Mass and capacity
without a worksheet
Mass and Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
The following activities have been tried and tested by the
West Sussex Leading Mathematics Teachers.
They are designed to be investigative, open ended and
easily differentiated.
These areas were chosen to enhance the teaching of MA
3 and to move away from worksheet based activities.
These activities have been devised to provide good MA1
and MA3 assessment opportunities. The Assessing Pupil
Progress documents have been used and referenced in
the document.
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP Reception
FOCUS: MASS
TITLE OF ACTIVITY
Penguin Post
This could also be related to Christmas presents or birthday presents
OBJECTIVES (from Framework)
Compare non standard units
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Use developing mathematical ideas to solve practical problems
Use language such as heavier and lighter to compare quantities
DESCRIPTION OF ACTIVITY
Freedom and Play
Bucket scales available. Objects, parcels, food stuffs e.g. apples, rice
Read story Penguin Post. The adult penguins leave the baby penguin in charge of the
post office. Wrap parcels decide are they light or heavy?
Sort into sacks light /heavy.
Vocabulary: light heavy same lighter heavier
Resources
Parcels weighing scales
Plenary
Weigh the parcels using weighing scales
SUPPORT AND EXTENSION OPPORTUNITIES
Make your own parcels to add to the sacks
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP 1
FOCUS: MASS
TITLE OF ACTIVITY
Heavier or lighter
OBJECTIVES (from Framework)
Year 1 – estimate, measure, weigh and compare objects, choosing and using suitable
non-standard or standard units
MA1 Describe ways of solving puzzles and problems
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Using and Applying Level 1 and 2
Ma3 level 1 extension level 2
DESCRIPTION OF ACTIVITY
Introduction
Discussion around the terms heavier and lighter.
Which object do you think is the heaviest? How can you find out? Why do you think it is
the heaviest?
Send children to find a heavy object and a light object in the classroom – does it always
relate to size? Join with a partner. Put the 4 objects in order, estimating using hands.
Vocabulary: heaviest, lightest, equal, balance
Activity
Children to have a group of objects on the table. E.g. fruit, toy cars, pebbles (choose
items linked to topic) work in mixed groups with the more able the only ability group
working together.
Key Question – which is the heaviest? Which is the lightest? How can you find out? Make
a guess before you start.
Resources
Children to be given balancing scales and the objects to order
Teacher to try and ensure that the largest item is not necessarily the heaviest.
Also try to get a range of items eg fruit.
Mini plenary
How did you find the heaviest/lightest? Which did you think it would be? Why? Is the
actual answer the same as you thought? Children to go back to their objects and try to
put them in order
Plenary
How did you order the objects? Did you find it more difficult than you thought?
Did you agree? Share the different ways the children ordered the objects.
SUPPORT AND EXTENSION OPPORTUNITIES
Support – mixed ability peer support
Extension – can have weights made available for use
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP
FOCUS:
2
MASS
TITLE OF ACTIVITY
Is the biggest box the heaviest?
OBJECTIVES (from Framework)
To be able to estimate and compare weights. To read a scale to the nearest labelled
division. To begin to use everyday non-standard and standard units to measure mass. To
know which measuring tools to use to find how much an object weighs.
(APP Level 2 measures guidelines)
Discuss their workings using mathematical language. Explain why an answer is correct?
Use apparatus to represent and clarify a problem.
(APP Level 2 MA1 Guidelines)
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
During the lesson there are opportunities to assess the above
DESCRIPTION OF ACTIVITY
NB: This activity would be better if completed in small groups throughout the day/week
due to the number of resources needed. The lesson is planned bearing this in mind.
RESOURCES:
5 boxes of different sizes (to include a long and tall box and a very small box). Boxes to
be labelled A-E. Each box to contain a bag of sand weighing different amounts that the
children will be able to read on a scale.
ENSURE THE SMALLEST BOX WEIGHS THE MOST. REMEMBER TO INCLUDE THE WEIGHT
OF THE BOX AND THE BAG OF SAND WHEN CREATING YOUR DIFFERENT WEIGHTS.
Selection of weights and measuring scales and weights.
Introduction
Show the children one box. What can they tell you about the box? (Steer towards
language related to weight). Introduce a second box – do they think this box is lighter or
heavier just by looking? Discuss the problems with just looking and the need to hold the
box.
Main activity
Children to be introduced to the 5 boxes and the question ‘Is the biggest box the
heaviest? Why?’ Ask children to predict an order and record this. Allow children time to
explore the question without any apparatus before introducing a range of measuring
equipment for children to choose from. Children will need to prove their answer and
record this in whatever way they choose.
Plenary
Children to present their findings to the teacher, discussing their choice of order at the
beginning (prediction) and their final choice and the reasons behind their decisions.
Introduce a final box and ask them where they would put it in relation to the other 5
boxes and why. Teacher to look for use of vocabulary, accurate reading of scales and
explanations
SUPPORT AND EXTENSION OPPORTUNITIES
If this was carried out as a whole class activity the teacher or TA could support less
able/extend more able. For less able children the weights of each box could be a whole
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
number of kilograms.
YEAR GROUP
FOCUS:
4
MASS
TITLE OF ACTIVITY
A filled mug will weigh the same whatever the contents. - Always true,
sometimes true, never true.
OBJECTIVES (from Framework)
To know the meaning of kilogram and gram.
Where appropriate use decimal notation.
To be able to interpret scales.
To be able to read and record accurately.
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
To use non-standard and standard metric units of mass.
(APP Level 3+ measures guidelines)
Try different approaches and find ways of overcoming difficulties that arise.
Discuss their mathematical work and begin to explain their thinking.
Understand a general statement by finding particular examples that match it.
(APP Level 3+ MA1 Guidelines)
DESCRIPTION OF ACTIVITY
Resources
One mug per group and a variety of items that can be used to fill the container e.g. sand,
salt, marbles, clay, rice, multilink, counters. Range of scales for weighing.
Introduction
Discuss with the children the following terms:
Always true, sometimes true, never true. What do they mean and can they give an
example for each? The pupils are shown a mug which is filled to the top (NOT
OVERFLOWING!) with sugar and the statement ‘a filled mug will weigh the same
whatever the content. Always true, sometimes true, never true.’ Discuss initial thoughts
briefly and ask children to prove whatever response they choose.
Activity
Children to use the resources available to find an answer that matches the statement.
They will fill the mug with one of the items e.g. rice and record the weight. They can
choose whether they want to include the weight of the mug but they must be consistent.
Children will need to devise their own ways of recording and generate evidence to
support their final decision.
Plenary
Teacher to put the headings ‘Always, Sometimes, Never’ on the board and each group to
put a tick under the heading they agree with. Do we all agree? Children to present their
findings to support their decision and encourage them to use correct mathematical
vocabulary. Discuss whether they think the investigation was carried out fairly. Were
their results accurate? Could they have improved their investigation? (Science link).
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
Discuss problems and how they overcame them.
SUPPORT AND EXTENSION OPPORTUNITIES
Changing the container, Changing the materials offered, The types of scales used
YEAR GROUP: 5
FOCUS: MASS
TITLE OF ACTIVITY
Clay weights
OBJECTIVES (from Framework)
Y5 – Read, choose, use and record standard metric units.
Interpret a reading that lies between 2 unnumbered divisions on a scale.
MAI – Plan and pursue an enquiry, choosing appropriate strategies and explaining
reasoning.
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
U & A L4
Reasoning and problem solving
MA3 Measures L4
Bullet point 1 & 2
DESCRIPTION OF ACTIVITY
Introduction
Teacher recapping facts about mass. Estimating the weight of objects and
checking with weights and scales.
Differentiated questioning e.g.
- Which object is heaviest/lightest?
- How many more packets of biscuits (for example) would you need to reach a kg?
(Children using whiteboards to support)
Vocabulary:
Mass, weight, compare, strategy, method, scales, trail, improvement, persevere
Activity
Working in ability groups (but can be mixed ability depending on your class)
Children had to read the CLAY WEIGHTS problem and discuss as a group. Once they felt
they understood the problem, they had to work in pairs to solve it.
Children had a sheet to record jottings and thoughts (see suggestion below).
They had to work out the weight of the balls before they could use the clay.
Resources were selected by the children from a list of the following:
- Balancing scales, digital scales, analogue scales, clay, weights, spare paper, tissue
paper.
Plenary
Children fed back whether or not they had solved it and then:
- How they tackled the problem?
- Where did you start?
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
- How did you eliminate particular measurements?
- What mistakes did you make?
- What did/didn’t work?
- Why?
- How did you elicit the important information?
- What did you find easy/tricky?
- Why?
N.B.
This task can be adapted to suit Y4 and Y6 objectives and match the L3, L5 APP criteria.
SUPPORT AND EXTENSION OPPORTUNITIES
Support
The question changed – Make 4 clay balls that equalled 100g in total
Can you do it so all the balls are not the same weight?
Extension
Is this the only solution to the problem?
How do you know?
Vary the resources available to the children – more complex scales to read
Clay Weights Problem
Make 3 clay balls
Make sure 1 ball is half the weight of another
Also ensure that the third ball of clay is the lightest and weighs between 60g and 100g
The total weight of your 3 clay balls should be 500g
First work out what each ball will weigh!
Record your workings out
Headings for Jottings sheet
Work out what your clay ball will need to weigh
Work out other ways you could have made the clay balls. What would they have
measured?
What did you have to think about when solving this problem?
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP
FOCUS:
6
MASS
TITLE OF ACTIVITY
Fruity Fun
OBJECTIVES (from Framework)
Select and use metric units of measurement.
Convert between measurements using two decimal places.
Read and interpret scales.
To be able to approximate different weights.
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
To be able to read and interpret scales on a range of measuring instruments, explaining
what each labelled division represents.
To solve problems involving the conversion of units.
Choose and use appropriate units and instruments.
To make sensible estimates.
(APP Measuring Level 4/5)
Present information and results in a clear, organised way.
Identify and obtain necessary information to carry out a task and solve mathematical
problems.
(APP MA1 Level 4/5)
DESCRIPTION OF ACTIVITY
NB This lesson would be a good assessment task after direct teaching of weights,
conversion between grams and kilograms and ratio.
Resources
Variety of scales, variety of fruit, chopping boards, knives (NB: Ensure children are aware
of safety issues)
Introduction
Teacher to use the mental starter to recap conversion between grams and kilograms.
Introduce the children to the recipe for ideal fruit salad
E.g: For 4 people - 150g oranges, 250g apples, 140g bananas, 90g grapes, 60g
strawberries
Explain to the children that they have to make the recipe for 10 people and that they
have to write out the new recipe using grams and kilograms for each item of fruit. Once
they have their new recipe they then have to make the fruit salad within their groups,
weighing the fruit accurately!
Plenary
Class discussion to share the strategies they used to generate the new recipe. Did we all
agree on the new amounts? What did they find difficult and how did they overcome it?
Teacher to test the children’s ability to weigh accurately by weighing the bowl of fruit
salad for each group (it should equal the total weight of all the fruit in the recipe for 10
people). Was anyone spot on?
SUPPORT AND EXTENSION OPPORTUNITIES
For less able children they could make a fruit salad for 8 people or 2 people. Ask the
© West Sussex County Council 2012
Mass Activities Developed by the
West Sussex Leading Mathematics Teachers
more able children if they can spot a link with ratio and the work they have completed.
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP: Reception
FOCUS: CAPACITY
TITLE OF ACTIVITY
Full/Empty
Jack – Full
Jill - Empty
OBJECTIVES (from Framework)
- To understand the concept of full and empty
- AA to understand the concept of ½ in a practical context
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
- Self initiated play in water trays.
DESCRIPTION OF ACTIVITY
Theme - “Water Week”
Pirate topic
Could be related to Jack & Jill rhyme
Introduction:
Bucket – empty bucket, pretend it has water in it. Accidentally trip, talk about
pupils’ reactions. Use language full / empty.
Fill the bucket, how much is in the bucket?
Is it full?
How could we fill it?
Activity:
Children to find different ways to fill the bucket/containers.
(choose appropriate materials/objects from the classroom/outdoor environment)
Objects available in water area:
Buckets, some buckets with holes, watering cans with different spouts, measuring
cylinders, small containers (different sizes & shapes) e.g. teacups, squash bottles.
L1 Objectives
Measure objects using direct comparison.
Order the objects, which holds the most?
Use the language of litres and ml.
SUPPORT AND EXTENSION OPPORTUNITIES
Extension:
Measuring cylinders of different capacity.
Which one holds the most?
How could we find out?
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP: Reception
FOCUS: CAPACITY
TITLE OF ACTIVITY
Professor Plumber’s Problem
OBJECTIVES (from Framework)
- Answer a question by selecting and using suitable equipment, use these to solve
the problem
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
- Through observation and listening to the pupil’s responses.
- Engage with practical mathematical activities involving measuring
DESCRIPTION OF ACTIVITY
Water Tray  Incy Winsy Spider context
Themed “Water Week”
Mr Plumber book
Pipes and attachments in the water tray.
Problem: How can we get the water to travel through the pipes?
What equipment will we need?
Can we catch the water?
Selection of different sized water containers, watering cans, teaspoons and graded
measuring cups. Watering cans with different spouts.
Present problem to small group of pupils. Children explore problems in groups.
SUPPORT AND EXTENSION OPPORTUNITIES
Extension:
What shall we catch the water in?
Which container would not be suitable? Why?
Support:
Start the initial pipe structure
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP 1
FOCUS: CAPACITY
TITLE OF ACTIVITY
Fill your Buckets! (Seaside activity)
OBJECTIVES (from Framework)
To estimate, measure and compare standard and non-standard units
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
MA1 Using mathematics as an integral participant of maths activities
Discuss their work and draw simple conclusions
MA3 Order objects using direct comparison
DESCRIPTION OF ACTIVITY
Choose a container to hold water.
Competition- you need to walk along the line (masking tape on the floor) and fill your
bucket (situated at the end of the line) without spilling water.
When the first bucket is full, stop the group and discuss why they won: share ideas
Key Questions:
How can we make the race fairer?
How can we fill it quicker?
How will we know it is fair? Record tally or number of times we filled the container
Repeat the bucket challenge but this time they all use the same container so that
children understand the need for using standard units.
When do we measure liquid?
What do we measure liquid with? Show jugs with scales on.
Resources
A variety of containers of different sizes and scales e.g. cups, plastic glasses, teapots,
plastic bottles, egg cups, plastic buckets (bucket and spade size)
Extension
How many of these will fit in this? (Litre containers)
Estimate and measure how many litres in the big buckets? How many buckets will be
needed to fill the water tray? Find out and record.
Support
More pouring and direct comparison using containers.
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP 2
FOCUS: CAPACITY
TITLE OF ACTIVITY
How to tame your dragon
OBJECTIVES (from Framework)
Y2 to compare measures using standard units and to be able to read scales in litres and
millilitres
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Level 2
Ma1 selecting the maths that they use and begin to represent their working in simple
diagrams
Ma3 begin to use everyday standard and non standard units
DESCRIPTION OF ACTIVITY
Prior to the lesson there will need to be a series of lessons on reading scales and using
measuring equipment e.g. using different size containers like litre of orange, 330 ml coke
can, teaspoon, 2 litre coke bottle. Also prerequisites needed are reading different scales
and for more able children to know that 500ml is equal to half a litre.
Problem (FIRE and ICE Topic)
The dragon needs to be tamed in order to rescue the princess we need to make a potion
with the capacity of 1 litre. (You must use a minimum of 2 different liquids.)
Key Questions:
Which liquids shall we use? How can we measure the liquids? How can we
record/represent our recipe to show our mathematical thinking?
Key Vocabulary:
Capacity, scale, measure, more/less, standard/non-standard units, litre, half a litre and
millilitre.
Resources:
A range of standard and non-standard equipment available.
Non Standard: Mugs, jugs with no scales, glasses, watering can and teapot.
Standard: Measuring jugs, scaled cylinders of different widths and heights.
Different Liquids:
Water mixed with food colouring to create different colours, Washing up liquid, Milk,
Squash
Ask the children to make a visual representation of their potion and include measures on
the diagram.
SUPPORT AND EXTENSION OPPORTUNITIES
Can you use more than 2 different liquids? Can you record your measures in more than
one way?
Further extension: Have a list of specific measurements with the liquids for example; you
can only use 100ml of green water, 50ml of red water.
Support: Use containers that are ½ or ¼ of a litre and find out how many needed to
make a litre.
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP 3
FOCUS: CAPACITY
TITLE OF ACTIVITY –
What is capacity?
OBJECTIVES (from Framework)
Read, to the nearest division and half-division, scales that are numbered or partially
numbered; use the information to measure to a suitable degree of accuracy.
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Use non standard and standard units for capacity MA1
Read scales
DESCRIPTION OF ACTIVITY
Have a selection of objects on the table - standard and non standard e.g. jugs, litre bottle
of orange, mug, teapot, can of coke, 2l bottle of coke, jugs with no scales
Key Questions What does capacity mean?
I need to find out about the capacity of these containers how can I find out?
What skills do I need?
1.
Begin to estimate the capacity by ordering the objects from the container that
holds the smallest amount to the largest amount.
2.
Find out the capacity- learn how to read scales. Colour the water to make reading
the scales easier
3.
Write labels for each container
4.
Consolidate knowledge on iboard TES free resource, capacity, you have to estimate
the capacity of the objects and then pour and check if your estimate is correct.
Extension
Use labels ½ L =500ML
250ML= ¼ l
1l=1000ML
Support
Simplified scales on the jugs
Use objects that are the same as the items on the iboard.
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP: 4
FOCUS: CAPACITY
TITLE OF ACTIVITY
Is tallest wettest?
OBJECTIVES (from Framework)
Use standard metric units
Interpret intervals & division particularly numbered when estimating
Report solutions to puzzles & problems
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
- Use standard metric units
- Read simple scales
- Organise their work & check results
DESCRIPTION OF ACTIVITY
Starter
IWB – Match image to the capacity - 2L bottle, 1L bottle, 500ml, 25ml, 5ml, 330ml can
Discuss the order
Input
Estimate the amount in a selection of shampoo bottles. Put them in order of capacity.
Find the actual capacity. Find out whether the tallest is the wettest.
i.e. does it contain the most liquid?
Children are then given the opportunity to present their results.
Plenary
Write the actual answers on pieces of card. Move around to next table and match the
card to the bottles.
More able: Can you write the measurement in more than one way?
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP: 4/5
FOCUS: CAPACITY
TITLE OF ACTIVITY
Space Cocktails
OBJECTIVES (from Framework) APP L3 L4 Measures
Assessment opportunities
Choose and use appropriate units and measurements
Interpret and read scales with accuracy
Use standard units of capacity in a context
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Observe and record pupil responses – reasoning skills, why they were not going over a
certain limit.
DESCRIPTION OF ACTIVITY
Input prior to lesson
ITP measuring cylinders – reading scales and using standard units. Children had paper
scales to read and interpret. Same to read and interpret. A mixture of scales necessary
for differentiation.
Main lesson
Quick recap on ITP measuring cylinders.
Selection of coloured squash in jugs.
Task: Make a space cocktail, record the amount of liquid for each part of the cocktail.
Not allowed to go over 100ml.
Differentiation: Less able are only able to choose 2 coloured liquids. More able are able
to choose up to 4 colours
Pairs checking the measurements.
Recording -> the colours they used, the amount and proving it did not exceed the limit of
100ml.
More able: not allowed to use multiples of 10.
Key questions:
My cocktail measures no more than 100ml.
I can use any of the flavours.
What flavours shall I use?
When working with children.
How do they know?
These activities could be adapted to meet Year 3, 4, 5 and 6 objectives.
Objectives
- Choose and record standard metric units
- Measure capacity to a suitable degree of accuracy
- Interpret a reading that lies between two numbered divisions on a scale
- Plan and pursue an enquiry
© West Sussex County Council 2012
Capacity Activities Developed by the
West Sussex Leading Mathematics Teachers
YEAR GROUP: Year 6
FOCUS: CAPACITY
TITLE OF ACTIVITY
Posing Problems
OBJECTIVES (from Framework)
To be able to pose and answer questions (MA1 Problem Solving Level 4)
To choose and use appropriate units and instruments (MA3 Level 4 Measuring)
To be able to solve problems involving the conversion of units (MA3 Level 5 Measures)
ASSESSMENT OPPORTUNITIES (from Assessing Pupil Progress)
Assessing Pupil Progress opportunities using the above references
DESCRIPTION OF ACTIVITY
Introduction
Show the children the range of measuring equipment around the room
(equipment can be grouped so children stay working on the same table or it can be
grouped so children have to move to find the resources they need. A carousel could be
set up for children to move around).
Discuss what equipment they have and what the equipment can be used to measure.
Activity
Ask the children to use the equipment to devise their own problem to solve. What
questions can they generate?
Children then to solve their problem using the resources available to them and present
findings.
Plenary
Share the questions the children generated. Which were engaging? Which questions
encouraged us to work systematically? Which questions allowed us to meet our learning
objectives?
Resources
Measuring cylinders, measuring jugs, bowls, cups, jugs, stop watches, sand, rice, water,
sieves, thermometers etc.
© West Sussex County Council 2012