MASS
Objectives By the end of the section/lesson, students should be able to: Distinguish among different units of mass (g, kg, tonnes) Convert g to kg and vice versa Distinguish between heavy and light
Mass in our everyday life
Measuring Instruments
Analog and digital scale Analog scale Digital scale
Different types of scale SPRING BALANCE HEAVY WEIGHT BALANCE
Bathroom scale
Digital and Analog display The digital display The analog display These scales are used to weigh the body mass.
Activity 1: Estimating and weighing body mass Step 1: Students estimate their mass and record in their copy book Step 2: Students weigh their body mass using the bathroom balance (given) and note in their copybook. Student 1: Student 2: Student 3: Student 4: Student 5: The teacher brainstorm with the students, about body mass and the units of measurement.
Mass in kilogram The scale is indicating 1 kg for the 5 bananas. Here the spacing is 1 unit and the mass is read in kilogram or kg
Consolidation Work What is the mass of the apples? A. 2 kg B. 0.2 kg C. 20 kg D. 12 kg
Consolidation Work What is the mass of the packet of sugar? A. 0 kg B. 5 kg C. 50 kg D. 25 kg
Consolidation Work What is the mass of this packet of rice? A. 6 kg B. 16 kg C. 60 kg D. 4 kg
Mass in gram This cheese weighs 200 g In this case, the divisions in red, represent 100 g, while each spacing in black shows 10 g.
Example What is the mass of the packet of butter in gram (g)? A. 350 g B. 200 g C. 325 g D. 300 g
Example How much does a packet of lentils weigh? A. 515 g B. 600 g C. 500 g D. 525 g
Example What would be the mass of the potato chips? A. 70 g B. 750 g C. 850 g D. 800 g Mmm, that’s a huge packet of crunchy chips!!!
Digital Scale The mass of the chicken can be read directly from the screen of the digital balance. It weighs 2.5 kg.
Example Try to read the mass of the grapes. A. 1.8 kg B. 1.2 kg C. 12 kg D. 1.0 kg
Activity 2: Differentiate Between Gram (g) And Kilogram (kg) Provide students different goods (e.g., macaroni packet, books, pencil, eraser - masses in g and kg) A pair is designated in each group - to weigh the items and note down in the copy book; to read the mass from the packaging Measurement of masses in kg and g is brainstormed with the students. (What characteristic of the mass makes it possible to weigh in g or kg?) Finally the students are questioned as to what would be the unit to weigh a wool ball.
Consolidation work Click on the unit of measurement you would use for each of the objects shown. A. g B. kg A. g B. kg A. g B. kg
Consolidation Work A. g B. kg A. g B. kg A. g B. kg A. g B. kg
Consolidation Work A. g B. kg A. g B. kg A. g B. kg
Heavier or Lighter… Remember the seesaw at the kindergarten!! Who is lighter and who is heavier…
Using the beam balance to compare masses… Use the same logic and click on the object which is lighter A B
Using the beam balance to compare masses… Now, which fruit is heavier, A or B? B A
Using the beam balance to compare masses… And which vegetable is heavier, A or B? B A
Using the beam balance to compare masses… What can you say about these two objects?
Measuring Mass Using Arbitrary Units Given that one (1) soap weighs 100 g, compare and click the correct mass of the packet of macaroni: A. 200 g B. 125 g C. 500 g D. 550 g
Measuring Mass Using Arbitrary Units Given that one (1) soap weighs 100 g, compare and click the correct mass of the mushroom tin: A. 410 g B. 25 kg C. 400 g D. 420 g
Measuring Mass Using Arbitrary Units Given that one (1) soap weighs 100 g, compare and click the correct mass of the packet of biscuit: A. 50 g B. 100 g C. 200 g D. 220 g
Measuring Mass Using Arbitrary Units Given that one (1) soap weighs 100 g, compare and click the correct mass of the following objects: A. 1050 g B. 100 kg C. 1002 g D. 1000 g
End of the Section/Lesson: Mass