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Lesson Topic/Focus:
Capacity
Date:
20/11/15
AusVELS Domain(s):
Mathematics
Year level:
5/6
Lesson duration:
1 hour
AusVELS sub-strand(s):
AusVELS Dimension(s)
Learning Goal:
- We are learning to convert between metric units of volume and capacity.
Success criteria:
- I can use my knowledge of metric conversions to identify one measurement using a variety of units.
Assessment:
Observation of students in action: how are they using the measurement tools? Are they accurately recording their
results? Are thy choosing appropriate units of measurement for the container they have chosen?
Assessment criteria for analysis
1. Students definitions of capacity are accurate and clearly articulated.
2. Students are able to choose appropriately between mL and L when estimating the capacity of a container.
3. Students can use their prior knowledge and current investigations to make reasonable estimates of the capacity
of a container.
Teaching focus:
1. Chosen by Associate Teacher
Lesson resources:
- Interactive whiteboard
- Individual whiteboard and whiteboard markers
- Containers of varying size (household/found)
- Measuring tools (with mL and L visible)
- Capacity worksheet
Lesson content:
A. Introduction
8 mins
Students engage in a short round of whiteboard responses to recap on converting between units of mass. The
teacher presents a length (20g, 370mg, 50kg etc.) and the students must record an equivalent mass using a different
unit of measurement. Students should be encouraged to prove their answer by sharing their strategies to find the
solution, and are welcome to agree with or challenge responses.
B. Development
10 mins
Teacher to show 3L milk bottle and 3L juice bottle. Students should estimate if they are the same, and will be asked
to explain their thinking as to why one or the other is bigger/smaller or if they are the same. (Previous knowledge I
use those bottles at home is great, can make connection to prior knowledge as a basis for comparison of capacity
of unknown items). Discuss how wider or taller does not necessarily mean the container holds more.
Students engage in a discussion about capacity: what it is? (How much a container can hold). What are the units of
measurement for this? (mL, L talk about capital letters when writing).
If an item is over a litre, do we talk about it in mL or L? Why? Conventions: even I am not sure, but its how we do
it in our measurement system, and we need to do it the same so that it is uniform and we can compare results
accurately.
25 mins
Container
Estimate
Check
Millilitres (mL)
Litres (L)
Students choose a container (with no measure), and make an estimate of how much it can hold. They will need to
use units and choose appropriately what unit to use. They will then need to use a measurement tool to determine
how much the container can hold.
D. Closure
5-10 mins
Students return to the mat, and engage in discussion about their activity.
- Share definitions; does everyone agree with the definition? Are there any words or ideas that are particularly
important to accurately define capacity?
- Share results
o Where there any surprising results?
o Did you accurately/correctly guess the capacity of any containers within 10-20mLs?
- What have we learned about choosing the correct units, and accuracy of measurement? Why is this
important for school? Why might it be important in the larger world?