TERM: 3^{rd} Term
WEEK: 6
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Mass/Capacity
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
kilograms.
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments
INSTRUCTIONAL MATERIALS: Bathroom scale, a range of products with a mass of 1 kg, 2 kg, 3 kg, and products with masses in grams, Pictures of products on which you can see the capacity (collect these from shop adverts beforehand), 250 ml cup, teaspoon, an empty 1litre bottle, videos from source
PERIOD 1: Mass
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ ÷ 10 = 8 2. __ ÷ 10 = 4 3. __ ÷ 10 = 9 4. __ ÷ 10 = 5 5. __ ÷ 10 = 3 6. __ ÷ 10 = 1 7. __ ÷ 10 = 7 8. __ ÷ 10 = 2 9. __ ÷ 10 = 10 10. __ ÷ 10 = 6  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Shows the learners the bathroom scale that you have brought from home. What types of mass you can measure using a bathroom scale. Remember to explain the mathematical terminology to the class and make sure that they know this terminology well. • Lets the learners look around the class and see what items they could find the mass of using the bathroom scale, e.g. a heavy school suit bag, a pile of maths books. (Items must be able to balance on the scale and not cover the mass meter.) • Discusses which items one could not find the mass of using the bathroom scale. • Asks: Why not? (e.g. Light items, such as a book, since the bathroom scale measures in kilograms.)
CLASS ACTIVITY The teacher • Place a range of products that have a mass of 1 kg, 2 kg or 3 kg and some products that have a mass measured in grams on a table in front of the class. For example:
• Holds up a 1 kg product and a product with a mass of less than 1 kg, e.g. 1 kg Skip and 500 g Omo. • Shows and reads the mass to the class. Ask Which is lighter – 500 g Omo or 1 kg Skip? Invite a few learners to hold the items and feel the mass. • Asks Why is the 500 g lighter than the 1 kg? (Even though the number 500 is a bigger number than 1, grams are much smaller than kilograms. 1 000 grams make 1 kg. Therefore 500 g is less than 1 000 g which is the same as 1 kg.) • Does the same with various other options and combinations, e.g. Provita and Red Label biscuits. • Asks learners to come up with suggestions of items which can provide a combined mass of 1/2/3 kg. They may use single or multiple items, e.g. 8 packets of Provita have the same mass as a 2 kg packet of Skip. • Gives learners a selection of products, e.g. Red Label, Iwisa, Ace and Provita. Ask learners to place these in order from lightest to heaviest. • Does the same with other products also ordering them from heaviest to lightest.
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Which is the heaviest product above? 2. Which is the lightest product above? 3. Name 2 items that have a combined mass of less than 1 kg. 4. Name 2 items that have a combined mass of 500 g.  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Use a bathroom scale to find your mass. 2. Sort these soaps in order of mass from lightest to heaviest. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2 : PERIOD 1: Mass
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ ÷ 10 = 8 2. __ ÷ 10 = 4 3. __ ÷ 10 = 9 4. __ ÷ 10 = 5 5. __ ÷ 10 = 3 6. __ ÷ 10 = 1 7. __ ÷ 10 = 7 8. __ ÷ 10 = 2 9. __ ÷ 10 = 10 10. __ ÷ 10 = 6  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Shows the learners the bathroom scale that you have brought from home. What types of mass you can measure using a bathroom scale. Remember to explain the mathematical terminology to the class and make sure that they know this terminology well. • Lets the learners look around the class and see what items they could find the mass of using the bathroom scale, e.g. a heavy school suit bag, a pile of maths books. (Items must be able to balance on the scale and not cover the mass meter.) • Discusses which items one could not find the mass of using the bathroom scale. • Asks: Why not? (e.g. Light items, such as a book, since the bathroom scale measures in kilograms.)
CLASS ACTIVITY The teacher • Place a range of products that have a mass of 1 kg, 2 kg or 3 kg and some products that have a mass measured in grams on a table in front of the class. For example:
• Holds up a 1 kg product and a product with a mass of less than 1 kg, e.g. 1 kg Skip and 500 g Omo. • Shows and reads the mass to the class. Ask Which is lighter – 500 g Omo or 1 kg Skip? Invite a few learners to hold the items and feel the mass. • Asks Why is the 500 g lighter than the 1 kg? (Even though the number 500 is a bigger number than 1, grams are much smaller than kilograms. 1 000 grams make 1 kg. Therefore 500 g is less than 1 000 g which is the same as 1 kg.) • Does the same with various other options and combinations, e.g. Provita and Red Label biscuits. • Asks learners to come up with suggestions of items which can provide a combined mass of 1/2/3 kg. They may use single or multiple items, e.g. 8 packets of Provita have the same mass as a 2 kg packet of Skip. • Gives learners a selection of products, e.g. Red Label, Iwisa, Ace and Provita. Ask learners to place these in order from lightest to heaviest. • Does the same with other products also ordering them from heaviest to lightest.
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Which is the heaviest product above? 2. Which is the lightest product above? 3. Name 2 items that have a combined mass of less than 1 kg. 4. Name 2 items that have a combined mass of 500 g.  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Use a bathroom scale to find your mass. 2. Sort these soaps in order of mass from lightest to heaviest. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Compare, order and record the mass of commercially packaged objects which have their mass stated in kilograms.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Capacity
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. 4 x 10 = 2. 4 x __ = 40 3. __ x 10 = 40 4. 40 ÷ __ = 4 5. __ ÷ 10 = 4 6. 40 ÷ 10 = 7. 40 ÷ 4 = 8. 10 x 4 = 9. Half of 40 10. Double 40  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Give each group of learners pictures of products on which they can see the capacity, e.g. • Asks the learners to order the containers from the one that holds the least to the one that holds the most.
CLASS ACTIVITY The teacher • Discusses comparisons between pairs of containers (based on pictures that you have brought to class). For example: − The capacity of the Sunlight Liquid container is ______. (5 litres) − The capacity of the milk container is _____. (1 litre) − The capacity of the Vanish container is ______. (1 litre) − The capacity of the Dettol container is ______. (2 litres) − The capacity of the green milkshake bottles is _____. (500 ml) − The capacity of the Fanta container is _____. (340 ml) − The capacity of the ___ (Sunlight Liquid) container is largest. It contains ___ (3 litres) more than the Dettol..
ACTIVITY II The teacher • Talks about filling the bigger container by pouring from the smaller container into the bigger container. When you do this work out how many times you will need to pour from the smaller one into the bigger one in order to fill it.
Examples: (use your product pictures and measurements if they are different) How many milkshake bottles (500 ml) will fi ll: − The Sunlight Liquid container? (5 litres is 5 000 ml, need 10) − The milk container? (2) How many standard cups (250 ml) will fi ll: − The Vanish container? (4) − The Dettol container? (8)  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. You can fill bigger containers using smaller containers. How many times will you need to pour from the smaller one into the bigger one in order to fill it in the examples below? a) 500 ml into 2 litres. b) 250 ml into 500 ml. c) 1 â into 5 â. d) 500 ml into 1,5 â.
2. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? a) ___ cups. b) ___ millilitres. c) ___ litres.
3. Sort the containers below from those that can hold the most to those that can hold the least:  Pupils attempt their class work 
STEP 4 HOMEWORK  One cup holds 250 ml. How many cups will fi ll the following containers? 1. 500 ml jug. 2. 1 â jug. 3. 2 â bottle. 4. 1,5 â bottle. 5. 5 â bucket. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to compare, order and record the capacity of objects
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 4: Capacity
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. 4 x 10 = 2. 4 x __ = 40 3. __ x 10 = 40 4. 40 ÷ __ = 4 5. __ ÷ 10 = 4 6. 40 ÷ 10 = 7. 40 ÷ 4 = 8. 10 x 4 = 9. Half of 40 10. Double 40  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Give each group of learners pictures of products on which they can see the capacity, e.g.
• Asks the learners to order the containers from the one that holds the least to the one that holds the most.
CLASS ACTIVITY The teacher • Discusses comparisons between pairs of containers (based on pictures that you have brought to class). For example: − The capacity of the Sunlight Liquid container is ______. (5 litres) − The capacity of the milk container is _____. (1 litre) − The capacity of the Vanish container is ______. (1 litre) − The capacity of the Dettol container is ______. (2 litres) − The capacity of the green milkshake bottles is _____. (500 ml) − The capacity of the Fanta container is _____. (340 ml) − The capacity of the ___ (Sunlight Liquid) container is largest. It contains ___ (3 litres) more than the Dettol.
ACTIVITY II The teacher • Talks about filling the bigger container by pouring from the smaller container into the bigger container. When you do this work out how many times you will need to pour from the smaller one into the bigger one in order to fill it.
Examples: (use your product pictures and measurements if they are different) How many milkshake bottles (500 ml) will fi ll: − The Sunlight Liquid container? (5 litres is 5 000 ml, need 10) − The milk container? (2) How many standard cups (250 ml) will fi ll: − The Vanish container? (4) − The Dettol container? (8)  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. You can fill bigger containers using smaller containers. How many times will you need to pour from the smaller one into the bigger one in order to fill it in the examples below? a) 500 ml into 2 litres. b) 250 ml into 500 ml. c) 1 â into 5 â. d) 500 ml into 1,5 â.
2. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need? a) ___ cups. b) ___ millilitres. c) ___ litres.
3. Sort the containers below from those that can hold the most to those that can hold the least:  Pupils attempt their class work 
STEP 4 HOMEWORK  One cup holds 250 ml. How many cups will fi ll the following containers? 1. 500 ml jug. 2. 1 â jug. 3. 2 â bottle. 4. 1,5 â bottle. 5. 5 â bucket. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to compare, order and record the capacity of objects
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 5: Weekly Test/consolidations
TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 14 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 given by the teacher individually
CONSOLIDATION
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