Week 8: Capacity

WEEKLY OVERVIEW TERM 2

WEEK 8
TIME
9.15 10.00

MONDAY

CAPACITY

OVERVIEW
CAPACITY
Intro
Class discussion -Teacher will have a jug of water/liquid on display. Question
the students, what word would we use to describe the amount of water you
could fit in the jug? Allow students to attempt the question before moving
on.
Write the word capacity on the board. Brainstorm what capacity is.
Body
The teacher shows students a range of containers with labels that hold
different amounts of liquid.
In small groups students will have a set of different sized containers.
Students take guesses at which holds the most.
Record information in books
As a class discuss the answers.
Discuss why some containers seem larger but hold more liquid, what are the
variables that could change the result. (Size, liquid type)

RESOURCES

Jug
Containers
IWB
Pencils
Maths books

Containers
Trough
Measuring equipment
Buckets of water
Transition game
Pencils
Maths books

Conclusion
Brainstorm What are some different ways we could measure capacity (cups,
pinches, litres, buckets etc.)

CAPACITY

ASSESSMENT
Observe and note students understanding of capacity and capability to
estimate and record new information
Into
Students guess which objects hold the most and explain their guesses.
Measure the amount of water in each object as a class.
Record final numbers on the board and discuss and compare, what guesses
were right? How could they tell from just looking?
Body


TUESDAY
(Lesson Plan)

Explore and record Each table of students will be given a bucket of water a
measuring devise and a range of different containers.
Students complete a table in books with what the container is, prediction of
how many cups, and a result.
In group discuss the properties of the containers and why some hold more
liquid then others

Conclusion
Discussion findings, what container did each group found help the most?
What one held the least?
Transition game Which cup hold the most
http://www.abc.net.au/countusin/games/game15.htm

WEDNESDAY
CAPACITY

ASSESSMENT
Observe and note students understanding of capacity and capability to
estimate and record new information
Into
Create a word-wall, Words we have started to use when talking about how
much a container can hold.
Body
The teacher provides students with a list of cards with terms related to
capacity or measurement.
In groups, students sort the terms into two columns. Language about
capacity and measurement.

IWB
Capacity/measuremen
t Cards
Workbooks

Conclusion
Discussion what words are difficult? Discuss each column.

THURSDAY

Capacity

ASSESSMENT Observe and note students participation and understanding

in class discussion
Intro
Brainstorm on the board ways we can measure liquids (milk, medicine,
water tanks etc.)
The teacher shows students a clearly labelled measuring jug and explains the
measuring scales used to determine capacity (e.g. litre, 1 litre, 2 litres).

IWB
Measuring jugs
Containers
Transition activity

FRIDAY

Capacity

Body
The teacher gives students a set of buckets. Students estimate the capacity
of each container and record their estimates in a table.
Students use the measuring jug to find the actual capacity of each bucket
and record it.
Students test their predictions about various objects by pouring 1 litre of
water into the container and record the capacity using; more than, equal to
or less than 1 litre.
Conclusion
Refer back to brainstorm. Discuss using others meaurements (millitlitres,
gallons).
Do transition activity as a group, pointing out the different way each unit of
measurement is represented.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/meas
ures/index.htm
Assessment
Observe and note students understanding for capacity, litres and more
or less. Check for accuracy in recording findings.
Intro
Bring up the word-wall document and ask students to add some more
language they have learnt when measuring capacity.
Body
Worksheet -The teacher provides students with different pictures of
measuring containers holding an amount of liquid. Students estimate how
much liquid is in each container (more/less than 1 litre, half full, one litre,
cups, etc.) write the answer in a sentence under the picture.
Hand to each student a different card with either a picture of a measuring
jug with liquid in it or of a measurement in litres (could have the words more
then or less then). Students are to find the student with the picture that
matches by walking around the room and comparing pictures.
Conclusion
Watch video on litres and millilitres, pause the clip when questions are
stated and discuss as class.

IWB
Work sheet
Measuring cards
Clip on capacity
https://youtu.be/p
3WplGVyxJk

Assessment
Work samples. Record and observe students participation in group activity.