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Lesson Plan - Mathematics - Capacity

This lesson plan focuses on teaching students in years 5/6 about capacity and converting between metric units of volume and capacity. The plan includes an introduction to recap conversions between units of mass. Students will then compare milk and juice bottles to discuss how the shape of a container does not determine its capacity. They will define capacity and learn to choose the appropriate metric units. For practice, students will estimate, measure and record the capacities of various containers using millilitres or litres. Finally, the lesson will close with a discussion of students' results and understanding of accurately defining and measuring capacity in appropriate units.

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6K views2 pages

Lesson Plan - Mathematics - Capacity

This lesson plan focuses on teaching students in years 5/6 about capacity and converting between metric units of volume and capacity. The plan includes an introduction to recap conversions between units of mass. Students will then compare milk and juice bottles to discuss how the shape of a container does not determine its capacity. They will define capacity and learn to choose the appropriate metric units. For practice, students will estimate, measure and record the capacities of various containers using millilitres or litres. Finally, the lesson will close with a discussion of students' results and understanding of accurately defining and measuring capacity in appropriate units.

Uploaded by

api-319193686
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN

Lesson Topic/Focus:

Capacity

Date:

20/11/15

AusVELS Domain(s):

Mathematics

Year level:

5/6

AusVELS strand (s):

Measurement and Geometry

Lesson duration:

1 hour

AusVELS sub-strand(s):

Using units of measurement

AusVELS Dimension(s)

Choose appropriate units of measurement for length, area, volume, capacity


and mass (ACMMG108)

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

Background to the learning:


References for teacher background knowledge
- Make worksheet
- Observations of student ability to convert between units in previous lessons on mass and length.
Identify students current knowledge
- Have completed lessons on mass and length. They should be familiar with:
o Conversion between units
o Choosing units appropriately
o The importance of accuracy in measurement.

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.

C. Consolidation, practice, extension


Students fill in a worksheet as below:

25 mins

What is capacity? Write a definition.


Capacity is (write definition in own words here).

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?

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