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C
LESSON PLAN 1
KLA: Maths Class: K/1 Date: 18.6.17 Time:11:30-12:30
SYLLABUS OUTCOMES: IN THIS LESSON LEARNERS WILL:
MAe-1WM describes mathematical situations using everyday language, actions, Compare two masses directly by hefting. Use language such as heavy, light, heavier,
materials and informal recordings lighter.
MAe-12MG uses concrete materials and/or pictorial representations to support
conclusions
MAe-12MG describes and compares the masses of objects using everyday language
TEACHING AND LEARNING ACTIONS
ORIENTATION 5 minutes REFLECTION 5 minutes
Introduce todays topic mass. Q-what does mass mean? Discuss heavy and light, heavier and Come to floor. Which items were heavy/light. How do you know? - hard to lift etc.
lighter, hard to push, hard to pull. Ask students for examples
Video Grover demonstrates heavy and light https://www.youtube.com/watch?
v=tynDYRtRrag

CONTENT TIME GUIDED DISCOVERY GROUP TEACHER ASSESSMENT RESOURCES

STRUCTURE ROLE
Compare two What am I How am I Box of blocks
masses directly D assessing? assessing it? Pencils
by hefting. 15 iscuss hefting WC. TD Sticky tape holders
Learner can Evidence:
Use comparative Explain today's activities: In pairs work at one station Apple
language to at a time. Compare objects by hefting and determine Directly Observation Balloon
describe mass. whether objects are heavy or light(K), heavier/lighter compare two Reader
Record (yr1). 40 seconds at each station. Both partners must masses by Dictionaries
comparisons of feel objects. Move in a clockwise direction on signal. hefting Text book
mass informally Use Scissors
using drawings 20 EXPLORATION comparative Discussion Feather
Students Complete above activity. language to Paper
15 In maths book, divide page into half. One side draw Pairs. TM Magazine
describe mass.
light/lighter objects on other side draw heavy/heavier Record Balls
objects. comparisons of Work Texta
Individualising mass sample Stapler
WT determine one object as heavy or light when informally Paper clip
there is an obvious difference compared to another using drawings Magnet
object. Discuss with peers for support
WB predict which object would be heavier or Maths workbooks
lighter. Determine if objects are much heavier or
slightly heavier. Video
Smartboard
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ANNER C
LESSON PLAN 2
KLA: Maths Class: K/1 Date: 25.6.17 Time:11:30-12:30
SYLLABUS OUTCOMES: IN THIS LESSON LEARNERS WILL:
MA1-1WM describes mathematical situations and methods using everyday and Investigate mass using a pan balance.
some mathematical language, actions, materials, diagrams and symbols
MA1-12MG measures, records, compares and estimates the masses of objects using
uniform informal measurements
TEACHING AND LEARNING ACTIONS
ORIENTATION 5 minutes REFLECTION 5 minutes
Revise previous lesson on heavy and light. Introduce new concept measuring mass Come to floor. Share results with the class. Discuss if they found objects of the same
mass. Was it easy/hard. Why? How did you know if they had the same mass or not? What
did you do to make it equal the same mass?

CONTENT TIME GUIDED DISCOVERY GROUP TEACHER ASSESSMENT RESOURCES

STRUCTURE ROLE
Use a pan balance IWB game: Balance the Blobs. Work together as What am I How am I IWB
to compare the whole class to balance the scales students volunteer assessing? assessing it? Balance the Blobs game
masses of two to come up one at a time to move blobs. WC. TD 7 x pan balance
Learner can Evidence:
objects. EXPLORATION Objects of varying mass
Discuss the action 7 x stations which have been set up with a pan balance Use a pan Observation Maths books
of a pan balance each with a different object in one bucket Groups TM pencils
balance to
when heavy v. In groups of four (2K and 2yr1) students move through compare the
light objects are stations one at a time on signal. Students need to find masses of two
placed on either another object in the room that they think will balance objects.
side. the scales (same mass). Groups need to decide together Discuss the Discussion
Use drawings to and agree on an object that has the same mass. ALL action of a pan
record findings OBJECTS TO BE RETURNED TO WHERE THEY Pairs. TM
balance when
from using a pan CAME FROM. heavy v. light
balance. Draw results in maths books objects are
Individualising placed on
Students can find one object of the same mass, or either side.
several objects that add up to the same mass. Use drawings Work
WB predict the action of a pan balance before to record sample
placing particular objects in each pan. findings from
using a pan
balance.