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Compare on contrast the weights of two objects.

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Compare on contrast the weights of two objects.

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1. Hold each object in a different hand
2.Extend arms out and experience the downward pull on each object
3.Which one weighs more?

-Then show students the two scales: balance and spring

Pan balance: where students can place an object on each side. (Also understood as holding the objects in each hand)

Spring Scales- Will pull down on the heavier object giving an exact number

Balance scale= Mass
Spring= Weight

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Creating Volume for Shapes- building on measurement concepts

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Creating Volume for Shapes- building on measurement concepts

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Readings from Vande Walle Book- pg. 339

ex-
1.Volume- a term for the measure of the 'size' of, or the space occupied by three dimensional regions

Students will have prior knowledge of the term 'volume'. While 2 objects may have the same volume, the mass and weight might differ.

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*Lighter and heavier is first explored in kindergarten, the units for weight and mass first appear in 3rd grade standards. In 3rd grade students will also be able to demonstrate how they will measure the weight and mass of certain objects using scales.

4th grade will progress into the use of operations with mass and weight.

5th grade will then progress into conversions between the different units.

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K.MD.2-Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).¹ Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

4.MD.2-Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

5.MD.1-Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

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Place different objects in front of students. Use common use items.

ex- Rocks, books, pencil, paper, phone, eraser, etc...

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How could we find out which object is heavier?

After then ask...

How can we find the mass and weight?

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Bring out different scales such as the balance and spring scales. Let students experiment on the use of each scale.

Have students then determine which scale would measure mass with its definition.
-Mass: What is contained within an object (actual)

Have students then determine which scale would measure weight with its definition.
-Weight: gravitational pull

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-Students focus on the purpose and develop deeper meaning.

This is shown when students first take a look at what mass and weight are. They then will apply these meanings to real life experiences (objects from everyday use) and then about them in terms of weight and mass.

-Close connections to underlying conceptual ideas as opposed to narrow algorithms that are opaque with respect to underlying concepts

Students are able to make connections with the perviously learned concept of volume. Volume may stay consistent but the weight and mass may vary. For instance a bucket full of concrete would weigh more than a bucket full of kitchen flour. Rather than just looking at algorithms they are understanding deep underlying concepts.

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The teacher should be able to see students working with manipulative's to find weight an mass. Teacher will be checking in with students and asking thought provoking questions such as:
Which scale will measure mass? Which scale will measure weight? Can weight be measured directly? Why or why not?

Maybe try this... What would happen if we did this...

Students should be able to determine why spring scales technically measure weight, and that balance scales measure mass. This will be students investigating the 'WHY'.