Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Measurement
Activity:
Does It Matter? A Mathematical Investigation of Weight and Mass
TEKS:
(4.11) Measurement. The student applies measurement concepts. The
student is expected to estimate and measure to solve problems involving
length (including perimeter) and area. The student uses measurement
tools to measure capacity/volume and weight/mass.
The student is expected to:
(A) estimate and use measurement tools to determine length
(including perimeter), area, capacity, and weight/mass using
standard units SI (metric) and customary;
(E) explain the difference between weight and mass.
(4.6) Patterns, relationships, and algebraic thinking. The student
uses patterns in multiplication and division.
The student is expected to:
(B) use patterns to multiply by 10 and 100.
(4.7) Patterns, relationships, and algebraic thinking. The student
uses organizational structures to analyze and describe patterns and
relationships.
The student is expected to describe the relationship between two sets
of related data such as ordered pairs in a table.
Note: Portions of this lesson address mathematics TEKS at other grade
levels as well; however, the intent of the lesson fits most appropriately at
the grade level indicated.
Science TEKS: 4.2ABCDE, 4.4AB, 3.6A, 3.7A, 4.7B
Note: The related science TEKS are listed here for your information.
Even though this lesson fits most appropriately for 4th grade mathematics,
please note that the 3rd grade science TEKS listed above address these
concepts/topics (properties of matter, mass, volume, etc…). Mathematics
teachers should develop strong lines of communication with the science
faculty at their schools.
Overview:
This lesson will give students the opportunity to further develop the
concepts of weight and mass. Since the lesson is designed around the SI
(metric) system, it is suggested that teachers of mathematics and science
collaborate on the introduction of these concepts. This lesson would be a
prerequisite to many of the 4th grade science TEKS.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 1
Mathematics TEKS Refinements 2006 – K-5
Materials:
Tarleton State University
Introductory Activity
For whole group demonstration
Pan balance
Container of water placed in an overflow tray
Waterproof object such as an unopened baby food jar
Mass KWL Chart – Transparency 1
Weight KWL Chart – Transparency 2
Markers
Exploration of Mass
For each group
Two gelatin boxes (one full and one empty)
Empty paper towel roll (cut in half longwise)
Masking tape
Golf ball
Meter tape or stick
Books or plastic shoeboxes
Pan balance
Centimeter/gram cubes
Gram stackers
Mass sets
Calculators
For the teacher
Jogging the Gelatin Boxes – Transparency 3
Mass KWL Chart – Transparency 1
Markers
Exploration of Weight
For each group
Sturdy plastic grocery or shoe bag
Large bag or bucket of sand, rice, or small gravel with scoop
Gallon freezer bag
1 kg mass or other item that approximates 1 kg
Spring scale ≤ 5 newtons
Spring scale > 40 newtons
Pan balance
Gelatin boxes from mass activities
2-4 sandwich bags
Calculators
For the teacher
How Much Does a Kilogram Weigh? – Transparency 4
Weight KWL Chart – Transparency 2
Markers
Optional Activity or Extension
For whole group demonstration
Unopened baby food jar
Large rubber band
Large paperclip
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 2
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Spring scale ≤ 5 newtons
Clear container of water placed in an overflow tray
Grouping:
Introductory and Closure Activities – whole group
Exploration of Mass – groups of four
Exploration of Weight – groups of four
Time:
2-3 class periods
Lesson:
1.
Procedures
Introductory Activity (whole group)
Set up the balance and the container of
water so that all students can see the
demonstration. Introduce the object that will
be the focus of this observation.
Demonstrate what happens when the object
is placed on the balance and in the waterfilled container.
Notes
The introductory activity serves as
a formative assessment by
activating prior knowledge about
matter and the concepts of mass
and weight.
Teachers may want students to
keep a journal in which to record
important information (sketches of
investigations, data, vocabulary,
etc…).
a) They will probably say it has
a) Have students predict what will happen
mass, but they may say it is
when you place the object on one side of a
zeroed balance. Confirm their prediction and heavy or has weight.
ask what they can tell you about the object
based on what they just observed.
b) Now predict what will happen when the
object is placed in the container filled with
water. Confirm their prediction and ask what
else they can tell you about the object from
their observations.
b) They will probably say it takes
up space, i.e. volume. They may
say it displaces an amount of
water equal to its volume.
Remind students that they have just
described two properties of matter (mass
and volume). They may remember the
definition: “All matter has mass and takes up
space.” In this unit, we will be focusing on
the property of mass and how it relates to
weight.
2.
On KWL charts (see Transparencies 1 and
2), record students’ knowledge statements
If students don’t provide
responses about when or why
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 3
Mathematics TEKS Refinements 2006 – K-5
3.
Tarleton State University
Procedures
and questions about each concept - mass
and weight. Ask students to tell you what
they already Know or think they Know about
each concept. Record their comments on
each chart under “What I Know.” Then, ask
them What questions they might have, or
What they expect to learn about each
concept and record those responses under
“Want to Know.” Post charts on the wall to
refer to later.
Notes
weight/mass is important in our
everyday world, pose that
question.
Exploration of Mass (table groups of four)
Direct students’ attention to some identified
heavy object (table) and some light object
(pencil) in the room.
Choose any heavy and light object
on which to focus the questions
(example: table and pencil.)
Ask: How might we make this table move?
Push it or pull it.
You may want to have a student
volunteer perform the tasks of
moving the heavy and light objects
before posing the questions.
Would it be easier to move the table or this
pencil? Why?
pencil, the table is heavier
Continue questioning: Will the table or the
pencil take more force to move?
table
Tell the students to keep these ideas in mind
as we do the next activity.
4.
Provide each group with the golf ball, empty
paper towel roll, gelatin boxes, meter tape,
masking tape, and stack of books or plastic
shoeboxes.
Students will work at their table to design
and conduct a fair test to answer the key
question: How far will the golf ball move
each of the gelatin boxes?
Have each group record the results of its
tests to the nearest cm.
Some possible questions to clarify
the task might include:
• What do you notice about the
gelatin boxes?
• What is the role of the golf
ball?
• What function might the paper
towel roll perform?
notebooks? meter tape?
You may need to prompt students
on how to set up this investigation.
If necessary, sketch a design on
the board with input from the class
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 4
Mathematics TEKS Refinements 2006 – K-5
Procedures
Tarleton State University
Notes
Emphasize that the system should
be set up the same for each test -the only difference (variable) being
the full or empty gelatin box.
5.
Chart each group’s results in a table (see
Transparency 3). Have students examine
the data and discuss any patterns and
relationships they observe.
6.
Introduce the word, “mass,” and write it on a
chart. Explain that all matter, whether solid,
liquid, or gas, has mass. Mass is the
amount of stuff in an object. The full gelatin
box has more mass, so it is harder for the
golf ball to push it. The empty box has less
mass, so it is easier for the golf ball to push
it.
7.
Have students think back to the table and
pencil scenario. Using the word, “mass,”
have them explain why it would be harder to
move the table.
Responses may vary, but they
should explain that the table has
more mass than the pencil, so it is
harder to move.
8.
Introduce the pan balance. Ask students to
predict what will happen when the two
gelatin boxes are placed on each side of the
balance. Demonstrate or have them verify
their predictions at their tables.
The pan with the full box will go down.
Students may need to be
reminded of playground
equipment (seesaw) which
functions like a pan balance.
9.
Explain that a balance is a tool/instrument
used to measure mass. An object’s mass is
determined by balancing it with objects of
known mass.
If available, show different kinds of
balances, i.e., bucket, pan, triple
beam, homemade, etc…. Be sure
that students know how to zero a
balance before using the
tool/instrument to determine the
mass of objects.
In the (SI) metric system, mass is most
commonly measured in kilograms (kg),
grams (g), and milligrams (mg).
They should conclude that the
full/heavier box moved the fewest
cm; the empty/lighter box moved
the greatest number of cm.
If needed, talk about the rules for
symbols (abbreviations) in the
metric system and conversion
between units. For more
information, see the internet sites
in Resources at the end of this
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 5
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Procedures
Notes
activity.
Examine gram stackers, brass mass sets,
and centimeter/gram cubes as “known
masses.”
Note: Not all centimeter cubes are
gram cubes, such as the base 10
unit cubes.
10.
Have students predict and then determine
the mass of each of their gelatin boxes using
a pan balance and at least two of the types
of mass sets. Discuss the results.
The results obtained when using
each of the types of mass sets
may vary by a gram or two.
Emphasize that measurement is
never exact.
11.
Have students relate the objects and events
from the gelatin box investigation with the
concepts of force, motion, and mass.
Help students reflect on what they
have experienced so far.
The force, (the push from the golf ball),
caused an object (the gelatin box) to move.
An object’s mass is a measure of the
amount of stuff in an object. The full box has
more mass than the empty box. The more
mass something has, the harder it is to
move. The full box with more mass was
harder to move than the empty box.
12.
Reiterate that mass is a measurement of the
amount of matter in an object. Mass is
constant and does not change when the
object’s location changes. Your mass is the
same on Earth as it is in space, on the moon,
on the space shuttle, etc. So, if your mass is
60 kilograms on Earth, your mass would be
60 kilograms on the moon. We use a
balance to measure mass. The base unit of
mass in the metric (SI) system is the
kilogram, which is equal to 1000 grams.
13.
Return to the Mass KWL chart (see
Transparency 1). Have students reflect on
their initial responses regarding MASS. Elicit
statements about what they have Learned
about MASS and record these on that chart.
There may be other KWL
questions that have not been
addressed by the previous
activities. These questions might
be assigned as research projects
or internet searches.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 6
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Procedures
Exploration of Weight (table groups of four)
Provide each group with a sturdy plastic
grocery bag; a bucket of sand, rice, or small
gravel and a scoop; a gallon freezer bag; a
kilogram mass or other object that
approximates 1 kg; and a pan balance.
Notes
The teacher will need
Transparency 4: How Much Does
a Kilogram Weigh?
15.
Using their referent for 1 kg, have students
fill their freezer bag with sand, rice, or small
gravel until they think they have a mass of
approximately 1 kg.
Hint: A liter of water has a mass
of 1 kilogram. A nickel has a
mass of about 5 grams, etc….
16.
Using a pan balance, allow groups to check
their estimates, and then adjust the contents
of their bag to create a more accurate mass
of 1 kg.
A pan balance is sufficient if you
are using a kilogram mass or
other small objects. It is more
difficult to determine the mass of a
telephone book or other large
objects using a pan balance.
14.
Students can then place their freezer bag of
sand, rice, or small gravel into the sturdy
grocery or shoe bag.
17.
Next, introduce a spring scale (> 40 N) and
have students hang their bags approximating
1 kilogram on the spring scale. Ask them to
read the results to the closest N.
1 kg on the spring scale is equal to about 10
N.
Explain that a spring scale measures weight
or the pull/force of gravity acting on an object
(in this case, their kg mass). The SI (metric)
unit for weight is newton (N).
18.
Say: You now know that your bag that
approximates 1 kg creates a force of about
10 N. If you add the kilogram mass to your
bag, what do you predict the readout will be?
about 20 N
Tape over the kilogram/gram side
of the spring scale if it has one.
Names of units in the SI (metric)
system are written in lower case.
If the unit is named after a person,
such as Isaac Newton, the first
letter of the symbol is written in
upper case.
When they add the kg mass to
their bags, they will have about 2
kg to hang on the spring scale.
What might the readout be if we combine two If they combine their table’s bag
tables’ bags?
with another table’s bag, they will
have about 4 kg.
about 40 N
19.
Create an input/output table with a process
column in between (see Transparency 4).
Students should determine that
the process or rule for finding the
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 7
Mathematics TEKS Refinements 2006 – K-5
20.
Tarleton State University
Procedures
Record an input of 1 kg and output of 10 N, 2
kg, 20 N, 4 kg, 40 N, etc. After determining
the process or rule for finding the outputs,
ask: If you have a mass of 60 kg, your
weight on Earth would be about _____?
600 N
Notes
outputs is “input times 10.”
Ask: So, what does 1 kg weigh?
Students may say about 10 N.
The purpose of these examples is
to emphasize that weight, or the
force of gravity, changes with
location. This concept applies to
any measure of weight, SI (metric)
or customary.
State that although mass is constant and
does not change with location, weight
does!! For example, your weight on the
moon would be approximately one-sixth of
your Earth weight because the gravitational
1
that of the Earth.
pull on the moon is
6
So, if your Earth weight is about 600 N, what
would your weight be on the moon?
about 100 N
Extension: Ask students to
examine the inputs and outputs
and explain what happens when
you multiply a number times 10
(add one zero). Apply the pattern
to larger inputs.
Students can calculate their
weight (customary) on other
celestial bodies at the internet
sites listed under Resources
below.
Provide calculators for student use
if needed.
And, if 1 kg on Earth weighs about 10 N,
what would 1 kg weigh on the moon?
about 1.64 N
21.
Have one student at each table hold each
gelatin box in his/her outstretched hand.
Responses may vary, but they
may say the full box feels heavier.
Ask him/her to describe what he/she feels.
State that they are experiencing the
downward force due to the pull of gravity on
the two boxes.
22.
Say: We have already determined that the
full gelatin box has more mass. Will it weigh
more too?
Verify their prediction using a spring scale (<
5 N).
Have students put each gelatin box in a
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 8
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Procedures
sandwich bag. Thread the hook on the spring
scale through the corner of the sandwich
bag.
23.
Explain that mass and weight are related.
The greater an object’s mass, the more it
weighs. An object that has twice the mass of
another object will weigh twice as much in
the same location. So, weight depends on
mass and gravitational pull.
Notes
Remind students that they
experienced this relationship
earlier when they were weighing
the kilogram masses. One kg
weighed about 10 N, two kg
weighed about 20 N, etc.
As time permits, allow students to
determine the mass and to weigh
a variety of objects using the tools
and the SI (metric) units that have
been introduced. Be sure to
include small objects with great
mass and large objects with
smaller mass. Have students
predict the mass and weight of
each object first.
24.
Optional Activity or Extension (whole
group)
We stated earlier in this lesson that although
mass is constant and does not change with
location, weight does! For example, your
weight on the moon would be approximately
one-sixth of your Earth weight, because the
1
that of
gravitational pull on the moon is
6
the Earth.
The weight of an object is the force of gravity
on the object. Gravity is the force; weight is
a result of the force acting on the mass.
We can’t really change the force of gravity
that acts on an object unless we leave the
Earth. Since that option is not very practical
right at this moment, let’s see what happens
to the reading on the spring scale of an
object when we change the forces that we
have some control over, all while remaining
here on planet Earth!
This part of the investigation
shows that the reading on the
spring scale can change when the
forces acting on the object
change.
Granted, we are not changing
gravity because we are not
leaving the Earth. When the baby
food jar is submerged in water, the
buoyant force is pushing up on the
object, i.e., the water itself is
supporting some of the weight.
Gravity still pulls down on the
object uniformly. So, in water the
baby food jar still experiences the
force of gravity, and its weight
does not change; however, the
reading on the spring scale
changes due to the object
experiencing the counterforce due
to buoyancy.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 9
Mathematics TEKS Refinements 2006 – K-5
Procedures
Attach a rubber band around the neck of an
unopened baby food jar. Hook a large
paperclip to the rubber band. Using a spring
scale, weigh the baby food jar. Record its
weight in newtons to the nearest tenth.
While still attached to the spring scale, lower
the baby food jar into a clear container of
water until it sits just below the water level.
Record the reading on the spring scale in
newtons to the nearest tenth.
Students will find that reading on the spring
scale is lower when the baby food jar is
submerged in water.
25.
Return to the Weight KWL charts (see
Transparency 2). Have students reflect on
their initial responses regarding WEIGHT.
Elicit statements about what they have
Learned about WEIGHT and record these on
that chart.
26.
Closure
State: This unit has focused on mass and
weight in the SI (metric) system. Both the SI
(metric) and customary systems have units
for weight and mass. We use a balance to
determine the mass of objects, while scales
are used to weigh objects.
Assessment:
Tarleton State University
Notes
An interesting connection to this
activity or extension is that
astronauts sometimes simulate
weightlessness in an underwater
environment during their training.
See the website listed below for
more information on this topic.
(http://starchild.gsfc.nasa.gov/doc
s/StarChild/space_level2/hubble_
practice.html)
If you wish to balance the baby
food jar with known masses both
in and out of water, you can
demonstrate that the mass stays
the same. Be sure to use a
waterproof balance and masses.
There may be other KWL
questions that have not been
addressed by the previous
activities. These questions might
be assigned as research projects
or internet searches.
1. Have students determine whether the statements below exhibit a
concern about mass (amount of stuff) or weight (pull of gravity):
• You and your friend are playing on a seesaw. The end of the
seesaw where you are sitting goes up in the air when you and
your friend lift your feet off the ground. (mass)
• You are struggling to lift your backpack filled with books.
(weight)
• At the doctor’s office, the nurse asks you to stand on the scales.
(weight)
• Your dad’s truck slides off the flooded road, and now you are
going to have to get help to push or pull the truck out of the
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 10
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
ditch. (mass)
2. Use appropriate quiz questions with students, perhaps in the form
of a game like Jeopardy.
Extensions:
1.
Below are some extensions which elaborate on the differences
between mass and weight.
Procedures
Show NASA Video: Liftoff to Learning:
Newton in Space
http://quest.nasa.gov/content/rafiles/space/n
ewton.rm
Notes
This excellent resource reinforces
the concepts of mass and weight
via video clips in the space shuttle
and cartoon animation. You will
need RealPlayer (free download)
to view the video.
2.
Create a microgravity environment through
Adapted from Suited for
the act of free-fall. You will need a heavy
Spacewalking Teacher’s Guide,
book, a bathroom scale and a mattress or
NASA publication EG 101
soft landing surface. Put the book on the
scale and observe its weight. Then drop the
book and scale together onto the soft surface
positioned about a meter below them.
Watch what happens to the book’s weight.
(The book’s weight drops to zero as it falls.)
3.
Show the cartoon version of an elevator free- You will need RealPlayer (free
fall as described in the video resource guide download) to view the video.
for NASA Video: Liftoff to Learning:
Microgravity
http://quest.arc.nasa.gov/space/teachers/mic
rogravity/
4.
Ask students to think of other instances
where they might experience free-fall and
perceived “weightlessness.”
They may talk about experiences
on a rollercoaster, in a car, on a
skateboard, snowboard, or skis,
etc….
5.
Create or show a handmade spring scale
calibrated with nonstandard or standard
units. Examine how it models scales found
in grocery stores, bathroom scales, etc….
A model of this can be found in
Van de Walle’s book, Elementary
and Middle School Mathematics
(see bibliography) or in the AIMS
activity entitled, “Hooked on
Algebra.” See the preview for this
activity on AIMS E-Activities list at
www.aimsedu.org.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 11
Mathematics TEKS Refinements 2006 – K-5
6.
Share appropriate grade level literature or
trade books.
Tarleton State University
Some suggestions are given
below.
Resources:
Internet sites:
This link provides a concise definition of mass and weight.
http://www.beyondbooks.com/psc91/4e.asp?pf=on
Correct SI-metric usage:
http://lamar.colostate.edu/~hillger/correct.htm
Everything you ever wanted to know about the metric system (try the link “For Teachers”
on left sidebar).
http://lamar.colostate.edu/~hillger/
NIST Educational Resources and Kid’s Page:
http://ts.nist.gov/WeightsAndMeasures/Metric/mpo_edulinks.cfm
http://www.nist.gov/public_affairs/kids/metric.htm
NASA Video Series: Liftoff to Learning
http://quest.nasa.gov/space/photos/videos/
Internet sites for measuring weight on other solar bodies:
http://www.exploratorium.edu/ronh/weight/
http://www.nasa.gov/audience/forkids/games/weight.html
Simple explanations of mass, weight, and gravity by author and science educator,
Vicki Cobb:
http://www.educationworld.com/a_lesson/showbiz_science/showbiz_science019.shtml
http://www.vickicobb.com/pointofview.htm (Scroll down to I Fall Down)
Children’s Literature and Trade Book Bibliography
A nonfiction book with grade 4-5 appropriate investigations related to gravity and weight.
Ardley, N. (1992). The science book of gravity. San Diego: Harcourt Brace Jovanovich.
A book of primary activities for discovering the science of gravity and weight. See internet
site above for the scientific explanation related to each page of this book.
Cobb, V. (2004). I fall down. New York: HarperCollins.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 12
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
A grade 3-5 book that answers nine questions about motion, Newton’s laws, etc..., in a
scientifically accurate, but entertaining format.
Cobb, V. (1988). Why doesn't the earth fall up?: and other not such dumb questions about
motion. New York: E.P. Dutton Books.
Peasants grow an enormous turnip and collectively try to apply enough force to overcome
the turnip’s inertia.
Morgan, P. (1990). The turnip: an old russian folktale. New York: Philomel Books.
An introductory book (grades 1-2) on measurement and standard units.
Patilla, P. (2000). Measuring. Des Plaines, IL: Heinemann Library.
David M. Schwartz introduces the reader to the world of metrics.
Schwartz, D.M. (2003). Millions to measure. New York: HarperCollins.
Colorful photographs taken inside the Space Shuttle illustrate the effects of microgravity.
Skurzynski, G. (1994). Zero gravity. New York: Bradbury Press.
The Whiz Kids investigate weight. This book includes things to make and do (grades 1-2).
Willis, S. (1999). Tell me how much it weighs. Danbury, CT: Franklin Watts.
A young boy figures out a clever way to weigh his elephant.
Ye Ting-xing. (1998). Weighing the elephant. Ontario: Annick Press Ltd.
Note: Some of the books listed above are written for primary students. You might
choose to use them in making modifications for resource students.
Other References
Texas Education Agency (TEA) and Texas Science Center. (2003). Bridging II TAKS:
Module 2: Using tools to explore matter. Houston, TX: Region IV Education Service
Center.
Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching
developmentally. Boston: Pearson Education, Inc.
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 13
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
KWL Chart
Mass
What I
KNOW
What I WANT
to know
What I
LEARNED
Transparency 1
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 14
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
KWL Chart
Weight
What I
KNOW
What I WANT
to know
What I
LEARNED
Transparency 2
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 15
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Jogging the Gelatin Boxes
Key Question: How far will the golf ball move
each of the gelatin boxes?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Empty Gelatin Box
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
Full Gelatin Box
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
cm
a. What patterns and relationships do you see in the data?
b. What generalized statement(s) can you make regarding
the results of these tests?
Transparency 3
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 16
Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
How Much Does a Kilogram Weigh?
Input
Process
Output
Number of
kilograms (kg)
Number of
newtons (N)
k
N
a.
How much does 1 kilogram weigh in newtons?
2 kg? 4 kg? 10 kg?
b.
Use the second column to show the process.
c.
Write a sentence and a rule describing how the
number of newtons relates to mass (kg).
d.
If you have a mass of 60 kg, your weight on Earth
would be about _____?
Transparency 4
Measurement
Does It Matter? A Mathematical Investigation of Weight and Mass
Grade 4
Page 17