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.