In Elementary Mathematics Grade 3

Lesson Guide

In

Elementary Mathematics

Grade 3

Reformatted for distribution via DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATION BUREAU OF ELEMENTARY EDUCATION

in coordination with ATENEO DE MANILA UNIVERSITY

2010

Chapter IV

Measurement

Capacity

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics Grade III Copyright © 2003 All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3

Agnes V. Canilao – Pampanga Josefina S. Abo – Tarlac City Alma Flores – Bataan

Region 4 - A

Cesar Mojica – Regional Office Marissa J. de Alday – Quezon Henry P. Contemplacion – San Pablo City

Region 4 – B

Felicima Murcia – Palawan National Capital Region (NCR)

Laura N. Gonzaga – Quezon City Dionicia Paguirigan – Pasig/San Juan Yolita Sangalang – Pasig/San Juan

Bureau of Elementary Education (BEE) Elizabeth J. Escaño Galileo L. Go Nerisa M. Beltran

Ateneo de Manila University

Pacita E. Hosaka

Support Staff

Ferdinand S. Bergado Ma. Cristina C. Capellan Emilene Judith S. Sison Julius Peter M. Samulde Roy L. Concepcion Marcelino C. Bataller Myrna D. Latoza Eric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ – President, Ateneo de Manila University Ms. Carmela C. Oracion – Principal,

Ateneo de Manila University High School Ms. Pacita E. Hosaka – Ateneo de Manila University

Project Management

Yolanda S. Quijano – Director IV Angelita M. Esdicul – Director III

Simeona T. Ebol – Chief, Curriculum Development Division Irene C. Robles – OIC - Asst. Chief, Curriculum Development Division

Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education Teodosio C. Sangil, Jr. – Undersecretary for Finance and Administration

Jesus G. Galvan – OIC - Undersecretary for Programs and Projects Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By: ISBN – 971-92775-2-1

iii

TABLE OF CONTENTS

Introduction .................................................................................................................................. iv Matrix ........................................................................................................................................ v

IV. MEASUREMENTS A. Capacity

Finding Capacity using Units of Measure ....................................................................... 1 Converting Capacity Measure ......................................................................................... 4 Solving Word Problems................................................................................................... 8

iv

I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

v

MATRIX IN ELEMENTARY MATHEMATICS Grade III

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES

TECHNIQUES With HOTS

IV. Measurement

A. Comprehension of Capacity

1. Find capacity using standard units of measure

e.g. small units-milliliter

Water conservation Listing Using real objects

Movements (Bodily Kinesthetic)

2. Convert capacity measure from smaller to larger units and vice versa

Reduce waste Simplifying the problem Manipulative (Bodily kinesthetic) Cooperative groups(Interpersonal) Global Theme (Naturalist)

3. Application of measurement of capacity

3.1 Solve word problems involving capacity measure following the steps in problem solving

Drinking the right amount of water

Acting out the problem Drawing pictures

Cooperative groups(Interpersonal)

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Finding Capacity using Units of Measure

I. Learning Objectives

Cognitive: Find capacity using standard units of measure Psychomotor: Measure the capacity of a given container Affective: Practice ways of conserving water

II. Learning Content

Skill: Finding capacity using units of measure Reference: BEC PELC IV C 1 Materials: empty medicine and shampoo bottles, cup, glass, medicine dropper Value: Water conservation

III. Learning Experiences

A. Preparatory Activities

1. Drill

“Listing Down” (Contest between Boys & Girls) In 3 minutes list down all the liquids that you know.

2. Review

Which can be used as a liquid container? Say Yes if it is, No if it‟s not. a. basket f. plate b. glass g. cup c. kettle h. flower pot d. bottle i. flower base e. can j. pitcher

3. Motivation

Put two glasses on your table, one glass with water, the other one empty. Pour a small amount of water from one glass to the other.

Ask: What is the exact amount of water poured in the empty glass? What units of measure should be used to determine the amount of liquid in the glass?

Nowadays we suffer from water shortage, what can you do to conserve water? Is there need for us to campaign? How would you do it?

B. Developmental Activities

1. Presentation

a. The millilitre and litre are units used to measure amounts of liquid. Show the materials while saying the following: Say: This bottle holds 1 litre of fruit juice? A medicine dropper holds about 1 millilitre of liquid.

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b. Get a medicine dropper, glass with water and a small medicine bottle. Show how many millilitres of water can be put in the bottle? (Pour only some amount then let pupils guess.)

Get a pail and one litre bottle. Find out how many litres of water can be put in the pail.

Which container can hold millilitres of liquids? Litres of liquid?

2. Guided Practice

a. What unit of measure will you use in each container. Write your answer on the show-me-board (Show the bottle/containers)

1. soy sauce bottle 2. shampoo bottle 3. 10 mL medicine bottle 4. 50 mL medicine bottle 5. pail 6. 1.5 litres softdrinks bottle 7. pitcher 8. water jug 9. dipper 10. sprinkler

b. Working in Dyads.

For mL make the following movements

For L make this movement

What unit of measure would you use for each? Explain.

1. water in an acquarium 2. a cup of tea 3. water in the glass

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4. soup in a small cup 5. a drop of rain 6. juice in a pitcher 7. cologne in a small bottle 8. baby oil in a small bottle 9. a pail of water 10. water in a big flower base

c. Use show-me-board in answering the next activity. Which estimate is better for the

capacity of each?

1. large container of milk 4 L or 9 mL

2. glass of juice - 200 mL or 2 L 3. a dropper of medicine

1 mL or 50 L 4. pot of soup

50 mL or 5 L 5. spoonful of medicine

15 mL or 1L 6. bottle of salad dressing

500 mL or 2 L 7. large can of juice

1 L or 150 mL 8. bottle of cough syrup

200 mL or 1 L 9. bottle of bleach

50 mL or 3 L 10. 1 pail of water

500 mL or 5 L

3. Generalization

How do we find the capacity using standard unit of measure? When do we use millilitre? Litre? The millilitre (mL) is a metric unit used to measure the capacity of small containers. The litre (L) is used to measure the capacities of large containers.

C. Application

A. Choose millilitres or litres to complete each sentence.

1. Carlos put 10 ________ of water in his aquarium. 2. The can holds about 750 _________ of pineapple juice. 3. The squeaky door needs about 2 ________ of oil. 4. The swimming pool holds about 90 000 ________ of water. 5. Tina uses 100 _________ of water in preparing orange juice.

IV. Evaluation

A. Choose the appropriate measurement.

1. A cup holds about _______ of tomato sauce. a. 200 mL b. 20 L

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2. A pitcher holds about ________ of juice. a. 200 mL b. 2 L

3. A watering can holds about ________ of water. a. 10 mL b. 10 L

4. A drinking glass holds about ________ of milk. a. 250 mL b. 250 L

5. A paint can hold about ________of paint. a. 4 mL b. 4 L

B. Write mL or L for the unit you would use to measure each.

1. a cup of milk 2. juice in a glass 3. water in a tank 4. a cup of tea 5. honey in a bottle 6. juice in pitcher 7. paint in a bucket 8. water in a pail 9. milk in a glass

10. water in a fish bowl V. Assignment Name containers that hold about one litre Name containers that hold more than 1 litre Name containers that hold more than 1 mL

Converting Capacity Measure


Cognitive: Convert capacity measure from smaller to larger units and vice-versa (mL to L, L to mL)

Psychomotor: Divide/Multiply given numbers by 1000 Affective: Help the government in promoting proper waste management


Skill: Converting capacity measure from smaller to larger units and vice versa Reference: BEC PELC IV C.2 Materials: 1 litre coke bottle, 4 tetra packs, funnel Value: Reuse,recycle, reduce waste

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1. Drill

(Contest between two groups)

Write on the board the correct unit of measure to use.

a. cup f. mineral water bottle (small) b. small bottles g. glass c. pail h. pitcher d. can i. kettle e. water jug j. jar

2. Review

Find the product. 1 000 1 000 1 000 1 000 1 000 x 5 x 6 x 7 x 8 x 9

Find the quotient.

3. Motivation

Nowadays, there are lots of things that we buy that add waste in our surrounding. Could you give examples? Empty bottles of mineral water, tetra packs, cans. How can you help minimize waste in our surrounding? Recycle/Reuse/Reduce waste. Now in our lesson we will be using empty bottles and tetra packs.


1. Presentation

a. Divide the class into 3 groups. Each group will perform an activity. Remind first the pupils the standards to be observed while doing the activity.

ACTIVITY CARD

Materials 4 tetra packs (250 mL each) (cut at the top) one 1L softdrinks bottle 1 funnel 1 pail with water (¼ of the pail only) Procedure

1. Pour water in the four-tetra packs. 2. Then transfer the water in the four-tetra packs in the coke bottle.

Answer these questions.

1. How many millilitres of water are there in each tetra pack? 2. How many millilitres in all? 3. How many millilitres of water did you pour in the 1 litre coke bottle? Thus 1 litre = __________millilitres

000 1010 000 99 000 88 000 77 000 66

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b. Let us try solving this problem.

What is asked? What are given? What operation are we going to use? What is the number sentence? 2 x 1000 = n

Let us solve. 2 x 1000 = 2000 millilitres

We can also solve the problem this way. In 1 litre there are 1000 millilitres. Just add 1000 + 1000 = 2000 ml.

c. Change 5000 millilitres to litre = 5000 ÷ 1000 = 5 litres Why did we divide 5000 by 1000?

2. Guided Practice

a. Working in Dyads.

Write the missing numbers.

1) 3 L = ______ mL 2) 11 L = _______ mL 3) 34 L = ______mL 4) 59 L = _______ mL

5) 83 L = _______ mL 6) 7 000 mL = _______ L 7) 64 000 mL = _______ L 8) 32 000 mL = _______ L 9) 54 000 mL = _______L 10) 274 000 mL = _______ L

b. Working in Triads. (Use > , < or =)

1) 5 L 6 000 mL 2) 10 L 10 000 mL 3) 10 L 9 000 mL 4) 8 L 8 000 mL 5) 2 L 3 000 mL 6) 6 L 5 000 mL 7) 3 L 2 000 mL 8) 4 L 4 000 mL 9) 9 L 8 000 mL 10) 5 L 3 000 mL + 2 000 mL

c. Work individually.

Match Column A with Column B.

1) 16 L a. 7 000 mL 2) 11 L b. 16 000 mL 3) 7 L c. 1 000 mL 4) 1 L d. 4 000 mL 5) 4 L e. 11 000 mL

It takes 2 litres of iced tea to fill Cary‟s Thermos. How many millilitres does the Thermos hold.

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3. Generalization

How do you convert L to mL? mL to L?

To convert L to mL. Multiply the given number by 1000? To convert mL to L divide the given number by 1000?

C. Application

A. Supply the missing numbers. 1) 1 L, 2 000 mL, ______, 4 000 mL, 5 L, ______ 2) 7 000 mL, ______, 9 000 mL, 10 L, ______ 11 000 mL 3) 12 000 mL, 13 L, ______, 15 L 4) 20 L, ______, 22 mL, 23 000 mL 5) 4 000 mL, 5 L, 6 000 mL, ______

B. Read, analyze and solve 1) A big bottle of rubbing alcohol holds 1.5 litre. How many millilitre is this?

2) Ms. Jean needs 250 millilitre of detergent to clean the lab each week. How many litre of detergent does she need in 2 months?

3) A mineral water company delivers 400 litre of water to homeowners every week. How many millilitres of water does it deliver?

IV. Evaluation

A. Solve

1) 10 000 mL of water = ________ L 2) 8 litres of gasoline = ________ L 3) 9 000 mL crude oil = ________ L 4) 5 000 mL used oil = ________ L 5) 7 litres petroleum = ________ mL

B. Answer

Which is more? 1) 9 000 mL crude oil or 10 L gasoline 2) 5 L water or 6 0000 mL vinegar 3) 18 000 mL cooking oil or 16 L patis 4) 7 000 mL soy sauce or 7 L cooking oil 5) 8 000 mL cooking oil or 9 L soy sauce

V. Assignment

Supply the missing number.

1) 36 L = _______ mL 2) 12 L = ________ mL 3) 78 L = _______ mL 4) 13 000 mL = _________ L 5) 35 000 mL = _______ L 6) 15 000 mL = _________ L 7) 72 L = ________ mL 8) 17 000 mL = _________ L 9) 55 000 mL = ________ L 10) 21 L = __________ mL

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Solving Word Problems involving Capacity Measures


Cognitive: Solve word problems involving capacity measure Psychomotor: Draw/Make illustrations to solve word problem Affective: Practice to drink right amount of water


Skill: Solving word problems involving capacity measures Reference: BEC PELC IV C 3.1 Materials: chart with problems written on them Value: Drinking the right amount of water



1. Drill

Choose the appropriate measurement. Write your answer on the show-me-board.

a. A drinking glass holds about _______ of milk. a. 250 mL b. 250 L

b. A teaspoon holds about ________ of liquid. a. 5 mL b. 5 L

c. A sprinkler can hold about _________ water a. 5 mL b. 5 L

d. A small mineral water bottle can hold ________ liquid. a. 500 mL b. 500 L

e. A pitcher holds about _________ of juice. a. 200 mL b. 2 L

2. Review

Use >, < or = in the box. Write your answer on the show-me-board.

a. 500 mL water 1 L oil b. 1 L softdrink 2000 mL juice c. 2 000 mL mango juice 3 L buko juice d. 5 000 mL Patis 5 L soy sauce e. 7 000 mL gasoline 9 L petroleum

3. Motivation

How many glasses of water do you take everyday? How many glasses of water do we need to take? Why do we need to take such amount of water? What will happen to us if we don‟t drink the right amount of water?


1. Presentation

a. Luz drinks 3 litres of water in one day. How many millilitres does she drink in one day?

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Let‟s draw the problem to know the answer to the question. We will need 6 empty bottles (500mL each).

What is the answer? (3000mL) b. Manny bought 2 litres of mineral water. The mineral water comes in 250 mL bottle. How

many bottles did Manny get for the 2 litres?

What is asked? Let‟s act out the problem. We need 2 actors. One storekeeper and a buyer. The storekeeper gave the bottle in fours.

2. Guided Practice

a. Working in Triads.

Read and solve.

1. Jeremy drinks 4 000 millilitres of water in one day. How many litres does he drink? 2. Ella buys juice in 1-litre bottles. There are 4 bottles in one case. How many millilitres are

there in one case? 3. A bottled soft drink labeled 1.5 L. How many mL is this? 4. A water container holds 5 000 mL. How many litres is this? 5. For the picnic Julio brought 2 litres of juice. June brought 3000 mL and August brought

1000 mL. Who brought the most juice? Who brought the least?

b. Solve the following problems. You may draw a picture to solve them.

1. A water container can hold 5000 mL of liquid. How many litres can the water container hold?

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2. Hesed fetched 5 litres of water, Leo 4 000 mL and Mariam 6 000 mL. Who fetched the most water? the least?

3. Manny put 20 litres of water in the washing machine. How many millilitres of water did he put in the washing machine?

4. Each of the five soccer players drank 200 millilitres of juice. How many millilitres of juice did they drink? How many litres?

5. In the seminar one hundred participants consumed 20 litres of drinking water every meal. How many millilitres of drinking water did they consume?

3. Generalization

How do we solve word problems involving capacity measure? Use Polya‟s step. We sometimes draw and make a pattern. We add, subtract, multiply, or divide depending on the problems.

C. Application

Look at the following containers. Answer the questions that follow.

1. Which container holds most liquid? 2. Which holds least liquid? 3. Guess wisely the total capacity of the following:

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a. Big bottle and pail in mL? In L? b. Drum and gallon in mL? In L? c. Gallon and small bottle in litres? In mL? d. Gallon and big bottle in litres? In mL? e. Drum and big bottle in L? in mL?

IV. Evaluation

A. Read and solve.

1. A tall pitcher holds about 2 L of water. A wide basin holds about 2 300 mL of water. Which holds more?

2. A caterer put 15 small vases on the table. Each vase holds 200mL of water. How much water is needed for all the vases?

3. A school bus‟ gas tank holds 32 L of gasoline. On Monday 8 L were used. How much gasoline was left in the tank?

4. Last week it was raining hard. Hesed and Therese put basins outside to collect rainwater. When the rain stopped Hesed‟s basin was filled with 4 L of rainwater while Therese„s basin had 3 000 mL. How many litres of rainwater were they able to collect?

5. Teacher Gally went hiking with his 10 pupils. Each of them carried 500 mL water bottle. How many litres of water did they bring in all?

B. Look at the table below and then answer the questions that follow.

Container Capacity

Pail Pitcher Small bottle Water jug Glass

5 000 mL 2 L 500 mL 10 mL 350 mL

1. What is the total capacity of the glass and the small bottle in millilitres? 2. What is the total capacity of the pail and the water jug in litres? in millilitres? 3. What is the capacity of the water jug and the small bottle in millilitres? 4. What is the total capacity of pitcher, water jug and glass in millilitres? 5. Which holds more? the pail and the pitcher or the water jug and glass?

V. Assignment

Read and solve.

1. A pitcher holds 800 mL. Another one holds 4L. Which pitcher holds more? 2. A jug can hold twice the capacity of the two pitchers. What is its capacity? 3. The content of the jug can fill 48 medium sized cups of the beverage. How much liquid can

fill each cup? 4. Ricky was so thirsty that he was able to drink three cups of the beverage. How much juice

was he able to consume?

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In Elementary Mathematics Grade 3