day: thursday year: 4/5 time : capacity session 1 subject ... · year: 4/5 time: capacity session 1...
TRANSCRIPT
Day: Thursday
31/7/13
Year: 4/5 Time: Capacity Session 1 Subject: Mathematics
Learning
Intention:
Understand
capacity and
describe standard
units of
measurement
AusVELS Level 4:
Use scaled
instruments to
measure and
compare
capacities
AusVELS Level 5:
Choose
appropriate
units of
measurement
for capacity
AusVELS Level 6:
Connect
decimal
representation
to the metric
system (Mass)
Academic
Vocabulary:
Capacity
Litre
Millilitre
Kilolitre
Megalitre
Beginning
10 minutes
Body
10 minutes
10 minutes
5 minutes
Warm up activity will be a game of Mass Bingo.
Students will work in table groups to fill their
bingo cards. They will be given a mass in kg
and need to convert it into grams to match it
on their bingo card.
Students who have not completed the capacity
pre-assessment task will do so now.
• Students asked to demonstrate their
knowledge of what a capacity is. Discussion of
what units are used to measure capacity.
• Students to create a capacity glossary and add
the definition of capacity, litre, millilitre,
kilolitre and megalitre to their glossary
• Students to fill in the Capacity Conversion
Chart and glue into their book below their
glossary
• Using the one of the small bottles of water,
students are asked how much the bottle holds.
This is demonstrated by pouring into plastic
cups. A student is then selected to pour the
second bottle into larger cups. Students asked
to explain the different outcomes.
• Students are shown a visual representation of
1 litre with a bottle of water. They are then to
classify a list of items on the board into
categories of less than a litre or more than a
litre by writing this into their workbooks.
• Students who complete this quickly will then
need to draw a vertical number line in their
books and record various capacity
measurements on it that will also be displayed
on the board.
• Student responses shared on the board with
discussion as to how they determined whether
the item was more or less than a litre.
• Students who completed the number line will
be asked to demonstrate their answers on the
board.
Resources:
Pre-assessment task
Mass bingo cards
Projector
1 litre bottle of water
2 small bottles of
water
Plastic cups
Measuring cups
Measuring jugs
Conversion chart
MAB blocks
Glossary
Markers
20 minutes
Review
5 minutes
• Students are given a single MAB unit/one block
and advised that it would hold 1 millilitre of
water. The students must then determine
how many of these blocks would be needed to
fill a 1 litre container and a 250 millilitre cup.
• Students are then to begin working
independently on the problems on the board.
• Those students who require further instruction
will come to the floor to work through the
problems together using concrete aids to assist
in the visualising of the capacity amounts
being used.
• Students are to discuss/share their answers to
the problems and explain or justify their
methods for getting the answer.
• Students are encouraged to use the
appropriate academic language of capacity,
millilitres and litres when sharing their
findings.
WORD MEANING
Capacity Measures how much something can hold
Litre The unit of measure used to measure liquids.
1 litre is equal to 1000 millilitres.
The abbreviation for litre is l
Millilitre A unit of measure for smaller amounts of liquid.
1000 millilitres is equal to 1 litre.
The abbreviation for millilitre is ml
Kilolitre A unit of measure for larger amounts of liquid like a river.
1 kilolitre is equal to 1000 litres.
The abbreviation for kilolitre is kl
Megalitre A unit of measure for huge amounts of liquid like a water
reservoir or lake.
1 megalitre is equal to 1 000 000 litres.
The abbreviation for megalitre is ML
Conversion table
1 litre 1000 millilitres
¾ litre 750 millilitres
½ litre 500 millilitres
¼ litre 250 millilitres
1 ½ litres 1 500 millilitres
Day: Friday Year: 4/5 Time: Capacity Session 2 Subject:
Mathematics
Learning
Intention:
Ability to read
scales that
measure
capacity
AusVELS Level 4:
Use scaled
instruments to
measure and
compare
capacities
AusVELS Level 5:
Choose
appropriate
units of
measurement
for capacity
AusVELS Level 6:
Connect
decimal
representation
to the metric
system
(capacity)
Academic
Vocabulary:
Capacity
Litre
Millilitre
Beginning
10 minutes
Body
15
minutes
5 minutes
20 minutes
Warm up activity will be a game of Mighty
Measures on the iPad which will require
students to convert millilitres to litres.
Prior to commencing the game, students
will be reminded of how to go about this
type of conversion.
• Students will discuss the different types of
scales available to read capacity. They will
look at small 250ml jugs and larger 1 litre
jugs.
• Students will be asked to note the unit of
measure on the jugs, and identify the scale
on each type of jug.
• A discussion of the need to estimate the
position on the scale if the required level is
not labelled.
• Students will then use provided
worksheets which require them to
interpret the scale on the jug and identify
what capacity each of the marks is at.
• Students will return to the floor to discuss
their responses and strategies they used to
determine the answers.
• Students will be split into two groups to
complete the activities.
• Group 1 will move to outside the
classroom and will split into 3 groups to
use the provided jugs and assorted
containers to read the scaled containers.
They will pour water into the smaller
containers then pour into the larger jug to
determine what the capacity of the small
container is. They must all record the
description of the container and the
estimated capacity in their workbooks.
• Group 2 will use the provided jug template
Resources:
iPad
Projector
Measuring cups
Measuring jugs
Water
Assorted containers
Jug worksheet
Scale reading
worksheet
Assorted conversion
worksheets
Markers
Strategies for
differentiation:
Review
5 minutes
to create their own scaled measure. The
jug has a capacity of 2 litres, but students
must determine their own scale and mark
and label these intervals on their jug.
Using the provided supermarket
catalogues, they are to look for items that
would fit in their 2 litre jug and mark
where each item would reach if poured
into their jugs.
• After 10 minutes, the groups will swap
activities and complete the second task.
• Should any student not behave in an
acceptable manner while completing the
task involving water, they will return to the
classroom and complete worksheets
relating to capacity conversions.
• Students are to discuss/share the their
answers to the problems and explain or
justify their methods for getting the
answer.
• Students are encouraged to use the
appropriate academic language of
capacity, millilitres and litres when sharing
their findings.
Capacity Conversion Table
Capacity Conversion Table
Capacity Conversion Table
Capacity Conversion Table
Capacity Conversion Table
Capacity Conversion Table
SPOT THE MISTAKE – Tick CORRECT or NOT CORRECT Name:
SPOT THE MISTAKE – Tick CORRECT or NOT Name:
SPOT THE MISTAKE – Tick CORRECT or NOT CORRECT Name:
This jug measures
½ L of liquid.
Correct:
Not Correct:
This jug measures
450mL liquid.
Correct:
Not Correct:
This jug measures
40L of liquid.
Correct:
Not correct:
This jug measures
70mL of liquid.
Correct:
Not correct:
This jug measures
½ L of liquid.
Correct:
Not Correct:
This jug measures
450mL liquid.
Correct:
Not Correct:
This jug measures
40L of liquid.
Correct:
Not correct:
This jug measures
70mL of liquid.
Correct:
Not correct:
(Activity provided to all classroom teachers by school maths specialist)
INDEPENDENT TASK: READING SCALES
Write down the amount shown by each arrow.
INDEPENDENT TASK: READING SCALES
Write down the amount shown by each arrow.
A =
B =
C =
D =
A =
B =
C =
A =
B =
C =
D =
A =
B =
C =
JUG TASK – making and reading a
scale to measure capacity.
(Activity provided to all classroom teachers by school maths specialist)
CAPACITY PROBLEM SOLVING SHEET
Problem 1:
Five containers have a total capacity of 12 ½ litres when
combined. How many combinations can you create that
equal the total capacity of 12 ½ L?
CAPACITY PROBLEM SOLVING WORKSHEET
1. 25L is equal to: A. 0.025 mL B. 250 mL C. 0.25 mL D. 25 000 mL E.
2 500 mL
2. 35 400 mL is equal to: A. 354 L B. 35 400 000 L C. 0.354 L D. 3.5400 L
E. 35.4 L
Problem 2:
Non-standard units used to measure capacity are:
• cup = 250mL,
• tablespoon = 20mL,
• teaspoon = 5mL. How many combinations of non-standard units can make the standard measurement of 1 litre?
Problem 3: A medicine bottle has the capacity of 750mL. Decide on how much medicine is to be taken each day? How many days will the bottle of medicine last? Can you find different solutions to this problem?
(Activity provided to all classroom teachers by school maths specialist)
3. Arrange in order from smallest to largest:
A. 2.5L. 25 000 mL. 0.25 L. 2.45 L.
B. 760 mL. 0.765 mL. 7.65 mL. 7.60 L.
C. 110 mL. 0.1 L. 0.011 L. 1.1 L.
4. A bottle contains 250 mL. of orange juice concentrate. How much water
should be added to make up 2 L of juice from the concentrate?
5. Most wine is sold in 750 mL bottles. How many litres of wine are there
in one dozen such bottles.
6. A medicine bottle contains 125 mL of cough syrup. How many 2.5 mL
doses could be administered from this bottle assuming that none is
split?
7. Anthea runs a market stall selling detergent. How many 200 mL bottles
of detergent could she fill from a 45 L bulk container?
8. A 185 mL container of ‘Shine’ hair conditioner is sold at the special price
of $3.70. A 0.5 L container of the same conditioner costs $11.00. Which
is the better buy?
9. A milk bar sells 55 small bottles of lemon drink in one week. How many
litres of drink is sold if each bottle contains 180 mL?
10. Liam is working as a school laboratory technician. How many litres of
salt solution should Liam prepare for an experiment in which there are
12 groups of students if each group requires 400 mL of solution?
11. Can you write your own problem involving millilitres, litres or even
megalitres (1 000 000 L)? Write the problem and also show the solution.
Day: Monday
5/8/13
Year: 4/5 Time: Capacity Session 3 Subject:
Mathematics
Learning
Intention:
Capacity
measurements
can be recorded
in different
ways. Litres and
millilitres can be
written using
decimal
fractions.
AusVELS Level 4:
Use scaled
instruments to
measure and
compare
capacities
AusVELS Level 5:
Choose
appropriate
units of
measurement
for capacity
AusVELS Level 6:
Connect
decimal
representation
to the metric
system
(Capacity)
Academic
Vocabulary:
Capacity
Litre
Millilitre
Beginning
10 minutes
Body
10
minutes
10 minutes
5 minutes
20 minutes
Review
5 minutes
Warm up activity will be a game of Mighty
Measures on the iPad which will require
students to convert millilitres to litres.
Prior to commencing the game, students
will be reminded of how to go about this
type of conversion.
• Students will revisit the scale on the 1 litre
jugs highlighting that 1 litre is equal to
1000 ml.
• With a number line drawn on the board,
students are shown how 1l can be divided
into equal parts. As this is done students
will be shown how 100ml can be written as
100ml or 0.1l. A few further examples are
written on the board.
• Students are asked to convert the
following measurements as decimal
fractions; 500ml, 800ml, 1 litre and 400 ml,
5 ½ l, 1/4 l
• Students to share their answers and
justify/explain the way they have
calculated the conversions.
• Students to work in pairs to match the unit
of measure with the items. Some items
may have more than 1 unit of measure,
meaning the measurement is written in a
variety of ways.
• Students are to discuss/share their
answers to the problems and explain or
justify their methods for getting the
answer.
• Students are encouraged to use the
appropriate academic language of
capacity, millilitres and litres when sharing
their findings.
Resources:
iPad
Projector
Measuring cups
Measuring jugs
Water
Assorted containers
Jug worksheet
Scale reading
worksheet
Assorted conversion
worksheets
Markers
Strategies for
differentiation:
Students finding the
concept difficult to
come to the floor at
the front to work
through further
examples together
before attempting
independent work.
CAPACITY PROBLEM SOLVING SHEET
Problem 1:
Five containers have a total capacity of 12 ½ litres when
combined. How many combinations can you create that
equal the total capacity of 12 ½ L?
Problem 2:
Non-standard units used to measure capacity are:
• cup = 250mL,
• tablespoon = 20mL,
• teaspoon = 5mL. How many combinations of non-standard units can make the standard measurement of 1 litre?
Problem 3: A medicine bottle has the capacity of 750mL. Decide on how much medicine is to be taken each day? How many days will the bottle of medicine last? Can you find different solutions to this problem?
(Activity provided to all classroom teachers by school maths specialist)
CAPACITY PROBLEM SOLVING WORKSHEET
4. 25L is equal to: A. 0.025 mL B. 250 mL C. 0.25 mL D. 25 000 mL E.
2 500 mL
5. 35 400 mL is equal to: A. 354 L B. 35 400 000 L C. 0.354 L D. 3.5400 L
E. 35.4 L
6. Arrange in order from smallest to largest:
A. 2.5L. 25 000 mL. 0.25 L. 2.45 L.
B. 760 mL. 0.765 mL. 7.65 mL. 7.60 L.
C. 110 mL. 0.1 L. 0.011 L. 1.1 L.
12. A bottle contains 250 mL. of orange juice concentrate. How much water
should be added to make up 2 L of juice from the concentrate?
13. Most wine is sold in 750 mL bottles. How many litres of wine are there
in one dozen such bottles.
14. A medicine bottle contains 125 mL of cough syrup. How many 2.5 mL
doses could be administered from this bottle assuming that none is
split?
15. Anthea runs a market stall selling detergent. How many 200 mL bottles
of detergent could she fill from a 45 L bulk container?
16. A 185 mL container of ‘Shine’ hair conditioner is sold at the special price
of $3.70. A 0.5 L container of the same conditioner costs $11.00. Which
is the better buy?
17. A milk bar sells 55 small bottles of lemon drink in one week. How many
litres of drink is sold if each bottle contains 180 mL?
18. Liam is working as a school laboratory technician. How many litres of
salt solution should Liam prepare for an experiment in which there are
12 groups of students if each group requires 400 mL of solution?
19. Can you write your own problem involving millilitres, litres or even
megalitres (1 000 000 L)? Write the problem and also show the solution.
Day: Tuesday
5/8/14
Year: 4/5 Time: Capacity Session 4 Subject:
Mathematics
Learning
Intention:
Convert
between
common metric
units of
capacity.
AusVELS Level 4:
Use scaled
instruments to
measure and
compare
capacities
AusVELS Level 5:
Choose
appropriate
units of
measurement
for capacity
AusVELS Level 6:
Connect
decimal
representation
to the metric
system
(Capacity)
Academic
Vocabulary:
Capacity
Litre
Millilitre
Beginning
5 minutes
Body
10
minutes
10 minutes
5 minutes
20 minutes
Warm up activity will be a game of I have.. who
has? Converting litres to millilitres. Prior to
commencing the game, students will be reminded
of how to go about this type of conversion for
both mass and capacity.
• Students will be shown with examples on
the board that converting litres to
millilitres sees them multiplying by 1000,
while converting millilitres to litres sees
them dividing by 1000.
• Students are asked to convert the
following measurements 2l to ml, 4.8l to
ml, 12.35l to ml, 600ml to l, 1300ml to l,
7500ml to l, 13900ml to l, 1ml to l, 1/2 ml
to l, 2000000l to ml. Students who are
finding conversions difficult to come to the
floor and work through them using the
visual aid of actual measuring jugs and
worksheets.
• Students to share their answers and
justify/explain the way they have
calculated the conversions.
• Students to work in pairs to calculate the
answer to the following problem: Marion
is having a party and inviting 11 of her
friends so there will be 12 people at the
party. How many bottles of soft drink does
she need to buy so that everyone can have
one glass of soft drink?
• Each group will choose a soft drink bottle
being either 2litre or 1.25 litre, and one of
two different sized plastic cups with the
capacity marked on the side.
• Students will then work together to
calculate their answers. They must show
the process they used to get their answer,
which can also involve diagrams or
pictures.
Resources:
Projector
Measuring cups
Measuring jugs
Water
Assorted containers
Variety of plastic
cups
Markers
Strategies for
differentiation:
Pairing of some
students based on
ability will allow for
further extension of
the idea by requiring
them to calculate
several different
combinations as well
as draw a diagram
explaining their
calculations for each
combination.
For those finding the
calculating difficult,
the use of easy to
add capacity cups eg.
200ml and the larger
bottles such as 2 litre
Review
5 minutes
• Students are to discuss/share their
answers to the problems and explain or
justify their methods for getting the
answer.
• Students are encouraged to use the
appropriate academic language of
capacity, millilitres and litres when sharing
their findings.
• Students to complete a short post-
assessment task to determine if their
understanding has increased since the pre-
assessment task.
should help.
Marion is planning her birthday party. She wants
to invite eleven friends so there will be twelve
people at the party. How many bottles of soft drink will she need to
buy so that each person can have one drink?
Select a bottle and a plastic cup to use or your
calculations. Draw a picture to represent your
calculations.
Once you have tried one combination, select a
different bottle and different size cup and try
again.