Lesson Notes By Weeks and Term v5 - Grade 2

Lesson Video

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Performance objectives

• Measure and compare length with non-standard units (hand spans, blocks).
• Estimate and measure mass with non-standard units (marbles, blocks).
• Estimate and measure capacity with non-standard units (cups, spoons).
• Use words like 'longer', 'heavier', and 'more full' to compare objects.

Lesson summary

This week, we're diving into the exciting world of measurement! We will be exploring length, mass, and capacity. Knowing how to measure these things is super important in our everyday lives, especially in South Africa. Imagine you’re helping your mom bake a cake and need to measure the flour (mass) or the milk (capacity). Or maybe you are building a sandcastle and want to measure how long it is (length)! Learning about measurement helps us solve problems and understand the world around us.

Lesson notes

A. Length: Length tells us how long something is. We can measure length using different things! These things are called units. This week, we'll use non-standard units, meaning we won't be using rulers or measuring tapes just yet. We'll be using things like our hands, feet, blocks, or crayons.

Comparing Lengths: When we compare lengths, we look at two or more things and see which is longer or shorter.

Example: If your textbook is longer than your pencil, we say the textbook has a greater length.

Using Non-Standard Units: To measure length using a non-standard unit, we repeat the unit from one end of the object to the other.

Example: If your desk is 5 hand spans long, that means you can place your hand, heel to fingertips, five times along the length of your desk.

Important note: The smaller the non-standard unit, the more units will be needed to measure the same length. A crayon is shorter than a block, so it would take more crayons to measure the length of a table compared to using blocks.

Example 1: Let’s measure the length of a book using counters. Suppose it takes 8 counters to go from one end of the book to the other. We can say the book is 8 counters long.

Example 2: Let’s say Ayanda measures a table with her hand span and it is 6 hand spans long. Then, Sipho measures the same table with his hand span and finds it is 7 hand spans long. This is because Ayanda and Sipho have different sized hands! This shows why we need standard units later on, but for now, we are using our hands.

B. Mass: Mass tells us how heavy something is. Again, we will use non-standard units. Imagine holding a rock and a feather. The rock feels heavier. This means the rock has more mass than the feather.

Comparing Masses: We use words like heavier and lighter to compare the mass of objects.

Example: A bag of apples is heavier than a single apple.

Using Non-Standard Units: We can use things like marbles, building blocks, or even beans to measure the mass of objects. We can use a balance scale or simply hold the objects in our hands to compare.

Example: If we balance a pencil with 10 marbles, then we know the pencil has roughly the same mass as 10 marbles.

Example 1: Imagine you are comparing a mango and an orange. You can hold them in your hands, one in each hand. If the mango feels heavier, you can say it has more mass.

Example 2: Using a balance scale, you find that a toy car balances with 5 building blocks. This means that the toy car has the same mass as 5 building blocks.

C. Capacity: Capacity tells us how much something can hold. We usually measure capacity for liquids, like water, juice, or milk.

Comparing Capacities: We use words like "more full than," "less full than," and "the same as" to compare the capacity of different containers.

Example: A big pot can hold more water than a small cup.

Using Non-Standard Units: We can use things like cups, spoons, or even small bottles to measure the capacity of bigger containers.

Example: If a bottle can fill a jug 4 times, then the jug's capacity is 4 bottles.

Example 1: You have a small glass and a big glass. You fill both with water. The big glass has more capacity because it can hold more water.

Example 2: You use a spoon to fill a cup. It takes 12 spoons of water to fill the cup. So, the capacity of the cup is 12 spoons. Guided Practice (With Solutions)

Question 1: Mpho measured his pencil using erasers. It was 6 erasers long. Sarah measured the same pencil using paper clips. It was 9 paper clips long. Why did they get different answers?

Solution: They got different answers because erasers and paper clips are different sizes. The paper clips are likely smaller than the erasers, so it took more paper clips to measure the same pencil.

Question 2: You have a feather and a stone. How can you find out which one has more mass using your hands?

Solution: Hold the feather in one hand and the stone in the other. The one that feels heavier has more mass. If you can't tell the difference, try putting a few more feathers in one hand until you can feel a difference.

Question 3: You have a small bowl and a big bowl. Which bowl can hold more water? How can you find out using a cup?

Solution: The big bowl can likely hold more water. To find out, fill the small bowl with water using the cup. Count how many cups it takes. Then, do the same for the big bowl. The bowl that takes more cups of water to fill has a bigger capacity.

Question 4: David says his book is 4 blocks long. Thandi says her book is 5 blocks long. Whose book is longer?

Solution: Thandi's book is longer. Since her book measures 5 blocks, and David's book measures 4 blocks, Thandi's book has the greater length. Independent Practice (Questions Only) Use your hand span to measure the length of your desk and your chair. Which is longer? Find three objects in your classroom or home. Order them from shortest to longest. Use marbles to measure the mass of your pencil case and your textbook. Which has more mass? You have a cup and a glass.