale shown, the object on the right hand side is heavier because the scale is tipping down to the right.• The masses shown in the two balances are 1 kg on the left and 2 kg on the right. This scale would tip towards the heaver object, which is the 2 kg bag of soap. The balancescale shown here is true. Pupils pay attention and participate STEP 3CLASS-WORK 1 Look at the pictures of balance scales. Circle true or false.2 Draw the arms on the kitchen scales to show the mass of these products:(Learners must draw the arms in the correct place.) Pupils attempt their class work STEP 4HOME-WORK 1 Draw a scale balance with a heavier object on the right hand side.2 Draw a scale balance with a lighter object on the left hand side.3 What can you say about the two drawings that you drew? The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in today’s lesson we have learnt to estimate and read the mass of objects using kilograms. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4: Mass: addition and subtraction problems

PERIOD 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.

PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises give by the teacher individually

CONSOLIDATION

1 Draw the following products each with a different mass:

3 kg tomatoes, 5 kg bananas, 8kg mangoes, 1 kg potatoes. Write down the mass of each product.

2 Use the pictures from Question 1 to complete the following:

a Musa bought bananas and mangoes. What is the total mass of her products?

b I bought tomatoes and potatoes. What is the total mass of my products?

c Zara bought mangoes and tomatoes. What is the total mass of his products?

3 Joshua buys 10 kg of mielie meal and Bisi buys 7 kg of mielie meal. How many more kilograms does Joshua have than Bisi?