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Core concept: Different volumes can be compared using direct comparison.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- objects can look different but still have the same internal volume
- internal volume (capacity) can be described using comparative language such as will hold more, will hold less, full, empty, or the same.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare capacities using comparative language such as will hold more, will hold less, full, empty, or the same
- measure accurately by comparing
- make predictions of which containers hold more, less or the same.
Daily number sense: Cube counting – 15 minutes
Daily number sense: Cube counting – 15 minutes
Manipulate cubes, using ‘Talk moves’ to support students to predict, justify and prove their mathematical thinking. Ask students:
Manipulate cubes, using ‘Talk moves’ to support students to predict, justify and prove their mathematical thinking. Ask students:
What if I rearrange the cubes, such as stacking them in a tower? How many cubes are present now?
What if I rearrange the cubes, such as stacking them in a tower? How many cubes are present now?
What if I rearrange the cubes again, for example, by spreading them out with a significantly larger distance between them?
What if I rearrange the cubes again, for example, by spreading them out with a significantly larger distance between them?
What if I swap the colours of cubes, so they are all blue?
What if I swap the colours of cubes, so they are all blue?
What if I place them close together that they are all touching in one big rectangle?
What if I place them close together that they are all touching in one big rectangle?
What if I hide some of the blocks under other blocks?
What if I hide some of the blocks under other blocks?
Explain that, regardless of how the cubes are positioned, the total number stays the same.
Explain that, regardless of how the cubes are positioned, the total number stays the same.
Goldilocks and the Three Bears – 30 minutes
Goldilocks and the Three Bears – 30 minutes
Imagine we are at the 3 bears’ house. We must find out which bowl belongs to whom.
Imagine we are at the 3 bears’ house. We must find out which bowl belongs to whom.
Goldilocks needs to find a bowl that holds the same amount as Baby Bear’s bowl.
Goldilocks needs to find a bowl that holds the same amount as Baby Bear’s bowl.
I wonder if we can check which bowl holds the most?
I wonder if we can check which bowl holds the most?
How could we check the bowl is full?
How could we check the bowl is full?
How could I level the bowl to make sure it is filled to the brim?
How could I level the bowl to make sure it is filled to the brim?
What does it mean if there are left over beans and the bowl is full?
What does it mean if there are left over beans and the bowl is full?
Activity: Pour the beans from Baby Bear’s bowl into the first bowl. Explain that the bowl is filled to the brim and demonstrate that you can level your hand over the top. Note that there are no beans left in the bowl. This means this bowl must be Baby Bear’s bowl as it is the smallest.
Activity: Pour the beans from Baby Bear’s bowl into the first bowl. Explain that the bowl is filled to the brim and demonstrate that you can level your hand over the top. Note that there are no beans left in the bowl. This means this bowl must be Baby Bear’s bowl as it is the smallest.
Explicitly draw out the intended learning that different attributes are measured in different ways and that measuring helps to compare and order the internal volume of containers. Ask students:
Explicitly draw out the intended learning that different attributes are measured in different ways and that measuring helps to compare and order the internal volume of containers. Ask students:
How did you measure the internal volume (capacity) of the bowls?
How did you measure the internal volume (capacity) of the bowls?
Which bowl held the least? How do you know?
Which bowl held the least? How do you know?
Which bowl held the most? Why?
Which bowl held the most? Why?
Were your predictions close?
Were your predictions close?
What helped us to be precise mathematicians?
What helped us to be precise mathematicians?
What challenges did you have?
What challenges did you have?
Consolidation and meaningful practice:
Consolidation and meaningful practice:
Objects can look different but still have the same internal volume
Objects can look different but still have the same internal volume
Internal volume (capacity) can be described using comparative language such as will hold more, will hold less, full, empty, or the same.
Internal volume (capacity) can be described using comparative language such as will hold more, will hold less, full, empty, or the same.
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