#### Read Microsoft Word - 04-2.9D Weight and Mass Parent text version

`GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.GRADE 2 MEASUREMENTDate: ______________________________ Dear Grade 2 Parent, Your child is learning about measurement in math class. Your child must be able to compare the attributes of mass and weight and select a non-standard unit of measure *such as beans or marbles) to determine the weight/mass of an object. Please let me know if you have questions about the measurement Texas Essential Knowledge and Skills (TEKS) for Grade 2 Mathematics. The information on the following pages was introduced to your child during math class over a period of time. Please use this information to help your child complete two homework assignments that will be sent home over the next several days. Your child will ask you or another adult or older child to help them read and complete the homework assignments. Thank you for helping your child master the measurement TEKS for Grade 2 Mathematics. Mastery of the TEKS requires many hours of practice. Your child will need to work hard to master the TEKS during math class and outside school hours. The Grade 2 TEKS are the foundation for the Grade 3 TEKS that will be assessed on the Grade 3 Texas Assessment of Knowledge and Skills (TAKS) at the end for Grade 3. Sincerely,___________________________________ Grade 2 TeacherTEKSING TOWARD TAKS2007Page 1GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.GRADE 2 MATHEMATICS BACKGROUND FOR MEASUREMENT TEKS 2.9DUnderstanding When to Use Measurement Measurement is used to find how heavy something is or how light something is. Understanding How to Measure Weight in Customary Units Ounces and pounds are called customary units of weight.Customary Units of Weightounce 1 pound 16 ouncesWhen you find how heavy or light an object is, you are finding the weight of the object. Use a scale to measure weight.Weigh small things, like an apple, on a scale that measures in ounces.Weigh large things, like a person, on a scale that measures in pounds.TEKSING TOWARD TAKS2007Page 2GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.Understanding How to Measure Mass in Metric Units Grams and kilograms are called metric units of mass.Metric Units of Massgram 1 kilogram 1000 gramsWhen you find how much matter an object has you are finding the mass of the object. Mass is measured in grams and kilograms. Use a balance to measure mass. If both pans are straight across, the objects have about the same mass.Measure small amounts in grams and large amounts in kilograms If one of the pans is lower than the other, the object in the lower pan has more mass than the object in the higher pan.The object in the right pan has more mass than the object in the left pan.TEKSING TOWARD TAKS2007Page 3GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.Understanding the Difference Between Mass and Weight Mass and weight are similar, but they are not the same. Mass is different from weight because it does not change when the force of gravity changes. Suppose you took a trip to the moon. If you got on a scale on the moon you would weigh much less than you weigh on Earth. The moon has less gravity than Earth. The moon pulls down on your body less than Earth does, so your weight would be less on the moon. There is still the same amount of you no matter where you are. Your mass on the moon would be the same as on Earth.Understanding Benchmarks for Mass and Weight Customary Units of Weight Metric Units of MassounceA slice of bread weighs about 1 ouncegramA small paperclip weighs about 1 grampoundkilogramA loaf of bread weighs about 1 poundA textbook weighs about 1 kilogramTEKSING TOWARD TAKS2007Page 4GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.A balance can be used to compare weight or mass. EXAMPLE 1: Compare the weight of a loaf of bread and a box of cookies. Place the loaf of bread on one side of the balance. Place the box of cookies on the other side of the balance.COOKIESBoth objects are about the same weight because the balance is even. A loaf of bread weighs about 1 pound, so the box of cookies weighs about 1 pound.EXAMPLE 2: Compare the mass of a loaf of bread and a blackboard eraser.The object in the left pan has more mass than the object in the right pan because the left pan is lower. The loaf of bread has a greater mass than the eraser.TEKSING TOWARD TAKS2007Page 5GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.A balance and nonstandard units can be used to measure weight or mass. EXAMPLE 1: The slice of bread weighs about 1 ounce. How much does the book weigh?The book weighs more than the slice of bread because the right pan is lower. The book weighs more than 1 ounce. Add more slices of bread until the balance pans are level.The book weighs about the same as 6 slices of bread. The book weighs about 6 ounces.EXAMPLE 2: A small paperclip has a mass of about 1 gram. What is the mass of the nickel?The nickel has more mass than the small paperclip because the right pan is lower.TEKSING TOWARD TAKS2007Page 6GRADE 2 MATHEMATICS(2.9) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparativelanguage to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.The nickel has a mass that is greater than 1 gram. Add more small paper clips until the balance pans are level.The nickel has about the same mass as 5 small paper clips. The nickel has a mass of about 5 grams.TEKSING TOWARD TAKS2007Page 7`

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