Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Choose grams or kilograms
Measurement
England: Y2 Measurement
Objective and success criteria
Students will: Choose grams or kilograms.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Heavier or lighter on a balance
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Heavier or lighter on a balance). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- A backpack full of books is on one side of a balance and an empty backpack is on the other. Which side goes down? (The side with a backpack full of books / The side with an empty backpack) → The side with a backpack full of booksPrompt: On a balance, the heavier side goes down.
- Omar's bag and Grace's bag are on a balance. Omar's side goes up and Grace's side goes down. Whose bag is lighter? (Omar / Grace) → OmarPrompt: The heavier side pulls down.
- Luis balances a book with 7 cubes. Then Luis balances the book with 9 cubes of a different, lighter kind. True or false: the book got heavier. (True / False) → FalsePrompt: Did the object itself change?
Hook · 5 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Choose grams or kilograms. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Would you weigh a pencil in grams or kilograms?
- Step 1: grams (g)
- Answer: grams (g)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Would you weigh a child in grams or kilograms? (grams (g) / kilograms (kg)) → kilograms (kg)Prompt: A gram is very light, like a paper clip.
- Which is the best estimate for the mass of a watermelon? (4 kg / 40 kg / 4 g / 400 kg) → 4 kgPrompt: Compare it with a bag of sugar, which is about 1 kg.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which is the best estimate for the mass of a watermelon? (40 kg / 4 kg / 400 kg / 4 g) → 4 kgPrompt: Compare it with a bag of sugar, which is about 1 kg.
- Would you weigh a letter in grams or kilograms? (grams (g) / kilograms (kg)) → grams (g)Prompt: A gram is very light, like a paper clip.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Heavier or lighter on a balance.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder