Sarah Reimer Mathematics Grade 5 Unit: Volume & Capacity · SS5.3 Demonstrate an understanding of volume by: o selectingand justifyingreferents for cm³ or m³ units o estimatingvolume

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SarahReimerMathematicsGrade5

Unit:Volume&Capacity

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TableofContents:

OutcomesandIndicators Page3

Concept–BigIdeas Page6

EssentialQuestion Page7

Resources(TeacherandStudent) Page7

Formative&SummativeAssessments Page8

Rubrics Page16

LessonPlanSummaries Page19

LessonPlans Page20

Handouts

Page47

DesignaPoolSummativeAssessmentHandouts Attachedinseparatedocument

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SarahReimer

Name:SarahReimerSubject:MathGradeLevel:5

STAGE#1:IDENTIFYDESIREDLEARNINGRESULTS

1. UNPACKINGOUTCOMESSource:Jackson,R.R.(2009).Chapter2inNeverWorkHarderThanyourStudentsandOtherPrinciplesofGreatTeaching.AssociationforSupervisionandCurriculumDevelopment:Alexandria,VA

Outcome:(directlyfromcurriculumguide)SS5.4Demonstrateunderstandingofcapacityby:

o describingtherelationshipbetweenmLandLo selectingandjustifyingreferentsformLorLunitso estimatingcapacitybyusingreferentsformLorLo measuringandrecordingcapacity(mLorL).

ProcessOutcomeorContentOutcome?ProcessRewritetheOutcomeinyourownWordsDemonstrateunderstandingofcapacitybyselectingreferentsformLorLunitsanddescribingthereasonfordoingso,estimatingusingobjectsorotherrelevantideasasreferentsformLorLunits,havingknowledgeofhowthemLandLunitsarerelated.

Whatpriorknowledgeandskillisnecessary?

• Knowingwhatcapacityis• KnowingthemLandLunitsofmeasurement

andwhentousewhich• KnowinghowtomeasureusingthemLandL

units• Knowwhatestimatingisandhowtoestimate• Knowhowtorecordcapacity

Informationgatheredinrelationshipwithhttp://curriculum.nesd.ca/Grade5/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade5/Mathematics-Outcomes/SS%205.4%20Understanding%20of%20Capacity/Stage%201-Outcome/SS%205.4%20Unpacked%20Outcome.docx&action=default

FRAMEWORKFORBACKWARDSDESIGNUNITPLANNING

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Indicators:(directlyfromcurriculumguide)

a. Show,usingconcretematerials,that1000mLhasthesamecapacityas1L.

b. Providereferentsfor1millilitreand1litreandexplainthechoice.

c. Describestrategiesforselectingandusingreferentstodetermineapproximatecapacitymeasurementsinsituationsrelevanttoself,family,orcommunity.

d. Decidewhatstandardcapacityunitisrepresentedbyaspecificreferent,andverify.

e. Estimatethecapacityofacontainerusingpersonalreferents.

f. Determinethecapacityofacontainerusingconcretematerialsthatcloselytakeontheshapeofthecontainer,describethestrategyused,andexplainwhetherthevolumeisexactoranestimate(e.g.,ifbeadsareused,discusstheimpactonaccuracybecauseofthespacebetweenthebeadscomparedtotheaccuracyifwaterisused).

g. Sortasetofcontainersfromleasttogreatestcapacity,explainthestrategiesused,andverifybydeterminingorestimatingthecapacity.

IndicatorsinStudent-Friendlylanguage(Icanstatements)

a. Icanusedifferentunitstoshowthesamecapacity.

b. Icanuseobjectsand/orshapesasareferenceforthemLandLunitsofmeasurement.

c. IcanexplainhowIcanestimatethecapacityofthingsthataremeaningfulformebyusingobjectsorshapestorepresentthem.

d. Icanchoosespecificobjectsrelatingandmatch

themtoaunitmeasuringcapacity.

e. Icanestimatethecapacityofacontainerusingmyknowledgeoftheshapesandsizeofotherthings.

f. Icanfindthedifferenceincapacitywhenusingdifferentmaterialstofillacontainer.

g. Icansortcontainersfromleasttogreatestcapacitybyusingmyknowledgeofcapacityandhowtoestimateit.

Outcome:(directlyfromcurriculumguide)SS5.3Demonstrateanunderstandingofvolumeby:

o selectingandjustifyingreferentsforcm³orm³unitso estimatingvolumebyusingreferentsforcm³orm³o measuringandrecordingvolume(cm³orm³)o constructingrectangularprismsforagivenvolume.

ProcessOutcomeorContentOutcome?ProcessRewritetheOutcomeinyourownWordsComprehendvolumebyselectingreferentsforcm3

Whatpriorknowledgeandskillisnecessary?

• Knowingwhatvolumeis

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orm3unitsanddescribingthereasonfordoingso,estimatingusingobjectsorotherrelevantideasasreferentsforcm3orm3units,measuringandrecordingvolumeusingcm3orm3asunits,andcreatingrectangularprismsthatwillrepresentspecificvolume.

• Knowingthecm3andm3unitsofmeasurementandwhentousewhich

• Knowinghowtomeasureusingthecm3andm3units

• Knowwhatestimatingisandhowtoestimate• Knowwhatarectangularprismis• Knowhowtorecordvolume• Knowhowtoconstructprisms

Informationgatheredinrelationshipwithhttp://curriculum.nesd.ca/Grade5/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade5/Mathematics-Outcomes/SS%205.3%20Understanding%20of%20Volume/Stage%201-Outcome/SS%205.3%20Unpacked%20Outcome.docx&action=default

Indicators:(directlyfromcurriculumguide)

a. Providereferentsforcm³andm³andexplainthechoice.

b. Describestrategiesdevelopedforselectingandusingreferentstodetermineapproximatevolumemeasurementsinsituationsrelevanttoself,family,orcommunity.

c. Estimatethevolumeof3-Dobjectsusingpersonalreferents.

d. Decidewhatstandardcubicunitisrepresentedbyaspecificreferent,andverify.

e. Determinethevolumeofa3-Dobjectusingmanipulatives,describethestrategyused,andexplainwhetherthevolumeisexactoranestimate.

f. Constructpossiblerectangularprismsforagivenvolume,identifythedimensionsofeachprism,andexplainwhichprismwouldbemostappropriateforaparticularsituation.

IndicatorsinStudent-Friendlylanguage(Icanstatements)

a. Icanintentionallychooseobjectsbasedontheirrelatedvolumetoexplainvolumeasrepresentedbycm3andm3andexplainwhythisobjectwasmychoice.

b. Icanusemyknowledgeofvolumetohelpmetochoosepersonallymeaningfulobjectsrelatedinordertoestimateadifferentvolume.

c. Icanestimatethevolumeof3-Dobjectsusingvolume-relatedobjectsthataremeaningfultome.

d. Icanuseobjectstorepresentastandardcubicunit,explainmychoice,andshowitsuse.

e. Icandeterminethevolumeofa3-Dobjectusingmanipulativesandcanexplainifitisanexactmeasurementoranestimate.

f. Icanmakerectangularprismstorepresenta

certainvolumeandexplainhowIcoulduseit.

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2. CONCEPT(BIGIDEA)

Volume:theamountofspacethatasubstanceorobjectoccupies,orthatisenclosedwithinacontainer,especiallywhengreat.Capacity:themaximumamountthatsomethingcancontain.

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3. QUESTION(S)FORDEEPERUNDERSTANDING(ESSENTIALQUESTIONS)

4. RESOURCESWhatresourceswillbeusedtosupportteachingandlearning?Besuretohaveadiversityofperspectivesrepresented,includingFirstNation,MetisandInuitperspectives.

Teacher Resources (reference materials to build background

knowledge) • Patterns and Parkas: Investigating

Geometric Principles, Shapes, Patterns, and Measurements

• Math Matters: Understanding the Math You Teach (2nd Ed.)

• Mathematics 5: Core Learning Resources (2009) Updated 2011

• The Learning Pathway by Meagan Mathmor

• Changing the Faces of Mathematics: Perspectives on Indigenous People of North America

• http://mathcentral.uregina.ca/index.php

Student Resources

• Measuring cups and other containers in a water table

• Measuring cups and other containers in manipulative bins

• Connecting blocks and boxes • Millions to Measure by David M. Schwartz • http://mathcentral.uregina.ca/index.php • Great Estimations

by Maryann Wickett • “Pastry School in Paris: An Adventure in

Capacity” by Cindy Neuschwander

Community Resources (Elder visits, guest speakers, field trip guides, etc)

• Field trip to a packaging facility • Special Guest: Moving Company Workers • Elder visit

ESSENTIALQUESTION(S):

Howcanweusewhatweknowaboutotherobjectstohelpustomeasurevolumeandcapacity?

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STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation) I. Designing Summative Assessment Tasks: Summative Assessments (Assessments of Learning) 1. Design a Pool Brief Description: Students will construct a model of a community resource using a Lego, Duplo, wooden block medium or a simulated computer program. • The students will work together in partners to first draw-up and design an architectural plan for

their pool and the buildings surrounding it. • Students will use a scale or measurement strategy to design the shape of the buildings that their

model will require considering various factors such as how much space would need to be provided given the purpose of such buildings/constructions.

• Students will then actually build the structures that they have planned using physical materials or a simulated computer program.

• Students are required to calculate what the volume and capacity of their structure is. • The students would also need to write their rationale as to why their structure has, and needs to

have, the volume and capacity that it does. • Students would have the options of presenting orally to the class or recording a video.

Purpose: The purpose of this assessment is to provide the students with the opportunity to use a 3D object that is relevant to them in their community in order to discover and explore the concepts of volume and capacity. The students will be measuring and recording the volume in m3 and in doing this assignment will be constructing rectangular prisms based on their desired volume for the pool. Adaptive Dimension: The students will have the opportunity to present directly to the class or presenting on a video recording and then playing it for the class. This will help the students to supplement their written work with an oral description to allow them to express their learning. This also provides an option for the students to present their work in a way that is comfortable for them. Corresponding Formative Assessments (Assessment for Learning) a) Exit Slip Venn Diagram Brief Description:

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This exit slip would ask for a Venn diagram with ‘volume’ in one circle and ‘capacity’ in another circle with the words ‘interact/same’ in the middle overlapping part. Purpose: The purpose of this exit slip would be for students to write down what they know and understand about volume and capacity separately but also how they work together. As the teacher, this would help me to understand how I need to teach these concepts to help my students to have a better understanding as well as to debunk any misinformation. Adaptive Dimension: Students are able to use writing as well as pictures to convey their learning. b) Traffic Lights Brief Description: I would distribute one red, yellow, and green cup to each student to stack on the corner of his or her desk. At any time during a lesson the students are encouraged to move the cups according to how they are feeling with the information and if they are understanding or have questions or need help clarifying something. Red = Stop, I need help to understand Yellow = Slow down, I am a little confused Green = I understand and am able to apply this information. Purpose: The purpose of these cups would be so that I can take a glance through the classroom at any point to be able to see where all of my students are at with the material and thus adjust my teaching accordingly. Adaptive Dimension: Students would be able to freely change the color of their cup at any time without drawing attention to themselves. This also enables the students to provide assistance to each other when they said that someone near them has a red or yellow cup displayed. c) Mind Mapping Brief Description: I would use https://bubbl.us/ or a concept map on a bulletin board to map ideas and thoughts about volume and capacity with my students. As we learned more about it we would continue to come back to the concept map to add ideas.

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At the end of the mapping process, at the end of the unit, I would create and print a Word Cloud http://www.wordclouds.com/ with all of the words and phrases to display as a part of our class learning. Purpose: The purpose of the mind map would be prompt the students to think of new things that they can relate to volume and capacity. This will help the students to get ideas from one another and to see the progress of how their ideas stem off of each other and grow as they learn. This would also help me as a teacher because it would show what my students know and the way that they are thinking about the concepts so that I can guide my teaching in the direction of their interests and thought-processes. Adaptive Dimension: Students would be encouraged to write words as well as draw pictures in order to show what they are learning about the concept. d) Learning Collaboration (Working congruently with the “Design a Pool” Summative) Brief Description: For this assessment the students would all be required to be finished the first planning and measurement stage of their Design a Pool project. Each group would meet together with one other group (pre-assigned or chosen depending on what the teacher thinks would work best) to conference together about their ideas. During this time, the teacher would be walking around conferencing with the groups and observing the interactions and ideas from the students. The students would be able to give each other suggestions and encouragements about their projects through a conversational feedback environment. Purpose: I would use this assessment because it would allow the students to bounce ideas off of their peers in a stress free environment because each group is working to construct a different pool or other community resource. This would foster a cooperative learning environment and would encourage the students to learn from one another’s strengths and also from areas that they are striving to learn more. Adaptive Dimension: Through collaboration with other students, students would be able to gain ideas and ask questions to one another to gain an understanding of the concepts. Students would no be pressured to dialogue with their peers and would be welcome to listen as others share ideas if they are not yet comfortable verbalizing. 2. Math Journal

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Brief Description: Students will respond in their math journal each day to an image or physical object provided by the teacher.

• The teacher will provide an image electronically or a physical object for the students to look at each class

• The students will spend time reflecting in their journals responding to written prompts or oral questions.

o Estimate the volume of the object o Estimate the capacity of the object o What helps you to estimate the capacity of the object? o What units of measurement are you using and why? o Find or think of an object or item that helps you to make an estimate about the

volume/capacity. Why did you choose this item?

The students would also be free to write questions and comments to the prompt and respond to them at a later time – elaborating on their learning throughout the process and having some kind of response each day, even if it is a response in the form of questions. Purpose: This assessment provides students with an opportunity to see their own progress over time while working with the concepts of volume and capacity. This also allows the teacher to continually check-in with the students to see how they need to be adjusting their teaching based on the individual as well as the collective needs of the students. Adaptive Dimension: Students would be encouraged to draw pictures to present what they are learning. The teacher could continually provide brief and concise definitions on the white board or on a bulletin board of the definitions of the main vocabulary used in the prompts. Corresponding Formative Assessments (Assessment for Learning) a) Mini Whiteboards Brief Description: I would give my students each a mini whiteboard and after they had time to write a reflective response I would ask them a question and give them time to write down a quick response on their white board (whether written or drawn). Examples of questions I would ask would be: *I would only ask one question each time*

• What referent did you use to help you to estimate the volume? • What referent did you use to help you to estimate the capacity?

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Purpose: I would use this assessment strategy because it would enable my learners to represent their thinking in a tactile way and doesn’t explicitly require them to write and gives them the option to draw a representation of their thinking. This also gives me an opportunity to look around the classroom and get a brief idea of my student’s understanding of referents and units of measurement regarding volume and capacity. Students also would not feel pressured because everyone is answering. Adaptive Dimension: The students would be able to draw pictures, write numbers, or provide a written response to show their understanding of the concepts. b) Peer Turn and Talk Brief Description: The students would turn to their neighbor and would discuss their journal entry. They would explain to each other why they chose to say or do in response. I would assess this process by walking around and listening to the conversations that my students are having. Purpose: If a student is unsure of something and does not want to ask a question to the teacher they would have the opportunity to collaborate with someone else to gain understanding or to ask questions. Adaptive Dimension: This conversational interaction would help students to collaborate and ask each other questions to assist in their understanding. c) Recap Brief Description: I would use Recap https://letsrecap.com/ to allow for my students to ask questions and give information about what they are writing in their journals. Purpose: I would use this for the purpose of getting an idea of what my students are saying in their journals. This way I can adjust my teaching or conference with specific students to point them in the right direction, confirm their ideas, or challenge them through further questioning. This allows the students to talk through their learning. If the students do not like to talk in front of other students, this allows them to present privately.

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Adaptive Dimension: Students could also video themselves drawing a picture or writing something down on their mini whiteboard if they do not feel comfortable speaking. They could also video themselves with manipulatives or with beakers etc. to show their learning with the realia used. d) Read & Feed Brief Description: For this assessment, students would read over 3 of their own journal responses of their choice a couple times during their journaling process. After doing so, the students would put a sticky note (provided by the teacher) on the page of the journal response that they would like feedback on (could be their best one or could be one that they were searching and want help thinking over). The teacher would then give feedback for this journal response and then hand it back to the student for them to read and use in their future responses. Purpose: I would use this assessment for the purpose of seeing the progress that my students are making in the learning goals that we are working towards in volume and capacity. I would also use this assessment to help my students to be able to recognize their own progress and to be able to use the information that I provide on their responses to further their own learning. Adaptive Dimension: Students could be provided with a scribe to help them to write down their ideas. 3. VoiceThread Brief Description: My students would create a voice thread https://voicethread.com/# in which they would strategically compile information digitally in the form of images and other visual representations for their slides in their VoiceThread that helps them to explain what they know about volume and capacity. (this assessment is based on the assumption that the class would have access to Ipads or the computer lab in order to be able to complete these learnings) *The VoiceThread is esentially a slideshow in which the student can record a voice over of them making comments about the images, videos, or screen shots that they have provided in it* The students would have the option to video themselves talking or record themselves talking about the information. I would then record one or more responses for my students where I would video/record myself speaking in response to what they had to say. I would use the tools on VoiceThread to respond to and interact with the student’s thoughts and ideas. Purpose:

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I would use VoiceThread because it enables a discussion between the student and I and allows for a conversation to happen about their learning. This enables conversational practice in a conference format between the student and the teacher without the pressure of the student needing to organize their thoughts on the spot increasing validity and reliability of the assessment because the student had time to plan their thoughts and ideas. Adaptive Dimension: The students could conference in person with the teacher presenting their images in hard copy if they are more comfortable with that. EAL learners could be provided with more time if needed. Corresponding Formative Assessments (Assessment for Learning) a) KWL Chart Brief Description: I would use a KWL chart to ask students about what they know, want to know, and have learned about capacity and volume. Purpose: I would use this KWL chart because it would allow for my students to use their metacognitive skills to be aware of things that they are wanting or needing to learn more about to further understand the concepts of volume and capacity. Adaptive Dimension: The students could draw pictures in the chart or collaborate with a desk partner to help them through the task. b) Talk a Mile a Minute Brief Description: For this, I would have words and images that correlated with the concepts in focus (capacity and volume) such as:

• Unit of measurement • mL • L • Cubic • Cm3 • Capacity • Volume • 3-Dimensional • referents

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• estimate • measure • rectangular prism • exact volume • approximate

The students would take turns in pairs. Two pairs would come up at once – one pair would face the screen to see the word and image, and the other pair would have their back to the screen, facing the other pair. When both pairs are ready the word and picture would come up, the pair that can see the screen would take 30 seconds to chat about what they think about the word and picture. After the 30 seconds they would turn to the other pair and explain it to them for another 30 seconds until the minute is up. The pair facing them would have the change to chat together and then decide what they think the word is. If the students are having a hard time guessing it, the other pair would guide them through hints until the pair had the right idea. Purpose: I would use this Mile a Minute assessment because it would allow for me to see what students first thoughts and understanding are about some of the main vocabulary in relation to the concepts. Having the students in pairs would help them from feeling isolated but the fun, game-like atmosphere would help it to be light-hearted and less like a formal text because they can work together. Adaptive Dimension: The students could go up in larger groups if they wanted more opportunities to collaborate but did not feel comfortable with orally presenting what they know. c) Flag It Brief Description: For this assessment the students would use sticky notes to “flag” or write down anything that stuck out to them about the material or anything that they had questions about. They would put the flags on the inside cover of their math journal and would include these questions and thoughts in their VoiceThread. Purpose: To help students to continually track their learning so that they can refer back to them in meaningful ways and recognize what stands out to them and the ways that they learn. This also helps the students to continually work towards their VoiceThread assessment. Adaptive Dimension: Students could use sticky notes to flag certain parts of their journal entries to return back to that helped them in their learning. Students could use drawn images to express these concepts or questions.

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RUBRICSTeacherEvaluation:RatingscaleDesigningaPoolName:__________________________Date:___________________________Ratingscale:1=Showinglittletonoevidence2=Progressing3=MeetingExpectations4=ExceedingExpectations5=ExemplaryThispresentation:1. Doesthedesignprovideafloorplanfortheirpoolmeasurementsoflength,width,andheight?

1 2 3 4 52. Isthereevidencethatshowsthatthevolumeandcapacityofthestructureswereconsideredinthedesign?

1 2 3 4 53. Isthemodelprovidedwithascaleofmeasurementswiththecorrespondingunitsofmeasurement?

1 2 3 4 5

4. Doesthepresentationhavearationale?1 2 3 4 55. Hasthevolumeandcapacityofthestructuresbeencalculatedandrecorded?

1 2 3 4 5(RatingScaleconstructedbySarahReimeradaptedfromtheworksofDonnaNikiforuk)

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SelfEvaluation:RubricMathJournalProcessAdaptedfromhttp://curriculum.nesd.ca/Grade5/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade5/Mathematics-Outcomes/SS%205.3%20Understanding%20of%20Volume/Stage%202-Assessments/Math%20Journal%20Formative%20Assessment.docx&action=defaultName:__________________________Date:___________________________MyMathJournal:

MathJournal

Process

Fullymeetingexpectations,with

enrichedunderstanding.(EU)

Fullymeetinggradelevelexpectations.

(FM)

Mostlymeetinggradelevel

expectations.(MM)

Notyetmeetinggradelevel

expectations.(NY)

Communication

Iconfidentlyusepictorial,symbolic

andwrittenexpressionstodemonstratemyunderstandingof

mathematicalideas.ThereisevidencethatIhavelinkedpriorknowledgeto

newlearning.

Ioftenusepictorial,symbolicandwrittenexpressionstoshowmyunderstandingofmathematicalideas.Icoulddomoretoreflectatadeeper

leveltoshowconnectionsofpriorknowledgetonew

learning.

Withsupport,Iamabletousepictorial,symbolicandwrittenexpressionstoshowunderstandingof

mathematicalideas.Iamnotsurehowthis

linkstowhatIalreadyknow.

Ineedpracticeusingpictorial,symbolic

andwrittenexpressionstoshowunderstandingof

mathematicalideas.SometimesIdonotunderstandthe

prompt.

Connections

Inaturallyconnectedmy

mathematicalideastoeachotherandto

therealworldthroughmy

referents.Iviewmathasuseful,relevantand

integrated.Iseenewproblemsaschallengesthatrequirenewconnections.

Seeinghowideasareconnectedtoeachotherandtoreallifearemakingmoresensetome.Icanchallengemyselfto

movebeyondproceduresto

understanding.Idonotconnecttohowmathusefultoyououtsideoftheclassroom.

Withone-to-oneexplanations,Icanmakeconnectionsbetweenideasand

canseesomereallifeapplicationsinusing

referents.

Ineedpracticeandexperiencestoseehowideasare

connectedtoeachotherorhowmathispartoflifeoutsidetheschool.Iam

confusedastohowmathisrelevantto

meoutsideofschool.

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Teacher Evaluation: For my VoiceThread rubric, I would work together with my students to determine a set of criteria that would show the student’s learning through this assessment. Key Criteria that must be included:

• Explain in their own words how they understand volume • Explain in their own words how they understand capacity • Explain in their own words how they understand referents • Explain when ml/cm3 units are used and then L/m3 units are used and why • Identify any key learnings that they had in the process of learning these concepts • Identify any questions that they had in the process of learning these concepts and the explain

the answers that they found • Identify areas that they have improved in their learnings on these concepts • Identify any existing questions that remain for them

Step-by-Step Process: 1. Ask the student what they should share about what they know about volume and capacity in order

to thoroughly explain it? *Students talk about this in partners or table groups* 2. Students will write down their ideas on a piece of paper 3. Students will pass their paper to another group and will add other things to other’s papers to gain

more ideas and understanding of what expected work is to look like 4. Students would get another paper and draw a star at the top – I would then ask the students to talk

about what going above and beyond would look like. 5. The students would pass around their sheets to gain ideas from other groups and add ideas to the

papers for what going above and beyond would look like. 6. I would guide the students by having class discussion intermittently of ideas for what they could

add in their VoiceThread to show what they know 7. I would then ask the pairs/groups to send a writer up to the board with their two papers

(expectations paper and above and beyond paper) 8. The students would write down their ideas on their board in those two categories (expectations and

above and beyond) 9. As a class, we would organize the ideas together into categories 10. As a class, we would discuss the concepts and talk together about any that the students or the

teacher think should be removed or added and explain why 11. Once the criteria was organized, the teacher would put it into a rubric format 12. The teacher would create a sample VoiceThread and show it to the students, providing them each

with the rubric that we created together 13. The students would use a colored pencil crayon to underline where they thought that the

VoiceThread would be on the rubric 14. Afterwards, we would have another discussion as a class and talk about why this project was rated

where it was and compare our answers to determine the work that was done in relation to where it is on the rubric.

15. If needed, the rubric would be tweaked according to the conversation 16. Final rubrics would be handed out to the students. (Criteria and process constructed by Sarah Reimer inspired by Ashley Quark ECS410 class process

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LessonPlanSummariesLesson#1Topic:VolumeAreaoffocus:ReferentsforVolumeandEstimatingVolume;FindingtheActualVolumeLesson#2Topic:VolumeAreaoffocus:Estimate–Measure–Estimate–Measure SequencesLesson#3Topic:VolumeAreaoffocus:Estimate and Compare Volumes Using Standard UnitsLesson#4Topic:VolumeAreaoffocus:Constructing Rectangular Prisms for a Given Volume Focusing on LayersLesson#5Topic:VolumeAreaoffocus:Frayer Model for VolumeLesson#6Topic:CapacityAreaoffocus:Determine the capacityLesson#7Topic:CapacityAreaoffocus:Estimate the capacity of a container using personal referents. determine the capacity of a container using materials that take the shape of the inside of the container (e.g., a liquid, rice, sand, beads), and explain the strategy. Lesson#8Topic:CapacityAreaoffocus:Provide a referent for a millilitre and explain the choice. Estimate the capacity of a container using personal referents. Lesson#9Topic:CapacityAreaoffocus:Planning a Healthy Meal – Capacity of Containers Lesson#10Topic:CapacityAreaoffocus:Demonstrate that 1000 millilitres is equivalent to 1 litre by filling a 1-litre container using a combination of smaller containers.

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Lesson#1

Content: (Topic) Volume: ReferentsforVolumeandEstimatingVolume;FindingtheActualVolume

Instructional Strategies: • Problem Solving • Questioning • Discussion

Outcomes: SS5.3 Demonstrate an understanding of volume by:

o selecting and justifying referents for cm³ or m³ units o estimating volume by using referents for cm³ or m³ o measuring and recording volume (cm³ or m³) o constructing rectangular prisms for a given volume.

Indicators: b. Describe strategies developed for selecting and using referents to determine approximate volume measurements in situations relevant to self, family, or community. c. Estimate the volume of 3-D objects using personal referents. e. Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate.

Adaptive Dimension: • Referents will be different for all students and for students that are EAL learners I will provide

the definitions of all of the main concepts being learned (volume, referent, estimate, measure) with pictures in order to help them to understand the concepts and the corresponding vocabulary and language

• I would encourage my students to use referents that are culturally relevant to them and their personal lives, asking them what things in their home help to represent 1cm3

• I will give oral and written instructions for the task(s)

Preparation (Equipment/materials/setup): • empty shoeboxes in varying sizes • centicubes • metre sticks • masking tape

Set Review the referents used for centimetre (e.g., the width of the pinky finger) and metre (e.g., the distance from the teacher's finger tip to his or her opposite shoulder). Ask the students to suggest a suitable referent for 1cm3 and explain why they think it would work. (taken directly from

Student Engagement/Classroom Management Strategies:

• I will have organized a method in advance for separating the students into small groups for the activity *I will use the

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http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf) Development Have the students use their referents for 1cm3 to estimate the volume of a box in cubic centimetres. Then have them find the volume of the box by filling it with centicubes and compare their answers to their estimated answers. Similarly, discuss possible referents for 1m3 after the students make a cube on the floor that is one metre on each edge using metre sticks taped together. Have the students use their referents and estimate the volume of air in the classroom. Use the cubic metre to find the volume of air in the room. The actual volume may not be that accurate because using the cubic metre repeatedly to find the volume is very cumbersome and difficult. (taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf) Closure: The students would write their thoughts on en exit card after the teacher writes the prompt on the board:

• What is your estimate for the volume of air in the classroom?

• An aspect of volume that I want to learn more about is…

equity sticks that I use in my classroom to form students into groups of 3-4

• I will ensure that the shoe boxes and centicubes are divided into groups – enough for every group in the class in order to avoid wasting time organizing materials

• I will talk with my students in advance about making sure that the centicubes remain in our area so that someone will not step on one an trip

• We will discuss together the manner that would be most appropriate to hold and manoeuvre the metre stick(s) so that no one gets hurt with them swinging around

• I will have the exit cards magneted to the white board and ready to hand out to the students at the end of the activity

Assessment: Look for – do students:

• Use an “accurate” referent that is close to representing 1cm3? • Use an “accurate” referent that is close to representing 1m3?

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Lesson#2

Content: (Topic) Volume: Estimate–Measure–Estimate–Measure Sequences

Instructional Strategies: • Problem Solving • Conducting

Experiments



Indicators: c. Estimate the volume of 3-D objects using personal referents. e. Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate.

Adaptive Dimension: • I will provide the directions for the set activity orally in addition to what is written on the

board • I will also take time during the set when students are recording in their journals to see if any of

the EAL learners in my class would like me to scribe their thoughts for them • I will give the students the option to either work autonomously or work with a partner or small

group in order for any EAL learners to speak together in their L1 language to think and analyze together as they estimate and measure

Preparation (Equipment/materials/setup): • 3 different sized jars and jar lids • food coloring • water • 20 small boxes of different sizes (but similar) • 20 water bottles of different sizes (but similar) • measuring glasses/cups or large measurement marked beakers

Set When the students come in the room I will have three different sized jars at the front with colored water inside each of them with each jar having a different volume of water inside. I will have written a question on the board with a whiteboard marker that says: “Please record this as a response in your math journal – what do you predict are the volumes for each of the jars of water? Which jar do you think holds the most water?”


• I will prepare and organize all of my materials in advance so that they are ready

• I will have the jars set up and the question on the

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Development Select pairs of objects that are related or close in measure but not the same; e.g., two boxes of different sizes. Have the students estimate the volume of the first object and then measure its volume using standard units of measure. Then have the students estimate the volume of the second object and check the estimate by measuring its volume. With this sequence of estimate and then measure, students have practised applying their knowledge about estimating the volume of one object to estimating the volume of another object and thereby improve their estimating skills. (taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf) Closure: We will take time to measure the volume in the jars and students will record the measurements in their math journal and compare them to their estimates.

board for when my students walk in so that while others are filtering in and getting ready for class they can be occupied doing a learning task

• I will set up different stations around the class where the sets of boxes and bottles are in order to enable a smooth flow of the students


• Use the estimate and measurement of the first item to assist in their estimation of the second item?

• Accurately measure the volume?

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Lesson#3

Content: (Topic) Volume: Estimate and Compare Volumes Using Standard Units

Instructional Strategies: • Experiments • Cooperative Learning

Groups • Discussion



Indicators: e. Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate. f. Construct possible rectangular prisms for a given volume, identify the dimensions of each prism, and explain which prism would be most appropriate for a particular situation

Adaptive Dimension: • I will engage the kinaesthetic learners in my class be encouraging them to stand up and jump

when they are called on to give an idea to the brainbarf • I would also encourage my students to come up to the board and write down their own idea,

but I would not limit the answers to writing and would encourage my students to also draw pictures which would assist any EAL learners that may fully understand the concept but are still learning how to articulate it orally or in writing.

• I will give oral and written instructions for the task(s) • I am using this hands-on strategy to engage the students in a process that requires knowledge

of the concepts but does not necessarily require my students to have the written vocabulary in order to be successful

Preparation (Equipment/materials/setup): • poster paper for rectangular prisms are all pre-cut • centicubes available • extra paper • small boxes

Set Review – We will review what volume is and how we can measure it. We will do this by doing a Brainbarf on the board. I


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will put the word ‘volume’ in a circle in the middle and will write down all of the things that my students have to say about it. Development Provide the students with pairs of rectangular prisms that are folded up from poster board, such as the following: First pair: 2 cm by 4 cm by 3 cm, 2 cm by 6 cm by 2 cm Second pair: 2 cm by 2 cm by 5 cm, 4 cm by 3 cm by 3 cm Have the students estimate which rectangular prism in each pair has the greater volume, or if they have the same volume, and explain their thinking. Provide the students with centicubes to fill their boxes to find their volumes and have them record the volumes using a number and the unit, cm3. Have the students decide which rectangular prism in each pair has the greater volume, or if they have the same volume, and explain their thinking in their math journal. Encourage the students to share their ideas. Make small boxes by starting with a rectangle and drawing a square on each corner. Cut on the solid lines and fold the box up, wrapping the corner squares to the outside and tape or glue them to the sides. (This activity adapted from John A. Van de Walle and LouAnn H. Lovin, Teaching Student-Centered Mathematics: Grades 3–5, 1e (p. 267). Published by Allyn and Bacon, Boston, MA. Copyright © 2006 by Pearson Education. Reprinted by permission of the publisher. From the website http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf) Closure: As a class, we will look back at our brainbarf on the board and add things to it based on what the students have learned. We will not change anything or erase anything but rather have a conversation about it enabling all voices to be heard.

• to call on the students during the brainbarf I will use the equity sticks to ensure that I am not only calling on the students who consistently have their hand up

• I will place the paper for the rectangular prisms on open tables so that when the students are finished with their centicubes they can begin folding them and engaging in the volume without being distracted by them during the other parts of the lesson


• Count the number of centicubes needed to fill each rectangular prism and then compare these numbers?

• Use more than one way to compare the volume of different objects? (Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf - This activity adapted from John A. Van de Walle and LouAnn H. Lovin, Teaching Student-Centered Mathematics: Grades 3–5, 1e (p. 267). Published by Allyn and Bacon, Boston, MA. Copyright © 2006 by Pearson Education. Reprinted by permission of the publisher.)

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Lesson#4

Content: (Topic) Volume: Constructing Rectangular Prisms for a Given Volume Focusing on Layers

Instructional Strategies: • Conducting Experiments



Indicators: f. Construct possible rectangular prisms for a given volume, identify the dimensions of each prism, and explain which prism would be most appropriate for a particular situation

Adaptive Dimension: • I will give oral and written instructions for the task(s) • I would use the thumbs up, middle, down method with my students to gauge where they are at

with volume – I will ask my students to head to different tables based on how they feel o The thumbs down (I really need help) people will head to a table with me and we will

go over some fundamental concepts about volume while exploring the rectangular prisms

o The thumbs middle people (I feel good) will head to a table to complete the task as it is presented

o The thumbs up people (I could teach someone else these concepts) will head to a table to complete the task presented and they will also have the opportunity to create their own prisms and exchange with their peers, continuing to estimate and measure more rectangular prisms *The students are free to move to a different table when they are comfortable to match where they are at in their learning process

Preparation (Equipment/materials/setup): • multilink cubes or centicubes

Set I will have the following image (http://robertkaplinsky.com/work/drug-money/?utm_content=bufferba222&utm_medium=social&utm_source=pinterest.com&utm_campaign=buffer) up on the Smart board in the classroom and together as a class we will talk about our estimates as to how much money we think is in the rectangular prism.


• the image will be up on the Smart board as the students come in so that they can get straight to thinking about the concepts and avoid

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Development Provide the students with nonstandard units such as Multilink cubes or standard units such as centicubes. Have the students use the cubes to build the rectangular prism that is: 5 units long, 2 units wide and 2 units high. Encourage the students to build one layer that is 5 units long and 2 units wide. Then superimpose another identical layer to make 2 layers showing that the height is 2 units. Building layers, in constructing rectangular prisms provides a strong basis for understanding the formula for finding the volume of rectangular prisms. Instruct the students to find the volume of the prism. If necessary, encourage the students to find the volume by counting the number of cubes used to build the prism: first the number of cubes in one layer and then the total number of cubes in all the layers in the structure. (Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf This activity adapted from W. George Cathcart, Yvonne M. Pothier and James H. Vance, Learning Mathematics in Elementary and Middle Schools (2nd ed.) (Scarborough, ON: Prentice Hall Allyn and Bacon Canada, 1997), p. 215. Used with permission of Pearson Canada.) Closure: Have the students rearrange the cubes to make another prism with the same volume but different dimensions and encourage them to share their work with others. Have the students build other rectangular prisms with different dimensions and record the volume of each one in their journal. (Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf This activity adapted from W. George Cathcart, Yvonne M. Pothier and James H. Vance, Learning Mathematics in Elementary and Middle Schools (2nd ed.) (Scarborough, ON: Prentice Hall Allyn and Bacon Canada, 1997), p. 215. Used with permission of Pearson Canada.)

waiting time where they are distracted

• We will talk together about the blocks we are using and how we need to be respectful with them

• I will ask the students to remain in their desks until I ask them to move to the tables – I will ask one row of students to move at a time


• build one layer and then decide how many other layers are needed to construct various rectangular prisms with the same volume?

• draw diagrams and record the data in the chart to explain the various rectangular prisms that can be constructed with a given volume?

• demonstrate conservation of volume as they create different rectangular prisms for a given volume?

(Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf

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This activity adapted from W. George Cathcart, Yvonne M. Pothier and James H. Vance, Learning Mathematics in Elementary and Middle Schools (2nd ed.) (Scarborough, ON: Prentice Hall Allyn and Bacon Canada, 1997), p. 215. Used with permission of Pearson Canada.)

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Lesson#5

Content: (Topic) Volume: Frayer Model for Volume

Instructional Strategies: • Reflective

Discussion • Concept Formation



Indicators: a. Provide referents for cm³ and m³ and explain the choice. b. Describe strategies developed for selecting and using referents to determine approximate volume measurements in situations relevant to self, family, or community.

Adaptive Dimension: • I will give oral and written instructions for the task(s)

Preparation (Equipment/materials/setup): • Frayer Model Diagrams printed • Table areas cleared and ready for students • Video cued up on the Smart board • Exit cards are magneted to the board and are ready to hand out

Set As a review, we will watch the following video (https://youtu.be/qJwecTgce6c) on volume. Development Provide the students with a template for the Frayer Model and have them fill in the sections individually or as a group to consolidate their understanding of volume. A sample Frayer Model follows.


• I will have already prepared the groups to arrange the students

• I will ask the students to head to the tables group by group to prevent crowding

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(Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf - Format adapted from D. A. Frayer, W. C. Frederick and H. J. Klausmeier, A Schema for Testing the Level of Concept Mastery. (Working Paper/Technical Report No. 16) (Madison, WI: Research and Development Center for Cognitive Learning, University of Wisconsin, 1969). Adapted with permission from the Wisconsin Center for Education Research, University of Wisconsin-Madison.) Assuming the students are seated in table groups or have access to tables where they can conference together. First, I will instruct the students to pass the Frayer Model around the table while keeping their ideas to themselves. I will then ask them to take time conferencing at their table about their answers on the Frayer Model and talking about what they put down and why without yet writing anything down. After the students had time to conference I would ask them to write down any further ideas they had as a group or make any corrections to the things they had written that they had collectively determined were not applicable anymore. Closure: Exit Card

• Three goals or questions that I have for my learning in volume are:


• define volume in their own words? • Describe the essential characteristics of volume? • Create a problem that applies the concept of volume?

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• Use visuals to show volume? • Provide examples of where volume is used in the real world? • Provide non-examples of volume in the real world; i.e. distinguish among perimeter, area, and

volume examples? (Taken directly from http://www.learnalberta.ca/content/mepg5/html/pg5_volume/pdf/pg5_volume.pdf - Format adapted from D. A. Frayer, W. C. Frederick and H. J. Klausmeier, A Schema for Testing the Level of Concept Mastery. (Working Paper/Technical Report No. 16) (Madison, WI: Research and Development Center for Cognitive Learning, University of Wisconsin, 1969). Adapted with permission from the Wisconsin Center for Education Research, University of Wisconsin-Madison.)

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Lesson#6

Content: (Topic) Capacity: Determine the capacity

Instructional Strategies: • Discussion • Questioning • Explicit Teaching • Demonstrations • Conducting Experiments

Outcomes: SS5.4 Demonstrate understanding of capacity by:

o describing the relationship between mL and L o selecting and justifying referents for mL or L units o estimating capacity by using referents for mL or L o measuring and recording capacity (mL or L).

Indicators: f. Determine the capacity of a container using concrete materials that closely take on the shape of the container, describe the strategy used, and explain whether the volume is exact or an estimate (e.g., if beads are used, discuss the impact on accuracy because of the space between the beads compared to the accuracy if water is used). g. Sort a set of containers from least to greatest capacity, explain the strategies used, and verify by determining or estimating the capacity.

Adaptive Dimension: • As I am giving direction orally and written, I will also model an example with my students so

that they can see the procedure before they head out to do it themselves • I will double check with any of my students that they understand what they are to do by asking

them, “Tell me what you are doing in ____ step of the process?” • The students are in groups so that they can be supported in different roles (i.e. not every student

has to record/write the information down)

Preparation (Equipment/materials/setup): • variety of containers (some of which should be transparent) • funnels • water • sand (or any other material that will take the shape of containers) • paper towels • sponges

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• markers • printed charts for all students

Set We will watch the following video (https://youtu.be/E4UC_StFhAk) in order to introduce the concept of capacity to my students. Development Organization: Whole class/Small groups Procedure: a) Explain that we often hear expressions, such as the following:

• “The room was filled to capacity.” • “They played to a capacity crowd.” Ask, “What does the word ‘capacity’ mean?

How can we find the capacity of an object?” b) Explain that in math we use the term capacity to describe how much liquid a container can hold, and to determine the capacity of a container we need a unit of measure. c) Show students a transparent container. Show students how to measure the capacity of the container by using another smaller transparent container as the unit of measure. Repeat this activity two or three times to make sure students understand how to measure the capacity of a container. d) Give each group four or five containers. Have students select one of their containers to be the unit of measure and label the other containers A, B, C, D…. e) Have students look at the labelled containers and decide which one they think has the smallest capacity and which one has the largest capacity. Ask them to put the containers in order from the smallest capacity to the largest capacity, and to record the order they have decided on. f) Have students give their unit a name. Have them measure each container and record their measurements in a table like the one shown below. Have students record the actual order of the containers, and compare it with their estimated order.


• I will have all of the containers ready to go for my demonstration/modelling of the task

• I will pull a name from the jar of equity sticks to select a student to hand out the charts

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(Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Closure: Have each group share its findings with the rest of the class. Encourage them to describe how the real order of the containers compared with their estimated order. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

Assessment: Observation Checklist : Observe students’ responses to determine whether they can do the following:

• use the terms “more capacity,” “less capacity,” and “the same capacity” correctly • measure correctly (students completely fill the unit over and over again until the container

being measured is full) • record their measurements correctly (includes both a number and the unit) • give reasonable estimates of capacity • compare and order containers according to their capacities

(Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

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Lesson#7

Content: (Topic) Capacity: Estimate the capacity of a container using personal referents. determine the capacity of a container using materials that take the shape of the inside of the container (e.g., a liquid, rice, sand, beads), and explain the strategy. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

Instructional Strategies: • Conducting Experiments • Cooperative Learning

Groups • Discussion • Explicit Teaching



Indicators: c. Describe strategies for selecting and using referents to determine approximate capacity measurements in situations relevant to self, family, or community. e. Estimate the capacity of a container using personal referents. f. Determine the capacity of a container using concrete materials that closely take on the shape of the container, describe the strategy used, and explain whether the volume is exact or an estimate (e.g., if beads are used, discuss the impact on accuracy because of the space between the beads compared to the accuracy if water is used).

Adaptive Dimension: • I will give oral and written instructions for the task(s) • I will video myself giving the instructions and record it on an IPad for any students that need to

hear it a few more times • I would give EAL students more time – I would not require that all students write their answer

on the board at the same time

Preparation (Equipment/materials/setup): • Containers (some containers should be greater than a litre, less than a litre, and equal to a litre) • Water • sand (and other material that takes the shape of a container)

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• student-made measuring devices • litre measuring devices • masking tape • markers

Set Provoke thought with a question: How do we use capacity in our everyday lives? Group discussion. Development Organization: Small groups Procedure: a) Give each group the same two containers. Have some of the groups use their measuring devices to determine the capacity of the containers. Have other groups select another container to be their unit (referent). Have these groups name their unit (referent) and find the capacity of their containers. b) Have students share their measurements. List their measurements on the board and ask why they differ. Ask students what they could do so everyone would get the same measurement. Help students recognize the need for a standard unit of measure and the reasons why it’s important to use standard units (e.g., the use of standard units facilitates business and trade). c) Tell students that in the metric system the litre is the standard unit of measure for capacity. Show students an unmarked litre container and tell them that a litre is the amount of the liquid it can hold. Also, show students how to write the word and the symbol for the unit. d) Give each group five or six containers. Have the students label the containers from A to F and then make a list in their math journal of the containers they think are less than a litre, the same as a litre, and larger than a litre. e) Have students use the unmarked litre containers to measure the capacity of each container. Explain that they should not fill any container higher than the bottom part of the neck of the container. Ask students to write the letter of each container in their math journal, and record whether its capacity is greater than a litre, less than a litre, or the same as a litre.


• I would need to make sure that the containers are color coded so that the students know which containers are referents and which ones that they are to measure for their capacity.

• The groups of students will be pre-determined

• I will only send one group up to get their containers at once and only ask for one of the group members

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(Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Closure:

Assessment: Observation Checklist Monitor students’ responses to determine whether they can do the following:

• determine the capacity of a container using materials that take the shape of the container • measure correctly (e.g., fill the litre-measuring container and the containers they are measuring

to the right levels) • record measurements properly (e.g., use the correct symbol for a litre) • make reasonable estimates of capacity


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Lesson#8

Content: (Topic) Capacity: Provide a referent for a millilitre and explain the choice. Estimate the capacity of a container using personal referents. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

Instructional Strategies: • Discussion • Brainstorm • Explicit Teaching • Conducting Experiments



Indicators: b. Provide referents for 1 millilitre and 1 litre and explain the choice. e. Estimate the capacity of a container using personal referents. f. Determine the capacity of a container using concrete materials that closely take on the shape of the container, describe the strategy used, and explain whether the volume is exact or an estimate (e.g., if beads are used, discuss the impact on accuracy because of the space between the beads compared to the accuracy if water is used).

Adaptive Dimension: • I will give oral and written instructions for the task(s) • I will go over the vocabulary used in the lesson, providing the students with written definitions

of the vocabulary that we are using in the lesson (millilitres, capacity, unit, referent, measurement)

• I will demonstrate/model the task for the class first so that they are able to see what they will be doing when they are on their own

• When I give my written directions, I will rephrase them so that they are short and to the point • Through partner work, my EAL learners would have the opportunity to work with someone

that they are comfortable with and can ask questions to

Preparation (Equipment/materials/setup • Beakers calibrated in mL • graduated cylinders calibrated in mL • an eyedropper

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• baby food jars • tin cans • small milk cartons • small soda cans • pickle jars • ketchup bottles • water • paper towels • funnels • sponges, • capacity table

Set We would read the book “Pastry School in Paris: An Adventure in Capacity” by Cindy Neuschwander Development Organization: Whole class/Small group Procedure: a) Show students a small container, such as an empty tuna can or empty baby food jar, and ask them how they could find the capacity of the container. b) Explain that to find the capacity of smaller containers, we need a new unit of measure. The unit that is commonly used is the millilitre. Tell students that the millilitre is a very small unit about the size of a drop from an eyedropper. Fill an eyedropper with water and show students several drops so they can begin to conceptualize how large the unit is. c) Explain that because the unit is so small, we often use measuring devices that are marked off in millilitres. Show students different measuring devices that are calibrated in mL, and explain how they should use them to find the capacity of a container. d) Have students measure the capacity of each object listed below in two different ways and record their results in their math journal

• baby food jars • tin cans • small milk cartons


• I would have the small groups organized prior to class

• There would be enough materials for each students to work in partners

• The students will be instructed to choose a partner that they feel they will work well with – potentially someone that they have not worked with in a while

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• small soda cans • pickle jars • ketchup bottles • water • paper towels • funnels • sponges

(Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Closure: We would talk together as a class about the measurements that they retrieved from the objects.

Assessment: Observation Checklist Monitor students’ responses to determine whether they can do the following: (Adapted from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

• Use the language for the units of measurement being used (millilitres) as well as other central vocabulary (capacity)

• Utilizing the graduated cylinders and beakers as referents for measuring the capacity of the other objects

• Using two different referents to measure the capacity of each object

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Lesson#9

Content: (Topic) Capacity: Planning a Healthy Meal – Capacity of Containers

Instructional Strategies: • Inquiry • Problem Solving • Cooperative Learning

Groups



TR51: Examine the concepts of colonization and decolonization and analyze their effects

Indicators: c. Describe strategies for selecting and using referents to determine approximate capacity measurements in situations relevant to self, family, or community. e. Estimate the capacity of a container using personal referents f. Determine the capacity of a container using concrete materials that closely take on the shape of the container, describe the strategy used, and explain whether the volume is exact or an estimate (e.g., if beads are used, discuss the impact on accuracy because of the space between the beads compared to the accuracy if water is used). • Recognize the impact of

colonization and assimilation policies of the Canadian government on First Nations and Métis societies.

Adaptive Dimension: • I will give oral and written instructions for the task(s) • I will provide food realia for the students to visually see some of the foods that are represented

on the food guides • I will ask my students to also mention any food that is common for them to eat, asking them to

write the word on the board (can either be in their L1 language or in English depending on what they are comfortable with) in order to represent them and the food that their family eats

• I will encourage my students to draw connections to their own culture and meal practices

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Preparation (Equipment/materials/setup):

• Centimetre measuring cubes • Assorted containers • Canadian food groups guide (https://cfccanada.ca/) • First Nations/Inuit/Metis food groups guide (http://allaboutfood.aitc.ca/article/canadas-food-

guide-for-first-nations.php) • Water, sand, or other material that takes the shape of a container • Cylinders or beakers calibrated in mL • Paper towels • Markers

Set I will ask my students to bring their lunch bags into the classroom. We will take out the containers/bags from our lunch kits (with or without the food in them depending on where in the day the class falls) and will talk about why they/their parents chose those containers for the food that was inside. What if the container was smaller/had a smaller capacity? What is the container was larger/had a larger capacity? We will also talk about how everyone has different food in our lunches because we are all different. Students will estimate what the capacity of their lunch containers are and record it in their math journal. Development Organization: Whole class/Small groups Procedure: a) Tell students that each group will be responsible for planning a healthy breakfast or lunch. Since the capacity of the human stomach is approximately 1 litre, the meal they planned should not contain more than 800 mL of food. In planning their meal, they should use the food guides to help them select foods from each food group

• include foods that are available locally • indicate the quantity of each food in mL

b) Have students design their meals. When they finish planning their meal, have them find a container with the same capacity as each item on their menu. Have students label each container by indicating the item of food it represents and its capacity.


• I will arrange stations around the room with different materials

• Student can choose which station they would like to be at and join together with a group there

• I will have the measuring materials prepared and the containers that they came in available so that the students are able to clean-up and return them to their containers on their own

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(Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Closure: Have each group display its menu and corresponding containers. Have students explain why their meals are nutritious and how the capacities of the different items add up to an 800 mL meal. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

Assessment: Observation Checklist Observe students’ responses to determine whether they can do the following:

• plan a meal that meets the criteria specified in part (a) • make reasonable estimates of the capacities of containers ο measure the capacity of containers

correctly • record the capacity of containers correctly


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Lesson#10Content: (Topic) Capacity: Demonstrate that 1000 millilitres is equivalent to 1 litre by filling a 1-litre container using a combination of smaller containers. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf)

Instructional Strategies: • Explicit Teaching • Conducting

Experiments • Discussion • Inquiry



Indicators: a. Show, using concrete materials, that 1000 mL has the same capacity as 1 L.

Adaptive Dimension: • I will give oral and written instructions for the task(s) • The chart is simply and pointed to direct the students straight to the task • I could provide writing frames for my students

o When I filled the _____ container with the _______ mL beaker, I had to use _____ beakers to find the capacity.

• I will encourage my students to work together in cooperative groups. • I will label the bottles in order to clearly provide the units that we are talking about.

Preparation (Equipment/materials/setup): • A 500 mL beaker • a 250 mL beaker • a 100 mL beaker • a 50 mL beaker • unmarked litre containers • water • funnels, • paper towels

Set I will have bottles at the front of the class labelled with their capacity (1L, 2L etc.). Together as a review we will talk about how many millilitres are in each bottle – practicing conversion from L to mL. The students will display their answers on their mini whiteboard.


• The students will work together in cooperative groups based on names that I pull from the equity sticks

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Development Organization: Small groups/Whole class Procedure: a) Show students the litre container and instruct the students that their job is to determine the number of mL in a litre. b) Have students estimate the number of 50 mL beakers of water it will take to fill the litre container. Have them record their estimates in a table like the one shown below

c) Have students check their estimates by filling the litre container with 50 mL beakers of water and record their results in the table. d) Repeat the activity using the 100 mL beaker, the 250 mL beaker, and the 500 mL beaker. e) Have students compare their results with another group. Ask them what they can conclude about the relationship between a mL and a litre. (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Closure: Give students the following problem and have them record their solution in their math journals:

• Jessi has a container that holds 1425 mL of liquid. Is Jessi’s container smaller than or larger than a litre? How do you know? How much larger or smaller than a litre is Jessi’s container?


• Measuring stations are set up around the room for when students are conducting their measurements

Assessment: Observation Checklist Observe students’ responses to determine whether they can do the following:

• demonstrate that there are 1000 mL in a litre using a variety of smaller containers ο measure

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correctly (fill the beakers properly) • record the measurements correctly ο solve a problem involving the relationship between

millilitres and litres (Taken directly from http://www.edu.gov.mb.ca/k12/cur/math/support_gr5/shape.pdf) Math journal response. Student will write down their answers during the set with mini whiteboards.

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Math Journal (Handout)

What have you learned about vo lume?

What have you learned about capac i ty?

Things that you can include: • drawings • thoughts • questions • examples

Vocabulary/Words to Use: • Capacity • Milliliters (units of measurement) • Liters (units of measurement) • Measure • Estimate • cm3 (units of measurement) • m3 (units of measurement) • rectangular prism

http://www.theschoolrun.com/sites/theschoolrun.com/files/content-images/capacity_2.png

https://www.google.ca/search?q=Math+journal+handout&tbm=isch&imgil=RUiwSa-9WdACbM%253A%253BxJiYME2D46LziM%253Bhttps%25253A%25252F%25252Fwww.pinterest.co

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Retrieved directly from https://s-media-cache-

ak0.pinimg.com/736x/b0/5a/0d/b05a0d2039247b3fbe9ee215ceaa022a.jpg

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Voice Thread (Handout) Steps:

1. Gather images on the IPad that will help you to talk about what you have learned and save them into your VoiceThread.

2. Take photos of your favorite journal responses or other projects and save them into your VoiceThread.

3. Have a look back in your journal to gather ideas to use in your

presentation: • Where you have improved • What questions you had that you have answered • What questions you still have

4. Record audio comments about the images you have included

expressing your ideas about volume and capacity

5. Record video or insert videos from past work and experiments expressing your ideas about volume and capacity

Use the tutorials on the VoiceThread how-to create your presentation https://voicethread.com/howto/creating-a-new-voicethread-2/

Documents

Sarah Reimer Mathematics Grade 5 Unit: Volume & Capacity · SS5.3 Demonstrate an understanding of volume by: o selectingand justifyingreferents for cm³ or m³ units o estimatingvolume