What would you need to know in order to measure the

mass of this pack of gum?

In this lesson you will learn how mass is measured by

learning about the appropriate units and tools.

Let’s Review

You know many systems of measurement

A Common Mistake

Confusing mass with size

~1 gram ~1

gram

Core Lesson

Mass is the amount of matter in something

Core Lesson

We measure mass in grams and kilograms

~ 1 gram ~ 1 kilogram

Core Lesson

1,000 grams = 1 kilogram

=

Core Lesson

We can use different types of scales to measure mass

kitchen scale spring scale bathroom scale balance scale

Core Lesson

We use different scales to measure kilograms and grams

kitchen scale bathroom scale balance scale

Core Lesson

When we use a balance scale, we keep adding weights until the scale balances

mass = 4 grams

Core Lesson

What would you need to know in order to measure the mass of this pack of

gum?

? grams=

In this lesson you have learned how mass is measured by

learning about the appropriate units and tools.

Guided Practice

What would you need to know to measure the mass of a suitcase?

~ 1 gram ~ 1 kilogram bathroom scale

Extension Activities

Read a nutrition label on a bag of chips. How many grams of sugar are in a bag of chips? How many grams of fat are in a bag of chips?

Extension Activities

Which measurement tool would you use to find out the mass of a pillow?

a) meter stickb) balance scalec) liter bottled) bathroom scale

Quick Quiz

What measurement tool can you use to find out the mass of a brick?

a) platform scaleb) rulerc) balance scaled) thermometer

Quick Quiz

Which of the following are units of measurement of mass?

a) inchesb) millilitersc) kilogramsd) minutes

Lesson Slides RubricUse this rubric to ensure your

lesson plan is great!

Math Rubric  Criteria for Success Things to avoid

Storyline or Arc of the Lesson

There is a clear arc to the lesson.  One slide leads naturally to the next so that there is a flow and a building of meaning

All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole. 

Hook Slide

The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”  

The question is short A relevant example is included when it is short and 

further pulls the learner in  The question mirrors what the student will learn, then 

need to do later in the guided practice

The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)

The hook is overly-complicated and potentially confusing The question does not parallel the guided practice questions

Objective Slide

The objective follows the form (you will learn X by doing Y)

Is concise and follows the form provided in the examples

Does not follow the form Is overly vague in describing either the X or the Y Is too long Is written for teachers but not students

Let’s Review

Reminds the student of how this lesson fits with other lessons (the lesson, however, should still be able to stand on its own)

Reminds the student of important vocabulary Is as concise as possible Uses visuals whenever possible

Is either too detailed or not detailed enough in connecting the lesson to other lessons

Leaves out important touch points Makes the lesson overly dependent on the other lessons 

(student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

Common Mistake Points out a common mistake that students make  Concisely explains the thought process that leads to that 

mistake

Isn’t actually a mistake students make (too simple) Is confusing or vague

Modeling a Way of Looking at It

Clearly models a way to look at the standard Uses visuals as often as possible to show how the way of 

looking works Is in “think aloud” format.  The teacher is opening up 

his/her thought process to the student Takes advantage of every opportunity to explain why the 

math works the way it works Engages the learner by asking questions along the way to 

build suspense Uses an an example to show the way in action Explains how this way of looking at it shows why the 

common mistake (see above) is a mistake

Focuses on the algorhythm (or trick) instead of on showing a way of looking at the math

Fails to use visuals to show a way Fails to explain his/her thinking along the way.  The teacher 

effortlessly runs through the steps as if it’s all obvious and easy Does not ask any questions along the way to pull the learner in Misses opportunities to explain the why behind the math Fails to explain why this way of looking at the math addresses 

the common mistake

Objective Review

Reviews the objective in a way which conveys, “we’ve come full cicle and now you see this objective with new eyes.”

Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind

Creates abrupt feeling between the lesson and the reviewing (subtext: “we’re done with this lesson, let’s quickly bring it to a close.”)

Guided Practice Is at the same difficulty level modeled in the lesson  Is connected to the initial hook question

Seem unrelated to the hook question Is at a different difficulty level than that modeled in the lesson

Extension Activity Suggestions

Includes a suggestion for a struggling student who needs more opportunities for practice

Includes a suggestion for students who seem to get it but need more practice

Includes a suggestion for students who get it and are ready to be challenged further

Suggestions should clearly build from the approach in the core lesson

Does not include differentiation Does not thoughtfully connect or flow from the lesson Does not clearly build from the approach in the core lesson Does not give a range of activities

Aesthetics

The slides use the correct colors (blue, green, red) in the correct sequence.

The slides use the correct fonts The slides use handwriting and the handwriting appears 

as written in the right places The slides only use the headers/titles provided  The slides use the provided visuals or include visuals 

created by the author or LearnZillion The slides use animation, highlighting, and circling to 

scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining

The slides clean and uncluttered.  The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)

The slides use other colors or vary the order of the colors The slides add new headers/titles that aren’t part of the 

template The slides use clip art The slides are cluttered Animation is distracting and feels more like sizzle than part of 

the steak

Graphic and Image TemplatesCopy and Paste items from these slides to

make your presentation look great!

You can copy and paste these items into any slide

Green text box that appears letter by letterGreen text box that fades inBlue text box that appears letter by letterBlue text box that fades inRed text box that appears letter by letterRed text box that fades in

You can copy and paste these items into any slide—make sure you copy both the bubble and

the text! Do I feel strongly about it?

Do I have a lot to say?

Do I feel strongly about

it?

Do I have a lot to say? Do I have a lot to

say?

You can copy and paste these items into any slide. You can resize them as

needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered!

Use black text when you write in me please! Also, keep the text left-justified rather than centered!

All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate

them!

[Write first step here…]1

2 [Write second step here…]

3 [Write third step here…]

You can use these when discussing main ideas or steps in a process…

You can resize any of these boxes and use them to highlight text or ideas.

Let’s ReviewA Common Mistake

Guided Practice

Quick Quiz

Extension Activities

Core Lesson