Embedded Files
Core concept: Objects can look different but still have the same internal volume.
Warm-up/Daily number sense: Race to write – 10 minutes
Warm-up/Daily number sense: Race to write – 10 minutes
Build student understanding of connecting counting and numerals by playing ‘Race to write’.
Build student understanding of connecting counting and numerals by playing ‘Race to write’.
Print and laminate Resource 10: Race to write.
Print and laminate Resource 10: Race to write.
In pairs, students take turns to roll 2 dice (0–6) and combine quantities.
In pairs, students take turns to roll 2 dice (0–6) and combine quantities.
Students trace over the matching total numeral on game board.
Students trace over the matching total numeral on game board.
If the number is already covered, students miss a turn.
If the number is already covered, students miss a turn.
The first player to complete their gameboard wins the race.
The first player to complete their gameboard wins the race.
Ask students:
Ask students:
Which number was the easiest to roll? Why do you think that is?
Which number was the easiest to roll? Why do you think that is?
Which number was the hardest to roll? Why do you think that is?
Which number was the hardest to roll? Why do you think that is?
If you played the game again tomorrow, what would you do differently? Why?
If you played the game again tomorrow, what would you do differently? Why?
Activity: Packaging – 40 minutes
Activity: Packaging – 40 minutes
Build student understanding of volume by reasoning about capacity.
Build student understanding of volume by reasoning about capacity.
How do you think these containers are organised in a supermarket?
How do you think these containers are organised in a supermarket?
For example: height, capacity, mass, brand, flavour of drink and colour.
For example: height, capacity, mass, brand, flavour of drink and colour.
Working in pairs, give students 2 containers, a cup and a bowl of beads.
Working in pairs, give students 2 containers, a cup and a bowl of beads.
Note: If beads are not available, any collection of small objects may be used.
Note: If beads are not available, any collection of small objects may be used.
Students use their cup to fill their containers with beads.
Students use their cup to fill their containers with beads.
Note: Students may need to use a funnel for containers with smaller openings.
Note: Students may need to use a funnel for containers with smaller openings.
Encourage students to experiment with the containers by filling them up, emptying them and filling them to about half full.
Encourage students to experiment with the containers by filling them up, emptying them and filling them to about half full.
Have students draw pictures of their containers being full, empty and about half full.
Have students draw pictures of their containers being full, empty and about half full.
Encourage students to use the terms ‘full’, ‘overflowing’, ‘empty’, ‘not very full’, ‘some left over’ and ‘needs more’.
Encourage students to use the terms ‘full’, ‘overflowing’, ‘empty’, ‘not very full’, ‘some left over’ and ‘needs more’.
Ask students:
Ask students:
- Which item is the largest? How do you know?
- Which item is the smallest? How do you know?
- How could we compare the internal volume of 2 containers?
- How would we know if one was larger in volume than another?
- How would we know if one was smaller in volume than another?
- Which container do you predict is the largest in volume? Why?
In pairs, have students compare the internal volumes of the containers by filling one up and then pouring the contents into the other.
In pairs, have students compare the internal volumes of the containers by filling one up and then pouring the contents into the other.
Ask students:
Ask students:
- What did you notice happened to the beads when one container was larger than the other?
- What did you notice happened to the beads when one container was smaller than the other?
- Was your prediction accurate? Why?
Workbooks with their drawings of full, empty and half full containers (MAO-WM-01, MAE-3DS-02)
Workbooks with their drawings of full, empty and half full containers (MAO-WM-01, MAE-3DS-02)
This table details assessment opportunities and differentiation ideas.
This table details assessment opportunities and differentiation ideas.
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Internal volume (capacity) is a measure of how much a container can hold.
Internal volume (capacity) is a measure of how much a container can hold.
Filling and pouring helps to compare the internal volume of containers e.g. 'holds more', 'holds less', 'holds the same'.
Filling and pouring helps to compare the internal volume of containers e.g. 'holds more', 'holds less', 'holds the same'.
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