Australian Curriculum Year 5 Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108) Key Idea-‐choose appropriately from a range of strategies including es7ma7on, and knowledge of standards measures to approach various measuring tasks with confidence and accuracy. Resources • FISH • Scootle • Variety of containers • Measuring cups and jugs • MABS • Maths glossary Vocabulary Volume, capacity, measure, litres, millilitres, full empty, cubic metres, cubic cen3metres, size, shape dimensions, es3mate, compare, standard, metric system, unit Ac:vity Process: Volume or Capacity? The purpose of this ac3vity is to clarify the difference between capacity and volume. (Red Fish) Write the words “Volume” and “Capacity” on the board. Give students a notecard each and have them write down as many words as they card think of rela7ng to those two words. Alternately use inspira7on app on an iPad. Use a two column guide.
List learners responses on the board aMer 2-‐3 minutes have elapsed. Use tally marks to gauge the popularity of certain responses.
Ask learners to create their own defini7on for capacity. Have them record their defini7ons in their notebooks. Once everyone is done, ask students what the difference between capacity and volume. Discuss the students’ responses. To demonstrate the difference between the terms capacity and volume: Show the students a measuring jug (250mls). Explain to the students that we use the term capacity when talking about how much space there is available to hold something. u Fill the jug with 175mls of milk. For example, the
capacity of a cup, jug, bucket or box.
Explain that volume is slightly different. Volume is a measure of the space taken up by something. u Say, “This jug has a capacity of 250 ml”. u Say, “The volume of milk in the jug is 175 ml”. u Say, “The volume of milk needed to fill the jug is 250
ml”. Ask the learners, “Can you see the difference?”. The volume is how much milk is in the jug.
Write the defini7ons of the terms capacity and volume into their maths glossary. Adapted from a Skillswise fact sheet: h`p://www.bbc.co.uk/skillswise/factsheet/ma23capa-‐l1-‐f-‐capacity Ac:vity Process: Litres and Milliliters To further develop personal benchmarks for milliliters and litres. Show learners 2 containers, one holding 1ml of water (medicine spoon would be appropriate) and another holding 1L (a 1L measuring jug would be appropriate).
Explain that these containers are marked with ‘standard measures’ Ask learners to describe the differences in what they see and to es7mate how many 7mes would they need to use the measuring spoon to fill the jug. Collates their answers (pen talk strategy)
Ask learners, “How many millilitres would make up one litre?” Does the word prefix ‘milli’ provide a clue. u What does milli stand for? The prefix milli-‐is
derived from the La7n for 1 000 Extend the discuss by asking
u How many mililitres is 2.5 litres? u How many litres in 1500 millilitres?
Less than 1 Litre About 1 Litre More than 1 Litre
Present learners with a variety of different containers with the standard measures removed or covered. Some sugges7ons would be: Small juice bo`le, Dish soap bo`le, Large milk bo`le (3L if possible), Bo`le of Coke (2L) Oil bo`le, Tub of icecream Ask learners to iden7fy which ones would hold less than a litre, about a litre and more than a litre. Ask learners to sort and place containers under the headings, less, about and more. Discuss that they are using their es7ma7on skills and the language of the labels reflects this. Challenge learners to prove their es7ma7ons are correct using a standard measure. Challenge learners by asking then to prove their es7ma7ons through demonstra7ons. Explain that if a container holds less than 1L, it is likely to be measured in millilitres not litres. Set up a classroom display and encourage students to bring in other containers to add or create a chart with images of items. The 7tle for the display should be units of capacity Ac:vity Process: Using Standard Units of Capacity The purpose of this ac3vity to teach students to formally record standard measurements using litres and millilitres. When recording measurements in litres or millilitres it is important to select the correct unit depending on the purpose. If dosing a baby with medica7on, you wouldn’t measure in litres or when filling a bathtub you wouldn’t measure in millilitres. Reiterate that 1L is equivalent to 1000 ml, which is the same as 1 ml being 1 thousandth of a litre. To convert litres to millilitres you must mul7ply by 1000 or to convert millilitres to litres, you must divide by 1000. To teach students to convert, it can be easiest to have them take the amount in litres and millilitres, for example 1560 ml becomes 1 L 560 ml. This can help them to see where the decimal point needs to be. It also works the other way, 1.89 L becomes 1 L 890 ml. Model this with students: 1. ‘A baby’s bo`le has a scale with a mark every 10 ml up to 250 ml. How many marks are on the bo`le?’ 2. ‘How much milk will be in the 5 bo`les if it is level with a) is at the 20th mark, b) is at the 17th mark and c), d) and e)
are level with the 25th mark? 3. Convert the total amount of milk in the bo`les to a decimal
Convert millilitres to litres 1200 ml 5800 ml 2576 ml
2100 ml 7638 ml 1345 ml
Convert litres to millilitres 1.91 L 1 L + 400 ml 2.544 L
1.832 L 3 L + 653 ml 3.456 L
Adapted from h`p://www.teachingideas.co.uk/maths/files/kbconvertmltol.pdf Ac:vity Process: Ordering Capacity The purpose of this ac3vity is to further develop an understanding of what “capacity” means. u Have a selec7on of objects on a table, both standard
and non-‐standard. For example jugs, mugs, teapot, empty coke/soM drink bo`les of various sizes, milk bo`les, jugs with no scales, buckets, etc.
u Pose the ques7on: I need to find out about the capacity of these containers how can I find out? u What skills do I need? Discuss. u Begin to es7mate the capacity by ordering the objects, from the container that holds the smallest amount
to the largest amount. u Find out the capacity-‐read scales. Colour the water to make reading the scales easier. u Write labels for each container. u Assessment-‐Observa7onal Checklist
Differen:a:on:
Scootle Ac7vity for those students requiring further prac7ce: Litres in Everyday Use h`p://worksheets.mathsbuilder.com.au/esa/3/ES041917#Volume_and_Capacity+3_03 TLF ID S5101:
u Draw a rectangular prism on the board with these measurements: height, 3 cm, length, 4 cm, and width, 5 cm
u Give learners cen7cubes and ask them to build
this prism. Demonstrate how to record this in cubic cen7metres. V = L x W x H.
u Further demonstrate how to calculate the volume using this formula. Use further examples to cement the process and then have student work on calcula7ng the volume of rectangular prisms
u Learners create their own examples independently and annotate images to demonstrate their understanding of the concept. Store in mathema7cs poroolio.
Ac:vity Process Scootle TLF ID:M016680CalculaCng volume In this resource students find the rela7onship between, length, width (or breadth), height and volume of rectangular prisms, calculate the volume of rectangular prisms and inves7gate cubic metres When students are ready you can progress to other types of prisms. h`p://www.mathworksheets4kids.com/volume/lblock-‐large.png has many printable worksheets. Some of the measurements are in inches and feet, but these can be easily changed to the metric system.
Learners can: D ND
1. Read a scale and determine capacity
2. Order containers from the smallest to the largest capacity
This interac7ve resource is a game in which the student answers ques7ons about the capacity of familiar containers and the volume of water used for everyday tasks. The student chooses a ques7on and then selects a matching 7le that answers the ques7on. Immediate feedback is given, and, when the answer is correct, the 7le turns over to reveal part of a picture. Ac:vity Process: Linking Cen:metres and Millilitres The purpose of this aci3vity is to teach students to calculate volume using a formula and cubic units. u Explain that it is possible to calculate the volume of 3D objects
(boxes and containers) in cubic units, rather that relying on filling containers with liquid.
u Ask students, “Why is this important?” For example, companies will need to know how much of their product will fit inside a box, luggage companies need to know how much travellers can fit in a suitcase, etc.
OpCon 4 Eight dice are stacked as shown in the figure. Each square die has a 1 cm side and has spots. What is the total number of spots on the hidden sides of the dice (ie. sides facing each other)? What is the volume of the stack?
Differen:a:on: Students needing more of a challenge can move onto more complex 3D shapes and decimal numbers. Students requiring support may need to work exclusively with whole numbers. Context for Learning -‐ Real life experiences: Students need a working knowledge of volume and capacity. Many products and sold by volume. Inves:ga:on: OpCon 1 What is the volume of a rectangular prism that has the following dimension. 4 cm 2 cm
10 cm OpCon 2 Provide students with the following task: Figure out which number goes in which spot. Complete the puzzle. A cereal box is _______cm high. __________mm deep, and _________cm wide. It holds about _______pieces of cereal. 19, 30, 73, 950 What is the volume of the cereal box? OpCon 3 Build a tower of snap cubes. Make the first five shapes into a pa`ern. Use between 10 to 20 cubes. What will your pa`ern look like? What is the volume of your tower?
Assessment D ND use objects of 1 litre volume to es7mate the volume of other objects
discuss the need for having and using standard measures of volume
make sensible es7mates about the volume of given objects
carry out conversions between basic standard measures of volume (millilitres to litres) relate the litre to familiar everyday containers
construct three-‐dimensional objects using cubic cen7metres and state their volume