Lesson Notes By Weeks and Term v5 - Grade 2
Measurement: length, mass and capacity (Grade 2) – Week 2 focus
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Measurement: length, mass and capacity (Grade 2) – Week 2 focus
Download the Lessonotes Mobile South Africa app for faster lesson access on Android and iPhone.
Subject: Mathematics
Class: Grade 2
Term: 3rd Term
Week: 2
Theme: General lesson support
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This week, we're diving into the fascinating world of measurement! We’ll be looking at length (how long things are), mass (how heavy things are), and capacity (how much space something can hold). Understanding measurement is super important in our everyday lives here in South Africa.
Think about it: When your mom is making pap for the family, she needs to measure the correct amount of maize meal and water. When you’re helping to plant mielies in the garden, you need to know how far apart to plant the seeds (length!). And when you buy a cool drink from the spaza shop, you are looking at capacity of the bottle. Without measurement, many daily tasks would be very difficult!
Let's explore each type of measurement in detail: a)
Length: Length tells us how long something is. We can measure length using different things. This week, we are going to use non-standard units, meaning we won't be using rulers with centimeters and meters yet. Instead, we'll use things like our hands (hand spans), blocks, or even pencils to measure.
Hand Span: Stretch your hand out as wide as you can, from the tip of your thumb to the tip of your little finger. This is your hand span!
Blocks: Any same-sized blocks will do.
Other Non-Standard Units: You can use anything consistent in size – crayons, pencils, etc.
Example: Let’s say we want to measure the length of your desk. We can use our hand spans. Place your hand on the desk, stretch it out, and mark where your little finger ends. Then, place your thumb at that mark and stretch your hand out again. Keep doing this until you reach the end of the desk. Count how many hand spans it took. That's the length of your desk in hand spans! We might say, "The desk is about 4 hand spans long." Important! It's important that you measure in a straight line. If you measure diagonally, your measurement won't be accurate. Start at one end of the object and move directly to the other end. b)
Mass: Mass tells us how heavy something is. Again, we'll use non-standard units this week. Think of it like using a seesaw. The heavier side goes down!
Marbles: Marbles are small and relatively consistent, making them good non-standard units for mass.
Building Blocks: Similar to marbles, blocks provide a uniform measure.
Example: Let’s say we want to find out if an apple is heavier than a small toy car. We can use a simple balance scale (you can even make one using a ruler and a triangular block as a fulcrum!). Place the apple on one side and start adding marbles to the other side until the scale is balanced. Count the number of marbles it took to balance the apple. Now, do the same with the toy car. Whichever object needed more marbles is heavier! If the apple needed 10 marbles and the toy car needed 5 marbles, we can say, “The apple is heavier than the toy car. The apple has a mass of about 10 marbles, and the toy car has a mass of about 5 marbles." Important! Make sure you are placing the objects carefully on the balance scale to get an accurate comparison. Also, the smaller and more consistent the non-standard units, the better! c)
Capacity: Capacity tells us how much a container can hold. We're talking about things like water, sand, or rice.
Cups: Use the same size cup to make the measuring fair.
Spoons: Use the same size spoon. Tablespoons are usually a good choice.
Example: Let’s compare the capacity of a glass and a small bowl. We can use a cup as our non-standard unit. Fill the cup with water and pour it into the glass. Keep doing this until the glass is full. Count how many cups of water it took to fill the glass. Then, repeat the process with the bowl. If the glass needed 2 cups of water and the bowl needed 3 cups of water, we can say, "The bowl has a larger capacity than the glass. The glass holds about 2 cups of water, and the bowl holds about 3 cups of water." Important! Pour carefully so you don’t spill and make a mess! And always clean up any spills right away. Also, make sure you are filling the cup to the same level each time for accurate measurements. Guided Practice (With Solutions) Here are some practice questions to help you understand the concepts: Question 1: Measure the length of your maths book using blocks. How many blocks long is it?
Solution: Get some blocks that are all the same size. Place the blocks end-to-end along the length of the maths book, starting at one edge and going straight to the opposite edge. Count the number of blocks it takes to cover the length of the book. Write down your answer.
For example: "The maths book is 6 blocks long."
Commentary: This question helps students practice using non-standard units to measure length in a practical way. It reinforces the concept of lining up the units end-to-end and counting them accurately.
Question 2: Which is heavier: a crayon or a pencil? Use marbles to find out.
Solution: Use a simple balance scale (a ruler balanced on a triangular block). Place the crayon on one side of the scale. Add marbles to the other side, one at a time, until the scale is balanced (or as close as you can get it). Count the marbles. Repeat with the pencil, adding marbles until the scale is balanced and counting the marbles. Compare the number of marbles needed for each item. The item that needed more marbles is heavier. Write down your answer.
For example: "The crayon is heavier than the pencil. The crayon needed 4 marbles, and the pencil needed 3 marbles."
Commentary: This question gives students hands-on experience with measuring mass using non-standard units and a balance scale. It also encourages them to compare the masses of two objects.
Question 3: Does a teacup hold more or less water than a mug?