GENEVA COLLEGE- Math Lesson Plan

Julianna Ronto 3rd Grade 2/27/2020

I. Topic
Measuring and Data: The students will estimate mass of items in grams and kilograms.
II. Reference to PA or Common Core Standard(s)
CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature, liquid volume, mass,
and length
III. Learning Objectives
TSWBAT identify whether an object should be measured in grams or kilograms.
TSWBAT estimate the mass of an object in grams or kilograms.
IV. Materials
Recording sheets, assessment worksheet, station number signs, scale, gram chips/manipulatives, paper
clips, bag of rice, box of rocks, pencil, eraser, pad of post-its, balloon, different size books, jar of spaghetti
sauce, Liter water bottles, Smart Board, Powerpoint
V. A. Introduction
-Review different ways to measure: telling time, using a ruler to measure length
-Today we are going to start to learn how we measure mass.
B. Lesson Development
-Mass is the amount of matter in something.
-What is matter? Anything that takes up space- solids, liquids, and gases. Since everything has matter, you
can measure the mass of anything.
-We measure mass in grams and kilograms. 1 gram is about equal to this paper clip and 1 kilogram is about
equal to this bottle.
-1,000 grams equal 1 kilogram. So about 1,000 paper clips is equal to the mass of this water bottle.
-Have everyone take turns holding a paper clip versus the water bottle.
-While you are waiting your turn, I want you to look at the board and think about which of these items might
have a mass of 1 kilogram, the mass of the water bottle.
-Pass out the papers while they are taking turns.
-Ask which item they think weighs 1 kilogram. Why? (because it is similar to the mass of the water bottle)
-Ask which item might weigh 1 gram. Why? (because its similar to the mass of the paper clip)
-This pen here has more mass than a paper clip but less than this water bottle. So it is more than a gram but
less than a kilogram. So, if I wanted to measure the mass of the pen, I would want to measure it in
grams. Can any estimate how many grams you think this pen may be?
-I have a new item now, a bag of rice. Just by looking at it, what do you think you should measure the bag
with, grams or kilograms?
-Can I get a volunteer to hold this bag for me? Now is the bag heavier than the paper clip? Is it heavier than
the bottle of water? So, what do anyone think we should measure the bag in now? (kilograms) What
do you estimate the mass is? How many kilograms, or water bottles would you guess it weighs?
-We are going to do some estimating of our own today with items throughout the classroom.
-I am going to put you up in groups of about 3 students and hand out a recording sheet to each of you.
-You will each start at a station. At this station, you will look at the item(s) and determine if they should be
measured in grams or kilograms. Then you will estimate how many grams or kilograms the items
measures. You will work together with your group mates to come up with the best estimate. If we are
working in a small group, what voice level should we be at?
-For example, if I was at the station with the rice, I would pick it up gently and decide it would be best to
measure in kilograms. Then, I would record my estimate that it is about 2 kilograms.
 -Now I wrote the words kilogram and gram up on the board, but I also have the abbreviation of kg for
kilogram and g for gram. It is also listed on your recording sheet.
-So, you must have the number and the label of kg or g.
-At each station, you will have 1 minute to record your estimate. When the bell rings, you must stop what
you are doing and look to me for your next instruction.
-Put the students into groups: 6 groups of 3 and 1 group of 2. Tell students they are group 1-7.
-Students will start at the correspondingly labeled station and work for a minute. (Adjust time as needed.)
-Walk around to help, ensure students are on task, and informally assess students.
-When bell rings: Everyone look to me. Now we are going to move to the next number. So 1s will go to 2 and
2s to 3. 7s will go to 1. Can you all point to where your next station is? Now walk quietly to your next
station.
-Repeat this process 7 times—until each station is complete.
-After the 7th station, students will go back to their seats.
-Bring items to the front of the board and ask students if they chose g or kg and what their estimates were. If
possible, weigh items to test accuracy.

C. Evidence of Differentiated Instruction

Learning Environment: Students will work collaboratively with other students who can support or
challenge them. This would benefit struggling learners.. Also, students can raise their hand and the
teacher can see them easily to help
Content: The teacher will present the information to the students verbally and visually through
pictures and physical objects for students with various learning styles.
Process: The teacher can support students while walking around the classroom and they can adjust
time needed to complete the activity. Students can be physically and kinesthetically during the
process. They also have the option to pick up items to estimate mass.
D. Closure
-Now I want to see if you can apply this to items that you cannot pick up. I will pass out a worksheet and I
want you to do the same thing you did with your group, but individually. When you are finished you
may read quietly.
-Pass out worksheets and have them turn in when complete.
-Explain the worksheet when it is in front of them. It will have pictures of objects and they will have to
determine if they should measure it in kg or g and estimate the mass.
VI. Assessment/Evaluation
Formative Assessment during Lesson- I will listen to group work and discussion at stations, oral answers to
questions
Summative Assessment after Lesson- Worksheet completed individually.
VII. Modifications and/or Accommodations
I will provide an adapted assessment with less answers to choose from, I will wear the microphone