Volume+and+Capacity

|| QT Elements Estimates, measures, compares and records volumes and capacities using litres, millilitres and cubic centimetres **  Indicators: **Students: · //recognising the need for a formal unit to measure volume and capacity// · //estimating, measuring and comparing volumes and capacities (to the nearest litre)// · //using the abbreviation for litre (L)// · //recognising the advantages of using a cube as a unit when packing or stacking// · //using the cubic centimetre as a formal unit for measuring volume// · //using the abbreviation for cubic centimetre (cm3)// · //constructing three-dimensional objects using cubic centimetre blocks and counting to determine volume// · //packing small containers with cubic centimetre blocks and describing packing in terms of layers eg ‘2 layers of 10 cubic centimetre blocks’ // || ** Main Idea- Identify and describe the volume of 3D shapes ** · //recognising the advantages of using a cube as a unit when packing or stacking// · //using the cubic centimetre as a formal unit for measuring volume// · //using the abbreviation for cubic centimetre (cm3)// · //constructing three-dimensional objects using cubic centimetre blocks and counting to determine volume// · //packing small containers with cubic centimetre blocks and describing packing in terms of layers eg ‘2 layers of 10 cubic centimetre blocks’//  Pose the question as to what is volume? Discussion and brainstorm of what Volume and capacity is. Discuss also how would you work out the volume of rectangular shapes. Introduce the concept of cubic centimeter blocks. Using ** appendix 1 ** – ** Volume visuals **. Teacher holds up various pictures and students guess the volume by counting the cubic cm blocks. Hand out sheets and students can go around and work out answers.  Using a collection of rectangular containers. Have the students estimate then measure and record using cubic centimeter blocks the volume of each shape.  In pairs or groups students have a go at the following volume cubic centimeter Which takes up more space? Students work in groups to make models. They then compare and work out which one takes up more space. Who has the biggest volume? They check by counting blocks.  After investigating. Class to discuss what would happen if the containers were round? What do they think about using cubic centimeters to measure then? How would this be a problem? Tell students to bring in bottles and round containers in for the next lesson.  <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">  || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Main Idea- understanding the difference between volume and capacity. Learning about the displacement theory. ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> · <span style="font-family: 'Century Gothic','sans-serif';">//recognising the need for a formal unit to measure volume and capacity// · <span style="font-family: 'Century Gothic','sans-serif';">//estimating, measuring and comparing volumes and capacities (to the nearest litre)// · <span style="font-family: 'Century Gothic','sans-serif';">//using the abbreviation for litre (L)// <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Students looking at the collection of bottles talk about the different terms used in capacity. Mm, l, mL etc. Depending on the number of bottles students could then order the bottles. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Discuss what a litre looks like. Hold up a 1 litre bottle and even have the students fill it up. Using ** appendix 2 sheet on More, maybe or less **. Students look at capacity more, same or less than 1 litre. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Using ** Appendix 3 – Estimating measuring capacity sheet **, Students work in groups to look at mLs and Litres. Estimate and record answers on sheet about capacity. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Introduce Displacement experiment and talk about the idea that 1cm3 is the same as 1 cmL. Water displaced can test this out. Select the activities to demonstrate or have the students experiment with. **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">DISPLACEMENT ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">Students can make two types of displacement containers for classroom use. One is the “overflow” type: it requires a container, <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">eg ice cream container, to be placed inside a large tray. Fill the container to the brim with water. Place the object to be measured into the container and collect the overflow in the tray. Measure or  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">compare the amount of overflow. Another displacement container is a “rising level” type: it requires a clear container, large enough to allow objects to be fully submerged without the water overflowing. Students should make and investigate both types of displacement containers. Commercially-produced “overflow” type displacement containers are also available. **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">OVERFLOW ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">Students have an overflow displacement container filled to the brim with water. Ask them to predict what will happen if an object is placed in the container. Experiment to find out. Discuss the results. Consider important factors such as splashes, arms and fingers taking up space, measuring the overflow accurately, etc. **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">WATER LEVEL ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">Students partly fill a clear, plastic container with water and mark the level with a rubber band or a felt pen. Tie a stone to the end of a piece of thread or fishing line. Suspend the stone in the water. Mark the new level with another rubber band or felt pen. Discuss what happened. Remove the stone and observe the water level. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">Discuss what happened and why. **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">FLOATER ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 8pt;">Repeat the “Overflow” and “Water Level” activities with a variety of objects including some large objects that float, eg beach ball, lunch box. Investigate ways of holding floating objects just below the surface without immersing fingers or hands, eg pushing the object underwater until the fingertips are just wet, filling the object with water or some other heavy material. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> || = <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">   = || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Main Idea- work with capacity word problems and recognize that 1000ml = 1 Litre **<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Revise over the past two lessons and the difference about Volume and capacity. Find out what they have learned over the experiments about volume and capacity. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Work through ** appendix 4 Capacity problems **. Read through and make sure students understand before completing worksheet. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">  || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Main Idea- Work with the idea that cm3 is the same as mL3  ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Have the students complete the activities and worksheets on this concept <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">  || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Main Idea- Using ml and L to make measuring relevant ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> · //estimating, measuring and comparing volumes and capacities (to the nearest litre)// · //using the abbreviation for litre (L)// <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Explain to the students that in this lesson they will be using smaller measuring cups to make a measuring device that in the end must have a capacity of 1 litre. Students are given plastic bottles, measuring cups, markers, water, tape. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">They are given only the instructions that they must use the equipment that could be used to measure various capacities up to 1 litre. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Some groups may need help to select a measurement dependent on size of bottle to use such as 200mls in a measuring cup. It needs to be measured accurately. Pour into 1 litre bottle and using texta mark it. Repeat process. They should end up with a bottle with several markers along the side till they reach 1L. Then have students test it out. Measure 600ml and pour into the measuring device. Is it accurate? <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Students could then use this to measure the capacity of different smaller containers. <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">  || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">
 * ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">Term 2, Week: **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">1  ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">2   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">3   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">4   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">5   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">6   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">7   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">8    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">9    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">10   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14pt;">11   ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">DK  ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">DU   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">PK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">HOT   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">M   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">SC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">EQC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">E    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">HE    ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">SS   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">SSR   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">SD   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">BK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">CK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">KI   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">I   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">C   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 10pt; line-height: 150%;">N   ||
 * ** <span style="font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Outcome ** MS2.3 Unit 1 (litres and cubic centimetres
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 1 **  || = __<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; text-decoration: none; textunderline: none;">Register <span style="font-family: 'Century Gothic','sans-serif';"> __ = ||
 * <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">**Volume of solid shapes**
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 2 **<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">   || = __<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt; text-decoration: none; textunderline: none;">Register  __ = ||
 * <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">**Displacement and capacity**
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 3 **<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">   || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Register  ||
 * ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Capacity word problems **
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 4 **<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">   || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Register  ||
 * ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Volume and capacity relationship **
 * ** <span style="font-family: 'Century Gothic','sans-serif';">Lesson 5 **<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">   || <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Register  ||
 * ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 9pt;">Water mayhem **