Designed to meet these objectives:
Math
• Students will estimate and measure the weights of different objects in both customary and metric units.
• Students will compare and order weights through direct and indirect measurement using a balance scale,
a platform scale, and a weight set.
• Students will perform conversions in both customary and metric units.
• Students will learn the abbreviations for different units of measure.
• Students will learn measurement vocabulary such as “heavier,” “lighter,” and “equal.”
This all-in-one kit is the perfect way to give students hands-on practice measuring weight! It comes complete
with everything students need to explore weight measurement—in both customary and metric units. We’ve
also included 10 illustrated cards with step-by-step instructions for skill-building activities that students can
complete independently!
What’s Included
•
•
•
•
•
•
Balance scale
Platform scale
30-piece gram weight set
10 activity cards
Conversion chart
Assessment (answer key at right)
Getting Started
The measurement kit is designed to complement any math program, and comes complete with everything
you need to set up a hands-on learning center—quickly and easily. Before introducing students to the
materials in the kit itself, you may want to present or review important vocabulary terms and abbreviations
that they will need to know to complete the activities. These terms include:
•
•
•
•
customary units
metric units
weight
balance scale
•
•
•
•
platform scale
gram (g)
kilogram (kg)
milligram (mg)
•
•
•
•
pound (lb)
ounce (oz)
ton (T)
metric ton (t)
• heavier
• lighter
• equal
As you review the vocabulary terms, you can also introduce the different components included in the kit. For
example, point out the marks on the platform scale as you discuss grams and pounds.
It is important that students understand how to use the tools to accurately measure weight in both customary
and metric units. Use the various tools to model this for students before letting them try the activities.
©2008 Lakeshore
(800) 428-4414
www.lakeshorelearning.com
DD559
Ages 6+
Printed in China
Making a KWL Chart
Before exploring the measurement activities in the kit, you may want to make a KWL chart to assess what
students already know about the topics, as well as what they would like to learn. Make three columns on the
board or a sheet of chart paper. Label the first column “What Do We Know?”; the second one “What Do
We Want To Know?”; and the third one “What Did We Learn?” Ask students to pair up and discuss what
they know and want to know about measuring weight. Then call the class back together and have a member
from each pair share their ideas as you write down their responses in the appropriate column on the KWL
chart. Keep the chart handy, so that you can add to the “What Did We Learn?” column throughout the unit.
Using the Activity Cards
Place the activity cards and measurement tools in your learning center. Encourage students to complete the
activities independently, using a write & wipe marker to write their answers on the cards. When they have
completed an activity, you can check their work by referring to the illustrations of the completed cards
shown next to each card description below. To get the cards ready for the next student, just wipe the
answers off with a soft cloth.
Following is a brief overview of each activity card included in the set, along with an illustrated answer key.
Card 1 - Comparing Items: Heavier, Lighter, or Equal?
Students use a balance scale to compare the weights of various objects.
Students pair up 8 objects of their own choosing. They then place one item
from each pair on each side of the balance scale. Finally, they write down
what they’ve observed about each pair by using “>,” “<,” or “=.”
• Point out that students aren’t actually measuring the weight of each
object, but instead comparing the weights of the objects.
Card 2 - Weigh & Compare
This activity is similar to Activity Card 1, except that students use a platform
scale instead of a balance scale. After choosing the objects they will be
weighing, students use the scale to determine the actual weight of each
object. They then use this information to write a series of comparison
sentences using “<,” “>,” or “=.”
• Make sure students know how to use the platform scale to measure the
weight of their objects. Point out that the dial on the scale shows
measurements in metric units around the outside and customary units on
the inside. Model how to weigh a few objects, showing students how to
determine which unit increment the needle is pointing to. Make sure
students know they will be weighing their objects in metric units (g and
kg).
2
Card 3 - How Much Is a Pound?
Students discover how much one pound is, as they estimate how many
objects in a set will equal that amount. They will use the platform scale to
check their estimates. If their estimate is incorrect, students should add or
remove items from the scale until it comes as close to one pound as possible.
• Make sure students understand they will be using the markings and
numbers on the inside of the circle to weigh their objects. Point out that
the platform scale can weigh objects up to 5 pounds, but students will be
focused on trying to get the needle to point to the 1-pound mark. Show
students that each marking on the inside of the circle represents 1 ounce.
Card 4 - How Much Is a Kilogram?
This is similar to Activity 3, except that students will be trying to estimate
how many objects will equal a kilogram instead of a pound. Make sure
students understand they will be using the outside of the dial on the
platform scale to make their measurements for this activity. Point out that
each marking on the outside of the dial represents 20 grams.
Card 5 - Find the Heaviest 3
Students will work with partners to complete this activity.
Each partner will choose 3 of 6 possible objects to weigh,
trying to choose the heaviest 3 objects in the set. They
will then weigh their items and write down the results.
After finding the total weight of their 3 items, the partners
write a comparison sentence to show whose group of
objects is heavier.
NOTE: This activity can be completed using either
customary or metric units. Before students begin the
activity, tell them which kind of units to use.
3
Card 6 - Measuring Weight: Ounces & Pounds
Students use their knowledge of measurement units to
decide which unit is better suited for measuring a variety
of common classroom objects. They will use the platform
scale to check their estimates, then write down the names
of the heaviest and lightest objects from the set. Make sure
students use the inside part of the dial to make the
measurements for this activity.
Card 7 - Measuring Weight: Grams
Students will estimate the weight in grams of a variety of
common classroom objects, writing their estimates on the
activity card. They will then use the balance scale and
gram weights to measure the actual weight of each
object. Finally, students will write the names of the objects
and their weights, in order from lightest to heaviest.
If students will be using the balance scale and weights for
the first time, make sure they understand how to weigh
items in this way. Model weighing a few objects on the
balance scale, showing students how to place gram
weights on one side of the scale until both sides balance.
Card 8 - Measuring Weight: Grams or Kilograms?
Students will decide whether grams or kilograms are better suited for
weighing a variety of common objects. They will then use either the balance
scale with weights or the platform scale to weigh the objects and determine
if their choices were correct. Finally, students will use what they have just
learned to determine which unit to use to weigh four new objects.
4
Card 9 - Measuring Weight: Using Different Scales
Students will use the platform scale to find the weights of a variety of
common classroom items in both customary and metric units. They will then
record the weights on the activity card.
This activity is a good chance for students to practice the skills they have
learned in previous activities. Remind students to be sure that they are using
the right part of the dial when measuring each item’s weights.
This activity can also be completed using the balance scale and gram
weights if students need more practice weighing items with those tools.
Card 10 - Customary & Metric Conversions
Students will use the conversion chart to help them convert customary
and metric units. They will also compare measurements using “<,” “>,”
and “=.”
Discuss the example comparison, “6 oz < 1⁄2 lb.” Point out that students
can use the conversion chart to convert pounds to ounces. Since 1⁄2 lb is
equal to 8 ounces, students can figure out that 6 oz is less than (<) 1⁄2 lb.
5
Meeting Individual Needs
ELL
Review each activity with students before they start working on it. Point out the materials needed, review
key vocabulary, and discuss the goal(s) of the activity. Make sure students understand the concepts by asking
them to give a summary of the activity. Write down key words and provide visual examples for any words
that are unfamiliar to students.
To help students learn the names of the measurement tools, create a set of vocabulary cards for the
components in this kit (such as balance scale, platform scale, etc.). In a small group, pass out a component to
each student. After the components are distributed, read a vocabulary card and show it to the group, asking
which student has the item. For example, you might ask, “Who has the balance scale?” The student with
that item would respond, “I have the balance scale” and show it to the other members of the group.
Reteach/Extra Support
Choose an activity card that focuses on a specific skill or concept you would like to review with a small
group. Complete the activity together, dealing with problems, mistakes, or misconceptions as you work.
• Students may have difficulty accurately measuring the weight of an item using the balance scale. Model
how to carefully add or remove gram weights until the scale balances evenly. You may also want to explain
how to use the weight correction slider on the balance scale before students start adding items or weights.
Proper use of the slider can help students get the most accurate measurement possible.
• Students may have difficulty reading the platform scale. Explain that the dial shows both customary and
metric units. Point out that the outer set of numbers shows grams and kilograms, while the inner set shows
ounces and pounds.
Explain that the “2.2 kg x 20 g” written on the dial means the scale can measure a maximum weight of
2.2 kilograms, in increments of 20 grams. Therefore, if the needle is pointing to “0.2,” that means the
object being weighed is 0.2 kg, or 200 g.
Explain that “5 lbs x 1 oz” means the scale can measure a maximum weight of 5 pounds, in increments of
1 ounce. On the inner set of numbers, 1-5 are large, while the number 8 is shown several times in a smaller
size. Explain that the large numbers represent pounds, while the smaller numbers represent ounces.
Therefore, if the needle points to the 8 that is in between the 1 and 2, the weight being shown is 1 lb, 8
oz. Remind students that 16 ounces equal 1 pound.
• Review the conversion chart with students who are having difficulty with conversions. Point out simple
conversions that are shown right on the chart, such as “1 pound (lb) = 16 ounces (oz).” Once students are
comfortable with these conversions, move onto more challenging ones, such as “2 pounds = ____ ounces.”
Students will have to multiply 16 ounces by 2 to get the correct answer of 32 ounces.
Challenge
Have students create and play a weight guessing game. Instruct students each to bring an item from home
to weigh. They will use the platform scale to weigh the object in secret, using customary units. Have them
write the weight down and give it to you. Keep a list of the weight of each student’s item.
Display the different items around the classroom, with a recording sheet next to each one. Have students
look at each item, guess its weight, and write the number on the record sheet. When everyone has had a
chance to guess the weight of each item, have students reveal the actual weight of the items they brought
in. The students whose guesses were closest to the actual weight of each item are the winners!
• You may want to set a weight or size limit on the items students bring in.
• You may also want to set a limit on the types of items students can bring in (no liquids, valuables, etc.)