Maths Measurement Unit plan

Unit outline
Total time 300 minutes, five lessons spread over multiple weeks
Each lesson has a duration of 60 minutes.
Topic: Measurement
Year 4, Measurement and Geometry: Using units of measurement. Content description (Australian
Curriculum): Use scaled instruments to measure and compare lengths, masses, capacities and
temperatures. (ACMMG084)

Lesson 1 Engage

Objectives:
Evaluate existing knowledge and different levels of competency in the class.
Familiarise class with different forms of measurement of solids and liquids.
Familiarise class with measurement terms such as grams, kilograms, litres, millilitres, cups,
teaspoons etc.
Raise interest by class in the topic.

Introduction 30 mins
Ask class what they know about measurements from year 3? What different kinds of measurements
are there? What do these measurements apply to? What tools might we use to measure them? Where
might we find these measurements in everyday life?
Write the different measuring tools and measuring units on the whiteboard. Use peers to explain
terms, if they know them. Allow discussion to develop. Be enthusiastic, to ensure they are
enthusiastic, you want to hook them from the start.
Discuss with the class that we will be concentrating on measurements for cooking for the next few
weeks, especially grams and kilograms, but will also discuss volume measurements like cups,

teaspoons etc. and that once they have learnt to use the measurements they will be baking chocolate
chip cookies. (big cheer)

Engage 20 mins
Watch 2 clips of cooking/baking TV shows.
https://www.youtube.com/watch?v=xL06frx38bU (Fearnley-Whittingstall 2014)
and
https://www.youtube.com/watch?v=6ZnTnKuiKsU (Oliver 2014)
Ask the students to take down all measurements they hear mentioned in the clips. Between each clip
ask them to list all the terms they heard and write them on the blackboard. Allow about 10 minutes to
watch and discuss each clip.

Reflect 10 mins
Look at all the terms that are now on the blackboard and ask them to reflect on what they mean and
what they might be used for. Also, how might they interrelate? Did the video clips help them better
understand this?
Why might grams, kilograms and teaspoons/tablespoons be important measurements for baking?

Lesson 2 Explore

Objectives:
Students will estimate weight by volume in g and kg.
Students are introduced to measuring scales and weighing in grams up to one kg.
Students develop become more accustomed with weight measures grams and kg.

Resources:

6 kitchen scales (analogue)

6 large plastic bowls
Rice in a container (measured into 6x500 gram units) or comparable durable material (small
marbles or dried peas might be an option)
Large marbles in a container (measured into 6x1kg units) or a comparable durable material (dried
peas or beans might be an option)
30x Weight worksheet (see Appendix 1) +2 spare

Introduction 15 minutes
Class is divided into six groups of five, as discussed in the introduction.
Ask students whether they remember/know how to read scales? Do they remember from the previous
lesson the difference between grams and kilograms? If not, explain, or if some know, let them
explain elaboration might be necessary. What is the relationship between grams and kilograms? Do
they know how to measure any of these? Do they think that you can tell from the volume in a
container how much something will weigh? Keep scaffolding to a minimum, this will come later.
Explain that today we will start to work with these different measuring units and practice measuring
them. We will be working with grams and kilograms all week. Tell them that we will be doing
different exercises all week to make sure they feel comfortable using them and measuring them.

Explore 30 minutes
Ask one from each table to collect the resources. Give each group their containers with a total of
1.5kg in weight. These will consist of 1kg of marbles and 500g of rice, the rice is in a larger container
than the marbles. Each group also gets a large plastic bowl. Finally each group gets a set of scales.
These packs were prepared prior to class by the teacher, to speed up the process. Hand out
worksheets, one each. The containers, which now have rice and marbles in them, and the bowls were
weighed empty before class so that the tare weight is known to teacher.
Tell pupils that we will be estimating/guessing how many grams are in each of the containers and that
they should write down the answers on their worksheet as they go, first individually and then after
group consultation. They start with the rice and repeat for large marbles. Provide minimal
assistance/scaffolding as necessary when they weigh.

Let each group present their group estimate to the class, write them on the whiteboard. Let them
weigh the containers Now ask whether the containers weigh something too? Explain tare. Write
down the results on the worksheet, after consultation with the teacher. Who got closest?
Now ask them to pour a random amounts of rice into the bowl. First let them guess the weight
individually, then as a group. Weigh the rice and see what the actual weight is, write tare on
whiteboard, so they can deduct this from total.
Depending on time left repeat with a different amount and then repeat with the large marbles. Ask
them to pour rice/marbles back into the correct container after they have weighed it.
If the class is exceptionally proficient turn it into a competition. Groups discuss random amounts the
teacher has poured out, their guesses are put on the whiteboard. Then the teacher weighs the amount
and keeps tally of the score between groups.

Reflect 15 minutes
Discuss how accurate their guesses were. Do they still think/or not whether one can tell from the
volume in a container how much something will weigh?
Was there a difference in their guesses between the large and small marbles, was there one which
was more accurate or more difficult to guess. If so, why might this be? What other things might
influence the estimate?
Collect the worksheets.

Lesson 3 Explain

Objectives:
Review and consolidate students learning over the last few lessons
Introduce and discuss more complexity, such as cups, teaspoons and other measuring instruments
Develop fluency and confidence with measuring scales and weighing in grams to a kg and above

Resources:

30x Analogue scales worksheet (see Appendix 2) + 2 spare

6 kitchen scales (analogue)
18 dice (6x3)
6 containers with 700g of rice
6 large bowls

Introduction 15 minutes
Class is divided into six groups of five, as discussed in the introduction.
Review what they have already learnt the measurements kilograms and grams and how to measure
them discuss as a side note such measurements as, cups teaspoon and tablespoon. What is the
relationship between grams and kilograms? What does kilo mean? If kilo means 1000, what does
kilogram mean? How many grams in kilogram? What can they use to measure this? What other
measuring instruments do they know that can measure this? Do they have any questions around this
topic? Explain as necessary.

Explain 35 minutes
Hand out and complete worksheets. Although scales were used previously this is aimed at making
them more comfortable and build up to the next activity. (5 mins).
Collect worksheets.
Rules will be written on whiteboard and clarified first. Ask one from each table to collect the
resources. Give the groups one set of scales, one bowl, a container with 700g of rice and three dice
each. Packs prepared before lesson by teacher.
They throw the dice in turns. They always have to order the dice from highest to lowest number (i.e.
a 6, 1 and 3 would be 631 grams). They then have to weigh rice to the closest 10 as analogue scales
are being used (i.e. following the above example 630 but the full amount has to be written down).
Their target is to reach 2kg and they cannot overshoot. They can drop the 3rd and 2nd die once they
are close enough. Depending on speed of progress and comprehension they can then also roll to
reduce the number back to zero. If progress is slow, the number of dice and target can be reduced.
(This game is inspired by various die games that were used in the UniSA MMET Mathematics course

EDUC5183 taught by Allison Fillmore in SP2 2015). Scaffolding and assistance to be given as
necessary.

Reflect 10 minutes
Ask class what were their strategies? Do they feel confident using scales now? Are they comfortable
using grams and kilograms? Do they understand the relationship between the two? Which additional
mathematical principles did they need and use? Do they have any further questions regarding the use
of these weights and measures?

Lesson 4 Elaborate

Objectives:
Explore the concept in more depth.
Understand the connection between input amount and output amount.
Become fully competent in using grams and kilograms.
Scaling up and scaling down a recipe.
Further consolidate knowledge of division and multiplications.

Resources:
6 kitchen scales (analogue)
6 x 700g containers of rice
6 x large bowls
30 x Ingredients worksheet (see Appendix 3) + 2 spare

Introduction 10 minutes
Class is divided into six groups of five, as discussed in the introduction.

Discuss that we are now close to baking those cookies, but how do we know the amount of cookies
our recipe can provide? What do we do if there are not enough for all? Do some miss out? What can
we do to make sure there are enough for all? What mathematical principles do they already know to
find out these things? Discuss the options of division, multiplication and addition and subtraction as
necessary. If they do not have a calculator in the kitchen, but a set of scales, what could they do?

Elaborate 40 minutes
Ask one from each table to collect the resources for their group - they will be given five worksheets,
one bowl, one 700g container of rice and one set of scales.
Explain that the worksheet contains the ingredients list for the cookies we will be baking. Say that
this will be for twelve cookies. Then let them work out the amounts needed for everyone in the class
to get one cookie. Lend assistance where necessary, but let them work the problem on their own for
at least 5 minutes. Remind them that they have the rice and scales as concrete material to work it out
with.
Depending on progress and ability, what would they need to do to have two and a half cookies for
everyone in the class and then how do they know what quantities are needed to just bake 2 cookies?
If they are flying through the exercise, then the teacher can provide them with more challenging
quantities. If it is not going as well, say that they can use the premise that the recipe is for 10 cookies.

Reflect 10 minutes
Ask them what results they got to? Why do they think that and how did they get there? What methods
did they use to get their results? What did they find easy, what did they find difficult? Do they have
questions?
Collect worksheets

Lesson 5 Evaluate

Objectives

Assess learning progress and knowledge.

Assess problem solving ability.
Cement knowledge through practical application.

Resources:
School kitchen with at least two ovens (three trays per oven)
6 large bowls
6 kitchen scales
6 manual whisks
6 stirring spoons
6 rolling pins
6 baking trays
Baking paper
6 butter knifes
Ingredients: see Recipe (Appendix 5) x 6 ensure oversupply for each group to ensure they have to
weigh and measure all ingredients.
30 Recipe sheets (see Appendix 4) + 2 spare
1 x Ingredients raffle tickets (see Appendix 5)

Introduction 10
Start pre-heating the ovens immediately.
Class is divided into six groups of five, as discussed in the introduction.
Discuss with them appropriate behaviour in the kitchen. Agree on a set of rules with them. No food
fights or similar etc. Health and safety.

Everyone in each group is in charge of at least one ingredient (make a lottery simple paper in box with all ingredients on them, all but two will get one ingredients, two will have two. The tasks such
as mixing and rolling out will be done together by those who only have one ingredient.

Evaluate 40 (c. 30 minutes combining the ingredients c. 10 minutes baking)

Work stations are set out prior to class with all ingredients and equipment present. Baking trays are
greased and lined with baking paper. No teaching assistants required due to good behaviour
throughout the unit.
Hand out the recipe, one each. Check whether they understand all the terms, clarify as needed.
Let the groups independently follow the recipe. Provide assistance regarding recipe method as
required, but only sparingly regarding measuring quantity. They are in control of the baking with as
little help from the teacher as possible.
While cookies are in the oven, ask them to clean up their workstations.

Reflection 10 mins
Discuss how they found the experience. What did they think was easy and what was difficult? Taste
the cookies! Teacher mixes them all together first to prevent judging by peers.
The ability to follow the instructions and apply the various measures correctly is be a direct
progression from the first lesson where they were taking notes on measurements.

4. Conclusion and Evaluation:

This topic will give the students an everyday understanding and application of mass. It will help them
better understand how to measure weight units, specifically grams and kilograms, and why they
might want to, or need to, do so. It will make them more comfortable in using instruments to
measure, but also help them understand how various strands of mathematics apply to such a real life
thing as baking some cookies. This learning will (hopefully) occur in an enjoyable and low pressure
way.

Each individual lesson has a variety of assessment procedures in place to monitor the individual
ability and progression of the pupils throughout the unit and in direct relation to the content
descriptor through the hands on approach to measuring. Maximum individual participation is also
aimed for, so all get the same amount of practice time with the equipment.
The various worksheets are designed to assess the students basic understanding of the different
weights and possible complicating factors, as well as their thought processes and problem solving
ability. They also assists in progress-monitoring. The activities are designed to consolidate previous,
or existing, knowledge and expand on it, lesson by lesson and in increasing levels of complexity.
This allows the assessment of individual progression and ability throughout the unit. Questions will
be asked in each lesson to probe and evaluate knowledge and understanding.

Apart from these strategies, the main assessment strategy is observation, requiring regular and ample
note taking by the teacher. All group activities in particular will heavily rely on observation as the
key element of assessment for learning. The use of worksheets in some activities provides additional
information. The reflection element of the each lesson helps the teacher to assess whether the lesson
has been learnt, the necessity for further lessons on a topic, or whether more complexity needs to be
added. Plans can be adjusted accordingly.

The final task, baking the cookies, will provide the opportunity for the teacher to observe and assess
the progress of the class and whether all the units objectives have been achieved, while the pupils
are having fun and not necessarily aware, or distracted from the fact, that they are being assessed.

I strongly believe in the principles that learning has to be fun, but also concrete, this unit is aimed at
fulfilling that ideal within the guidelines of the Australian Curriculum.

5. References
Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority. Mathematics.
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level4 (accessed
07.04.2015).
Appendix 1, Perkins, M J 2015, Weight worksheet.
Appendix 2, adapted from Howes, D, https://www.tes.co.uk/teaching-resource/year-4--readingscales-converting-weights-6310231 (accessed 08.04.2015), Analogue Scales Worksheet.
Appendix 3, Perkins, M J 2015, Ingredients worksheet.

Appendix 4, Adapted from http://www.bbcgoodfood.com/recipes/1580654/millies-cookies-recipe

(accessed 08.04.2015), Cookie Recipe.
Appendix 5, Perkins, M J 2015, Ingredients raffle tickets.
Fearnley-Whittingstall, H 2014, https://www.youtube.com/watch?v=xL06frx38bU (accessed
08.04.2015).
Oliver, J 2014, https://www.youtube.com/watch?v=6ZnTnKuiKsU (accessed 08.04.2015).

Appendix 1
Weight worksheet

NAME__________________

Containers
How much do you think the container with the rice weighs in grams? _________
Group prediction? _________
How much did it actually weigh? _________
How much do you think the container with the large marbles weighs in grams? _________
Group prediction? _________
How much did it actually weigh? _________

Pour some rice/marbles into the bowl

How much do you think the rice in the bowl weighs in grams? _________
Group prediction? _________
How much did it actually weigh? _________
How much do you think the large marbles in the bowl weigh grams? _________
Group prediction? _________
How much did they actually weigh? _________
Try again with a different amount
How much do you think the rice in the bowl weighs in grams? _________
Group prediction? _________
How much did it actually weigh? _________
How much do you think the large marbles in the bowl weigh in grams? _________
Group prediction? _________
How much did they actually weigh? _________

MJP 2015

Appendix 2

Analogue scales worksheet

Name____________

Weighing scales can be read like a clock, the dial indicator moves as the
weight increases. Each big line is 100g, each small line is 10g, the arrow
shows 330 g

1100

100

grams

200

1KG

300

900

400

800
500

700
600

Draw arrows on the scale to show these weights and mark each arrow with
the accompanying letter.
a) 220g

b)

100g

Figure this one out for yourself!

Appendix 3

c) 1000g

d) 30g

Ingredients worksheet

Name_________________

How much of each ingredient would you need to make the right amount of
cookies. You can consult in a group, but I want see your own effort! Use
the back of this sheet to work it out.
Ingredients to make:
12 cookies
125g butter,
softened
100g light brown
soft sugar
125g caster sugar
1 egg, lightly
beaten
1 tsp cinnamon
225g self-raising
flour
tsp salt
200g chocolate
chips

MJP 2015

30 cookies

75 cookies

2 cookies

Appendix 4

Cookie recipe
Ingredients:

125g butter, softened

100g light brown soft sugar
125g caster sugar
1 egg, lightly beaten
1 tsp cinnamon
225g self-raising flour
tsp salt
200g chocolate chips

Method:
1.
2.
3.
4.

Preheat the oven to 180C, gas mark 4

Cream butter and sugars, once creamed, combine in the egg and cinnamon.
Sift in the flour and salt, then the chocolate chips.
Roll into walnut size balls, for a more homemade look, or roll into a long,
thick sausage shape and slice to make neater looking cookies.
5. Place on ungreased baking paper and bake for 7-8 minutes, till the cookies
are just setting - the cookies will be really doughy and delicious.
6. Take out of the oven and leave to harden for a minute before
transferring to a wire cooling rack. These are great warm, and they also
store well, if they don't all get eaten straight away!

Makes 12 cookies.

Appendix 5
Ingredients raffle tickets

Egg

Flour

Egg

Flour

Egg

Flour

Butter

Brown
Sugar

Butter

Brown
Sugar

Butter

Brown
Sugar

Cinnamon

Salt

Cinnamon

Salt

Cinnamon

Salt

Chocolate
chips

Caster
Sugar

Chocolate
chips

Caster
Sugar

Chocolate
chips

Caster
Sugar

Egg

Flour

Egg

Flour

Egg

Flour

Butter

Brown
Sugar

Butter

Brown
Sugar

Butter

Brown
Sugar

Cinnamon

Salt

Cinnamon

Salt

Cinnamon

Salt

Chocolate
chips

Caster
Sugar

Chocolate
chips

Caster
Sugar

Chocolate
chips

Caster
Sugar

MJP 2015