##
* *Reflection: Connection to Prior Knowledge
Great Grams and Grahams - Section 2: Concept Development

This lesson was a classroom management challenge. One of the challenges that I had was the amount of grams I had available for use. In the future, I hope to get more grams and a kilogram for students to be able to use. This lesson was challenging since students had to share the grams. Since students had to share the gram weights, the room became loud and noisy. That being said, it was also very obvious how little exposure to grams my students have had. They really had no knowledge about the relative size of grams and that a paperclip is equal to one gram.

One thing I did not anticipate for this lesson was that I would have students that did not know how to use balance scales. You can hear in my reflection video how I will remedy this in the future.

*Limited Exposure = LOUD*

*Connection to Prior Knowledge: Limited Exposure = LOUD*

# Great Grams and Grahams

Lesson 7 of 13

## Objective: SWBAT solve problems involving masses of objects and use grams and kilograms to measure the mass of objects.

## Big Idea: In this lesson students use grams to measure the mass of graham crackers. Students work with partners to weigh objects as well as solve various word problems.

*57 minutes*

#### Number Hook

*7 min*

This is a very fun game that students love playing. I start by telling them that I know a game I can always win. I ask them if they want to play it with me. Fourth graders usually think they can beat me as soon as I tell them I always win! I introduce the game of Rotten Apple. To play the game, I draw 13 circles on the board. These are the apples. The object of the game is to NOT be the person that gets the LAST apple, IT'S ROTTEN! On a turn, a player may cross out 1 or 2 apples until there is only one last apple left.

I play several rounds with the students, winning of course! I challenge students to come up with a winning strategy. If students come up with a strategy that will allow them to win every time, I give extra credit points. In the past, I've had many students find the winning strategy because they go home and play it multiple times in order to manipulate the numbers and situation.

Click here to access directions to this game. This game is also known as Nim or Poison.

*Note: To win this game, students must figure out that the numbers 10, 7, 4 and 1 are important. To win, a player must keep track of the number of apples crossed out. If the player crosses out the above numbers, they will win! *

*expand content*

#### Concept Development

*50 min*

In this lesson, students use grams to measure the weight of graham crackers and various school objects. *The distinction between mass and weight is not made until middle school, when students begin their study of gravity. Therefore, the emphasis of this unit should be placed on **measurement. *

In the classroom, I try to use the correct name (mass or weight) depending of the instrument used to make the measurement. (“Mass” is used when measuring with a balance scale; “weight” is used when measuring with a spring scale, which includes scales like a bathroom scale.) The correct term for this task is mass because students are using a balance scale.

To introduce this lesson, I show a gram weight. I tell students it's name and the symbol and describe it as a standard unit of weight in the metric system.

I then use the balance scale to compare 1 gram (1g) to a large paper clip. I show the other gram weights (5g, 10g, and 20g) and have students estimate how many paper clips would equal each weight. I ask students to share their findings.

Next, I give every student one half of a graham cracker (2 rectangles). I ask students to close their eyes and to concentrate on feeling the graham cracker, thinking about how light or heavy it is. I then let students eat their graham crackers so they are not tempted to eat the cracker they will use on their balance scales.

Then, I instruct students to place one graham cracker on the scale and ask them to estimate how many grams the cracker is. Students then use the scales to find the mass of one graham cracker.

I ask students to find the mass of their pencils, a banana, an apple, and a dry erase marker. Students will find the mass of each object using gram weights. They record the mass in a chart.

You can see in this video, students using the balance scale to find mass.

You can see in this video the amount of mental math this lesson also used. Students work together to find total amounts of grams.

When most students are done finding the mass of the items, I lead a brief discussion about the results. Students realize that if the graham cracker was broken in different places, that could account for different gram measurements. Students were very close in all measurements and we talked about the balance scales we were using and how difficult or challenging it can be to observe if the pans are level or equal.

*expand content*

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Measurement Mania - Metric Relationships
- LESSON 2: I Mustache You to Measure!
- LESSON 3: Who needs a Shave? - Line Plots
- LESSON 4: Pencils, Bugs and Line Plots - Day 1
- LESSON 5: Pencils, Bugs, and Line Plots! - Day 2
- LESSON 6: Patterns with Perimeter and Area
- LESSON 7: Great Grams and Grahams
- LESSON 8: Shopping and Pondering Pounds and Ounces
- LESSON 9: Too Heavy? Too Light? Conversions!
- LESSON 10: Horrendous Soup - Capacity Conversions
- LESSON 11: Limited or Lots of Lemonade? - Customary Conversions
- LESSON 12: Mastering Measurement - Assessment
- LESSON 13: Question Creation