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〉 Describes and represents mathematical situations in a variety of ways using Mathematics key ideas
mathematical terminology and some conventions MA3-1WM ● Understand the need for standard units for volume
〉 selects and applies appropriate problem-solving strategies, including the use of ● Estimate and measure volume up to 2L
digital technologies, in undertaking investigations MA3-2WM ● Relate the volume of everyday containers to the litre
〉 Gives a valid reason for supporting one possible solution over another MA3-
Mathematics language
3WM
Students should be able to communicate using the following language: capacity, container, volume,
〉 Selects and uses the appropriate unit to estimate, measure and calculate layers, cubic centimetre, cubic metre, measure, estimate, litre, millilitre, metric units, estimates,
volumes and capacities, and converts between units of capacity MA3-11MG conversions, trade, purpose, investigation, mass, weight, grams, kilograms, scales, litres, average,
〉 orders, reads and represents integers of any size and describes properties of variable
whole numbers MA3-4NA
〉 selects and applies appropriate strategies for addition and subtraction with Mathematics background information
counting numbers of any size MA3-5NA The attribute of volume is the amount of space occupied by an object or substance and is usually
measured in cubic units, eg cubic centimetres (cm3) and cubic metres (m3).
〉 selects and applies appropriate strategies for multiplication and division, and
Capacity refers to the amount a container can hold and is measured in units, such as millilitres
applies the order of operations to calculations involving more than one operation
(mL), litres (L) and kilolitres (kL). Capacity is only used in relation to containers and generally refers
MA3-6NA
to liquid measurement. The capacity of a closed container will be slightly less than its volume –
〉 compares, orders and calculates with fractions, decimals and percentages MA3- capacity is based on the inside dimensions, while volume is determined by the outside dimensions
7NA of the container. It is not necessary to refer to these definitions with students (capacity is not
〉 selects and uses the appropriate unit and device to measure lengths and taught as a concept separate from volume until Stage 4).
distances, calculates perimeters, and converts between units of length MA3- Once students can measure efficiently and effectively using formal units, they could use centimetre
9MG cubes to construct rectangular prisms, counting the number of cubes to determine volume, and
〉 selects and uses the appropriate unit and device to measure the masses of then begin to generalise their method for calculating the volume.
objects, and converts between units of mass MA3-12MG
1
〉 identifies three-dimensional objects, including prisms and pyramids, on the basis The cubic metre can be related to the metre as a unit to measure length and the square metre as a
of their properties, and visualises, sketches and constructs them given drawings unit to measure area. It is important that students are given opportunities to reflect on their
of different views MA3-14MG understanding of length and area so that they can use this to calculate volume.
〉 uses appropriate methods to collect data and constructs, interprets and
evaluates data displays, including dot plots, line graphs and two-way tables MA3-
18SP
Use estimation and rounding to check the Activity 1: Number of the day Resources
reasonableness of answers to calculations - Repeated daily Interactive Whiteboard (IWB), internet access,
Use estimation and rounding to check the - Practice numeracy skills https://mathsstarters.net/numoftheday, Student
reasonableness of answers to calculations - addition workbooks, writing implements
Use efficient mental and written strategies - subtraction
and apply appropriate digital technologies to - rounding
solve problems - number patterns Variations/Extensions
Select and apply efficient mental and written - division ● provide extension questions for fast finishers
strategies, and appropriate digital - identifying factors ● Scaffolding provided in discussion for student not
technologies, to solve problems involving - Students write their responses to 10 questions in their workbooks. understanding any of the questions
multiplication and division with whole - Class discusses their answers
numbers
Select and apply efficient mental and written
strategies and appropriate digital
technologies to solve problems involving
addition and subtraction with whole numbers
2
Select and apply efficient mental and written
strategies and appropriate digital
technologies to solve problems involving
addition and subtraction with whole numbers
Use estimation and rounding to check the Activity 3: Loli’s party (nzmaths, n.d.) Resources
reasonableness of answers to calculations - Class explores capacity and metric units of measurement through IWB, internet access, maths books, pens/pencils,
Use estimation and rounding to check the problem solving: How many bottles of drink will Loli need to buy for 2S1W sheets, 6 large bottles of water, 6 drinking
reasonableness of answers to calculations her upcoming party when she invites 11 friends? cups, 6 measuring cups
Find a simple fraction of a quantity where the - Class discusses the variables: cup size, bottle size, how full will the Variations/Extensions
result is a whole number, with and without cup be? more than one type of drink? more than one cup of drink
the use of digital technologies
Students work in groups to use and support each
per person?
other’s learning strengths and weaknesses.
Choose appropriate units of measurement for - Demonstration: one cup poured out of bottle. Class estimates the
volume and capacity number of cups in the bottle using plot graph. Teacher will roam the class to provide scaffolding
Select and apply efficient mental and written - Test by emptying the bottle into cups support to groups as needed
strategies, and appropriate digital - Exploration: Students work in groups to estimate and then
technologies, to solve problems involving investigate how many bottles of drink Loli will need. Each group
multiplication and division with whole receives a bottle of water, a cup and a large container.
numbers - Class discussion: Estimates vs results, is there an easier way?
Select and apply efficient mental and written - Groups reform to explore further using metric units.
strategies and appropriate digital - Class discussion: Students discuss and write down what they know
technologies to solve problems involving about metric units.
addition and subtraction with whole numbers - Self-assessment with 2S1W sheets
Choose appropriate units of measurement for Activity 4: Consolidate Learning (short lesson) Resources
volume and capacity - Class discusses what they have learned about volume and capacity. Whiteboard, WB markers, pens/pencils,
Select and apply efficient mental and written - Students work individually to complete volume and capacity worksheets
strategies, and appropriate digital worksheets Variations/Extensions
technologies, to solve problems involving
multiplication and division with whole Three worksheets available, of increasing in
numbers complexity.
Select and apply efficient mental and written
strategies and appropriate digital
technologies to solve problems involving
addition and subtraction with whole numbers
3
Use estimation and rounding to check the Activity 5: Slosh, dribble and plop (nzmaths, n.d.) Resources
reasonableness of answers to calculations - Students explore standard measurements and conversion between IWB, internet access, maths books, pens/pencils,
Use estimation and rounding to check the standard measurements. 2S1W sheets, plastic bottles of different sizes (350
reasonableness of answers to calculations - Class is introduced to three new measurements from the imaginary mL, 600mL, 1.5L), plastic cups, sticky labels
Choose appropriate units of measurement for Spiceyland: a slosh, a dribble and a plop. Each is presented in a Variations/Extensions
volume and capacity bottle (300 mL labelled 6 dribbles, 1.5 litre bottle labelled 6 plops, Students work in groups to use and support each
Select and apply efficient mental and written 600 mL labelled ½ slosh) other’s learning strengths and weaknesses.
strategies, and appropriate digital - Exploration: Students investigate and determine the value of each
technologies, to solve problems involving Teacher will roam the class to provide scaffolding
unit in metric units.
multiplication and division with whole support to groups as needed
- Class discussion: Discuss student observations and findings and
numbers
construct a conversion chart.
Select and apply efficient mental and written
strategies and appropriate digital - Self-assessment with 2S1W sheets
technologies to solve problems involving
addition and subtraction with whole numbers
Use estimation and rounding to check the Activity 6: Slosh, dribble and plop continued (nzmaths, n.d.) Resources
reasonableness of answers to calculations - Using their findings from previous lesson, students explore and IWB, internet access, maths books, pens/pencils,
Use estimation and rounding to check the determine the Spiceyland unit value of a 2lt milk bottle. 2S1W sheets, plastic bottles of different sizes (350
reasonableness of answers to calculations - Using a range of bottle sizes, students label them in Spiceyland mL, 500mL, 750ml, 1.25L, 1.5L, 2L, 3L), sticky
Choose appropriate units of measurement for units. labels
volume and capacity - Class discussion on why each group made their decisions Variations/Extensions
Select and apply efficient mental and written - Self-assessment with 2S1W sheets Students work in groups to use and support each
strategies, and appropriate digital
other’s learning strengths and weaknesses.
technologies, to solve problems involving
multiplication and division with whole Teacher will roam the class to provide scaffolding
numbers support to groups as needed
Select and apply efficient mental and written
strategies and appropriate digital
technologies to solve problems involving
addition and subtraction with whole numbers
4
Use estimation and rounding to check the Activity 7: volume of one marshmallow (nzmaths, n.d.) Resources
reasonableness of answers to calculations ● Students will explore capacity with marshmallows and containers up to IWB, internet access, maths books, pens/pencils,
Use estimation and rounding to check the 500ml to solve the problem: How many 2lt containers would be needed 2S1W sheets, Marshmallows, A range of
reasonableness of answers to calculations to store 1000 marshmallows containers, Water, measuring jugs
Choose appropriate units of measurement for ● Students will first determine the number of marshmallows that will fit in Variations/Extensions
volume and capacity various small containers
Students work in groups to use and support each
● They will then determine the capacity of each container.
other’s learning strengths and weaknesses.
● Using this data students determine the average volume of one
marshmallow Teacher will roam the class to provide scaffolding
● Students then estimate how many 2lt containers will be required to support to groups as needed
store 1000 marshmallows
● Class discussion of their findings.
Assessment overview