Embedded Files
Lesson 1
Focus: Measurement - CAPACITY
Learning Intention:
We are learning to measure and compare the capacities of different containers.
Success Criteria:
I can measure and compare the capacity of a container.
Warm-Up/Hook:
Year 1: Number Sense - Trusting the count
Year 2: Times Tables Boot Camp
Play a game of 'Fill the Container'. Break the class into groups and provide each group with a container (be sure to vary the sizes).
Instruct the students to fill their container with an informal unit chosen by the teacher e.g. small cubes, marbles, counters. This could be turned into a race to see which group can fill their container in the fastest time or groups could make estimates of how many cubes etc would fit in the container and check.
*Lead the students to the idea that the different containers could hold different amounts of the chosen units, depending on their size.
Mini Lesson:
Choose one of the containers to examine in greater detail. Invite the class to share ideas about the different ways that it can be measured e.g. length, width, height, mass, volume.
Draw attention to the space inside the container and inform the students that this can also be measured. Introduce the term 'capacity' and its definition (how much a container will hold). Look at the different capacities of the containers used in the group activity and discuss how many of the informal units could fit inside the spaces.
Show the class an object that does not have capacity e.g. a book.
Show a bottle marked with ‘full’, ‘half full’ and ‘empty’.
Differentiated Independent Practise:
Students to complete the ‘Full, Half and Empty’ capacity worksheet by decorating their jars with coloured paper, colouring utensils, ect..
Target Groups:
Teachers to decide on a support or extension group to work with.
Reflection:
Revise the definition of capacity. Ensure that the students understand how to tell if an object has capacity.
au-n-753-capacity-sort-maths-centre-activity-english_ver_5.pdfCapacityWorksheetFullHalfFullEmpty-1.pdfau-n-557-which-holds-more-powerpoint_ver_2.pptMeasuring comparing and ordering capacity.pdfLesson 2
Focus: Measurement - CAPACITY
Learning Intention:
We are learning to measure and compare the capacities of different containers.
Success Criteria:
I can measure and compare the capacity of a container.
Warm-Up/Hook:
Year 1: Number Sense - Trusting the count
Year 2: Times Tables Boot Camp
What holds more?
Investigate the capacity of 2 different containers. Making predictions about which container will hold more than the other.
Mini Lesson:
Introduce/ revise capacity. Have a class discussion about containers and which hold more than others…. What holds more? A bathtub or a drink bottle ect..
Go through Which Holds More? PowerPoint.
Differentiated Independent Practise:
Students to complete More Than Less Than activity.
Grade 2:
Container Sort & Label
Focus: Estimation and categorisation
Materials: Everyday containers (milk carton, shampoo bottle, juice box, etc.)
Students bring in empty containers from home.
They sort into groups: holds less than 1L / holds about 1L / holds more than 1L.
Students label each with its capacity (read from packaging) and display on a class “Capacity Wall.”
Use sticky notes to create a capacity number line from 100 mL to 2 L.
Target Groups:
Teachers to decide on a support or extension group to work with.
Reflection:
Revise the definition of capacity. Ensure that the students identify which container has a greater capacity compared to another.
Lesson 3
Focus: Measurement - CAPACITY
Learning Intention:
We are learning to measure and compare the capacities of different containers.
Success Criteria:
I can measure and compare the capacities of different containers.
Warm-Up/Hook:
Year 1: Number Sense - Trusting the count
Year 2: Times Tables Boot Camp
What holds more?
Mini Lesson:
Discuss how taller containers might not have a capacity that is more than a smaller and wider container. Discuss examples of containers that would have a large capacity and containers that would have a small capacity.
Grade 2: Discuss that capacity is measured in litres/ millilitres
Model making rain guage. Grade 2 to create ml rain measures, and Grade 1 to leave unlabelled.
Differentiated Independent Practise:
Choose from a worksheet and students complete independently
OR make Rain Guage
Focus: Measuring in mL
Materials: Empty plastic bottle, scissors, ruler, permanent marker, water
-Cut the top off a bottle, invert it to make a funnel, mark mL lines using a measuring jug and ruler.
-“Measure” classroom rainfall by pouring in water daily or after recess.
Math link: Record measurements on a chart to practise data and graphing.
Target Groups:
Teachers to decide on a support or extension group to work with.
Reflection:
Children to place their rain guages outside.
year-2-measure-capacity-differentiated-activity-sheets_ver_18.pdfcolour-the-measuring-jug-litres-differentiated-activity-sheet-_ver_1.pdf
Lesson 4
Focus: Measurement - CAPACITY
Learning Intention:
We are learning to measure and compare the capacities of different containers.
Success Criteria:
I can measure and compare the capacity of a container.
Warm-Up/Hook:
Year 1: Number Sense - Trusting the count
Year 2: Times Tables Boot Camp
Play a game of Word Wall quiz as a class: Word Wall Quiz
Mini Lesson:
Revise yesterdays lesson.
Students get a container and work in small groups. Teach tells group if they are filling container with cups or spoons. Students make an estimate of how many spoonfulls it would take to fill. They write this down. They may wish to work in groups.
Differentiated Independent Practise:
Focus: Comparing and recording capacities
Materials: Bottles/containers, spoons and cups
In small groups students take their container out to the sandpit and fill it using a spoon, counting how many spoons it takes to fill.
They race to fill the 1L bottle using only one tool (a spoon, small cup, etc.)
Afterwards, discuss: “Which container helped you fill it the fastest? Why?”
Record how many spoonfuls or cups it took — could link to: multiplication and repeated addition / or weigh to link to mass.
Target Groups:
Teachers to decide on a support or extension group to work with.
Reflection:
Children to share their findings and any wonderings or experiences.“
Which container helped you fill it the fastest? Why?”
Record how many spoonfuls or cups it took — talk about multiplication and repeated addition.
Lesson 5
Focus: Measurement - CAPACITY
Learning Intention:
We are learning to measure and compare the capacities of different containers.
Success Criteria:
I can measure and compare the capacity of a container.
Warm-Up/Hook:
Year 1: Number Sense - Trusting the count
Year 2: Times Tables Boot Camp
Watch 'What is Capacity' Video
Mini Lesson:
Introduce/expose students to the term ‘Litre’
In small groups (relay form) students are to move their water from one bucket to another using a sponge.
Teacher to introduce students to the water relay game.
Instructions: Water Replay
Differentiated Independent Practise:
Take students outside and put students into relay teams. Each team has two containers one containing 1 litre of water and one that is empty. Students are to move their water from one bucket to another using a sponge. Compare how much water each group was able to move to the other bucket.
Resources:
§ 2 bowls per team of students
§ 1 sponge per team of students
§ measuring jugs/cups
§ 1 litre of water per team
Target Groups:
Teachers to decide on a support or extension group to work with.
Reflection:
Children to share their findings and any wonderings or experiences.
Capacity Capers Water Relay.pdfExtra Extension Resources
Extra Extension Resources
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