Mathematics Lesson Plan for First Grade

Lesson plan developed by: Marissa Zaprev

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Title of the Lesson: Weight: Comparing things Brief description of the lesson: The main focus of the lesson is to compare and measure weights using non-standard units. Goals of the Lesson: a. Students will compare weight using terms like light/lighter/lightest and heavy/heavier/and heaviest. b. Students will learn to measure weight using a balance c. Students use common objects as non-standard units to measure and compare weight Relationship of the Lesson to the Standards

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Measurement standard for grades K-2 compare and order objects according to these attributes

This Lesson

Measurement standard for grades K-2 Solve problems involving measurement and data

5. Unit Plan Lesson # of days Description 1 1 Students compare and order weights of things. 2 1 Weight: comparing things- Students use non-standard units in order to measure the weights of different objects. 3 1 Students measure and compare more than two things using non-standard units. 6. Instruction of the Lesson (Talk about the importance of the lesson) NCTM Standards expect early elementary grade students to understand measureable attributes of objects and the units, systems, and processes of measurement. These standards want students to understand how to measure using non-standard and standard units. Students learned about numbers to 20. They also understand the concept of comparing and ordering two or more
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numbers. Students also learned that length can be measured using everyday objects as nonstandard units. In this lesson, students will integrate their understanding of numbers and measurement through an introduction of the concept of weight. They will work with a balance to recognize that a balance is a useful tool in comparing weights of objects. Students will focus on using non-standard units in order to measure the weight of certain objects in the classroom. Students will compare the weights of different objects in order to become familiar with the vocabulary terms light/lighter/lightest and heavy/heavier/heaviest. The lesson will accomplish the objectives by having students do a hands on activity. Students will get to use a balance in groups to find out which objects are heavier than others. Teacher will then have a group discussion about results that were found and also ask students to draw on a balance which objects were light and which were heavy. This will help the teacher check for students understanding of comparing weight of different objects. 7. Lesson Plan
Steps, Learning Activities Teachers Questions and Expected Student Reactions 1. Introduction Have students work in groups of four. Hand out items to weigh such as, paper clips, erasers, pencils, and crayons. Ask students to guess which item will be heavier the paper clips or the erasers? Will the pencil or the crayon be heavier? Teachers Support Points of Evaluation

Teacher will clip each item on the board as a display for the students. Have students share their guesses with the class.

Are students feeling the items to guess which is light which is heavy?

2. Posing the Problem Students will use their balance at their table in order to find out which item is heavier. Ask students to weigh the clip and the eraser? The pencil and crayon? The pencil and paper clip? The crayon and the eraser? Which item is the heaviest? Which item is the lightest?

Teacher walks around to different groups assisting groups that need help. Students share results with class.

Are students using the balance correctly? Are students engaged and discussing the objects?

3. Anticipated Student Responses R1- Students will say the paper clips are lighter than the erasers because the paper clips are higher on the balance than the erasers. R2- Students will say the erasers are lighter because they can confuse the up and down side of the balance leading them to think that the paper clips are heavier because they are higher than the erasers. R3- Students may put more crayons on the balance than pencils and say that the crayons are heavier. R4- Students may think that the crayon and the pencil weigh the same.

If a student gets stuck teacher can display three classroom objects with significantly different weights. Allow students to feel the weight of the objects as you introduce comparison statements. For learners that are advanced teacher would ask students to give examples of how a larger object can be lighter than a

Do students recognize that the lighter object is on the up side of the balance? Do students recognize that the heavier object is on the down side of the balance?

smaller object.

4. Comparing and Discussing Have students all come back to the rug to form a circle and discuss the results of the experiment. Teacher will also enforce the use of the vocabulary words light/lighter/lightest and heavy/ heavier/ heaviest. Teacher draws on flip chart paper a balance with one side up and one side down and asks a student to go up and draw the object that belongs on each side. This will help students communicate their results.

Ask students to display their results on the flip chart. Teacher will focus on the terms weight, light, and heavy. Discussion will focus on if the light object is up or down on the balance, vice versa.

Are there any groups that did not understand how the balance worked? Does the class agree on which objects are light and which object are heavy?

5. Summing up Teacher reviews what is on the flip chart with students. Teacher would than ask students to go back to their desks and hand out a 4 question worksheet in order to assess if students have an understanding of comparing weight. Worksheet is in workbook page 1 lesson 1. I have also attached a copy to this lesson plan. For homework I would send home an activity for the students and parents to do together. It is simply just finding objects around the house to compare if they are heavy or light. This activity will also help the student verbalize what they learned about weights. I have attached a copy to this lesson plan.