| Title: Measurement - Capacity
(Customary/Metric) |
| Subject: Mathematics |
| Grade
Level: 3 - 4 |
| Overview: |
| This unit will allow students to explore customary and metric
units of capacity. Students will also examine the relationships
between these units and convert measures from one unit to another.
Students will solve mathematical problems that involve capacity
measurements. They will also be expected to design a PowerPoint
slide show, as a member of a team, in order to share knowledge and
information about a specific capacity unit of measure. |
| Approximate
Duration: 5 to 8 class periods |
Content Standards:
- Measurement
In
problem-solving investigations, students demonstrate an
understanding of the concepts, processes, and real-life
applications of measurement. |
Benchmarks:
- M-1-E
applying
(measure or solve measurement problem) the concepts of length
(inches, feet, yards, miles, millimeters, centimeters, decimeters,
meters, kilometers), area, volume, capacity (cups, liquid pints
and quarts, gallons, milliliters, liters), weight (ounces, pounds,
tons, grams, kilograms), mass, time (seconds, minutes, hours,
days, weeks, months, years), money, and temperature (Celsius and
Fahrenheit) to real-world experiences;
- M-2-E
selecting and
using appropriate standard and non-standard units of measure
(e.g., paper clips and Cuisenaire rods) and tools for measuring
length, area, capacity, weight/mass, and time for a given
situation by considering the purpose and precision required for
the task;
- M-3-E
using estimation
skills to describe, order, and compare measures of length,
capacity, weight/mass, time, and temperature;
- M-4-E
converting from
one unit of measurement to another within the same system
(customary and metric); comparisons between systems should be
based on intuitive reference points, not formal computations
(e.g., a meter is a little longer than a yard);
- M-5-E
demonstrating
the connection of measurement to the other strands and to
real-life situations. |
Grade-Level Expectations (GLEs):
- Grade 3
20. Measure capacity using pints and
gallons (M-1-E)
25. Select and use the appropriate standard
units of measure, abbreviations, and tools to measure length and
perimeter (i.e., in., cm, ft., yd., m), area (square inch, square
centimeter), capacity (i.e., cup, pint, quart, gallon, liter), and
weight/mass (i.e., oz., lb., g, kg, ton) (M-2-E)
28. Estimate length, weight/mass, and
capacity (M-3-E)
- Grade 4
22. Select and use the appropriate standard
units of measure, abbreviations, and tools to measure length and
perimeter (i.e., in., cm, ft., yd., mile, m, km), area (i.e.,
square inch, square foot, square centimeter), capacity (i.e., fl.
oz., cup, pt., qt., gal., l, ml), weight/mass (i.e., oz., lb., g,
kg, ton), and volume (i.e., cubic cm, cubic in.) (M-1-E)
(M-2-E)
27. Use unit conversions within the same
system to solve real-life problems (e.g., 60 sec. = 1 min., 12
objects = 1 dozen, 12 in. = 1 ft., 100 cm = 1 m, 1 pt. = 2
cups) (N-2-E) (M-4-E) (M-5-E) |
Interdisciplinary Connections:
- English/Language Arts : Standard
Four
Students demonstrate
competence in speaking and listening as tools for learning and
communicating.
- English/Language Arts : Standard
Five
Students locate, select,
and synthesize information from a variety of texts, media,
references, and technological sources to acquire and communicate
knowledge.
- English/Language Arts : Standard
Seven
Students apply
reasoning and problem solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
- Arts : Creative
Expression
Students develop
creative expression through the application of knowledge, ideas,
communication skills, organization abilities and imagination.
|
Educational Technology
Standards:
- Use a variety of developmentally appropriate resources and
productivity tools (e.g., logical thinking programs, writing and
graphic tools,digital cameras,graphing software) for
communication,presentation,and illustration of thoughts, ideas,and
stories.
- Use technology tools (e.g., publishing, multimedia tools, and
word processing software) for individual and for simple
collaborative writing, communication, and publishing activities
for a variety of audiences.
- Use technology resources to assist in problem-solving,
self-directed learning, and extended learning activities.
|
Objectives:
1. The student will apply
the names of standard units of measure (customary and metric) and
the related abbreviations in the context of word problems.
2.
The student will solve mathematical problems involving capacity
measurements.
3. The student will select the best unit to
measure capacity for a given situation taking into consideration
purpose of measurement and precision required.
4. The student
will estimate capacity in customary or metric units: cups, pints,
quarts, gallons, milliliters, and liters.
5. The student will
examine and solve unit conversions for capacity.
|
Lesson Materials
and Resources:
Various unmarked containers
Containers
that measure milliliters, liters, gallons, quarts, pints,
cups
Construction paper
Scissors
Glue sticks
Math
journals
Index cards
Cooperative Group members
roles/responsibilities cards
Chart paper
|
Technology Tools
and Materials:
Hardware:
Computers
Digital Cameras
Overhead
Projector
LCD Projector
Software:
PowerPoint
Websites:
•Ed Helper
http://www.edhelper.com/
•LessonPlansPage
http://www.lessonplanspage.com/
•TxCAE
unx1.shsu.edu/~txcae/Powerpoints/capacity1.html
•TxCAE
unx1.shsu.edu/~txcae/Powerpoints/CAPACITY2.html
•Rubristar
rubristar.4teachers.org/index.php
•Teachers.net
http://www.teachers.net/
|
Background
Information:
This lesson requires that the students have
prior experiences with working cooperatively in groups of 2 or 4.
The students should have also had experience pouring liquids from
one container to another. Writing on the overhead and explaining
themselves to the class are also experiences to which students
should have been exposed. In addition, the students should have been
introduced to the proper usage of the computer and be able to
adequately use the PowerPoint software. |
Lesson
Procedures:
Day 1
1. Review customary and metric units
of measure for length. Display various containers in the front of
the room. Students use the Round Robin cooperative learning
structure to discuss how to measure the amount the containers will
hold. After discussion, allow groups to share their thoughts with
the class.
2. Share the word “capacity” with the class. Tell the
class that this is the “mathematical language” for the amount a
container will hold.
3. Students will view and interact with a
PowerPoint presentation designed by Debbie Henson. The web site is
unx1.shsu.edu/~txcae/Powerpoints/capacity1.html. This presentation
gives information about the customary units of capacity. You can be
selective about the slides you use. You may not want to use them
all.
4. Each team will write as many customary units of capacity
with abbreviations as possible. Allow teams to share their lists
after 2 minutes.
5. Each team will then have 5 minutes to make
observations about customary units of capacity using actual
containers. The teams will estimate how many of one unit it will
take to equal another unit of capacity. Allow teams to share their
thoughts and ideas with the class after the 5 minute discussion.
Have students come to the front of the room and show the actual
measurements with the containers and water.
6. Place the Capacity
– Estimate (Customary) Activity on the overhead. Each student will
write his/her choice for each problem on an index card. The students
will show their answers when the teacher says “showdown.” Select a
student for each problem to share why he/she made a particular
choice.
7. Review customary units of capacity and share with
students that we will explore metric units of capacity
next.
Day 2
1. Review customary units of capacity by
selecting students to choose a container and share the unit name and
the abbreviation.
2. Students will view and interact with a
PowerPoint presentation designed by Debbie Henson. The web site is
unx1.shsu.edu/~txcae/Powerpoint/CAPACITY2.html. This presentation
gives information about the metric units of capacity. You can be
selective about the slides you use. You may not want to use them
all.
3. Select 4 students to name the metric units of capacity
and their abbreviations.
4. Each team will have 3 minutes to make
observations about the metric units of capacity using actual
containers. The teams will also estimate how many milliliters it
takes to equal a liter. Allow teams to share their thoughts and
ideas with the class after the 3 minute discussion. Have a student
come to the front of the room and show the actual measurement using
containers and water.
5. Place the Capacity – Estimate (Metric)
Activity on the overhead. Each student will write his/her choice for
each problem on an index card. The students will show their answers
when the teacher says “showdown.” Select a student for each problem
to share why he/she made a particular choice.
6. Review metric
units of capacity and share with students that we will explore
converting from one unit to another as we continue to look at
capacity.
Day 3
1. Review customary and metric
units of capacity and how the units are related. Students may share
and review using all available resources.
2. Students complete
Gallon Guy Activity.
Gallon Guy Activity
• Label a whole
sheet of RED construction paper as a gallon.
• Cut a sheet of
BLUE construction paper into four equal parts and glue those four
parts as arms and legs on the RED (gallon) sheet of construction
paper. Label the four BLUE parts as quarts.
• Cut a sheet of
WHITE construction paper into eight equal parts and glue two WHITE
pieces on each BLUE piece. Label the eight WHITE parts as
pints.
• Cut a sheet of GREEN construction paper into sixteen
equal parts and glue two green pieces on each WHITE piece. Label the
sixteen GREEN parts as cups.
• Draw and color a face out of
construction paper and glue it to the body of Gallon Guy.
3.
Give each student a Converting Capacity (Customary) Activity Sheet.
Students will complete the first 4 problems with their shoulder
partner. Students may use all available resources (Gallon Guy,
customary capacity containers, textbook, other resource books, etc.)
to solve the problems. Partners come to the overhead to share their
process and answers. Students complete problems 6 – 10
independently. Resources will still be available for use in solving
the problems. Select students to share their process and answers at
the overhead.
4. Review conversion of customary units of
capacity and share with students that we will explore conversion of
metric units of capacity during our next class.
Day 4
1.
Review conversion of customary units of capacity using Gallon
Guy.
2. Review how many milliliters it takes to equal a liter.
Allow students to discuss. Guide students to realize that 1000 is
the key number.
3. Place metric conversion problems (with
answers) on the overhead. Students discuss problems with their
shoulder partner and try to come up with a process to solve these
problems. After 5 minutes, allow partners to share their thoughts
and ideas. Guide students to discover that to convert from
milliliters to liters you divide by 1000 and to convert from liters
to milliliters you multiply by 1000.
4. Give each student a
Converting Capacity (Metric) Activity Sheet. Students will complete
the first 4 problems with their eyeball partner. Students may use
all available resources (metric capacity containers, textbook, other
resource books, calculators, etc.) to solve the problems. Partners
come to the overhead to share their process and answers. Students
complete problems 6 – 10 independently. Resources will still be
available for use in solving the problems. Select students to share
their process and answers at the overhead.
5. Review conversion
of metric units of capacity and share with students that we will
apply our knowledge of capacity units to solve mathematical problems
as we continue this unit.
Day 5
1. Journal Entry –
Share your knowledge about capacity (customary and metric). After 10
minutes, allow a few students to share their entries with the
class.
2. Grady’s Kitchen Sink Activity – Students brainstorm
ways to solve the problem. List their ideas on chart paper. Allow
the rest of the class period for students to work on solving parts A
and B of the problem with their eyeball partner.
3. Share with
students that they will share their processes and answers during the
next class period.
Day 6
1. Grady’s Kitchen Sink Activity
– Students share processes and answers at the overhead. Teacher
facilitates by asking probing/higher order questions.
2. Share
with students that they will begin working on their PowerPoint
presentation during our next class period.
Days 7-8
1.
Capacity PowerPoint – Each team is assigned a customary or metric
unit of capacity. Each person on the team needs to find a container
(at school or home) that will hold his/her particular unit. The team
will take pictures of their containers with a digital camera. They
will then use these pictures to develop a PowerPoint presentation
about their unit of capacity. The team may include any information
about their unit such as: how much of their unit it takes to equal
another unit, estimation, conversion, etc. The PowerPoint
presentation will be assessed using the following rubric: Capacity
PowerPoint Rubric.
|
Assessment
Procedures:
There are many opportunities for assessment
in these lessons and activities.
Performance: Gallon Guy,
Capacity PowerPoint Presentation
Written: Math Journal entry,
Capacity-Estimate activities, Converting Capacity activities,
Grady's Kitchen Sink Activity
Verbal: Group/Partner
investigations and discussions, PowerPoint Presentation |
Accommodations/Modifications:
1.
Cooperative Learning Strategies
2. Use of containers to solve
problems.
3. Draw pictures for journal writing instead of
expressing themselves with words.
4. Use IEP's to make child
specific accomodations and modifications.
5. Allowing the use of
all classroom resources to solve problems.
----- written by Stacie Reed
|
Reproducible
Materials:
|
Explorations and
Extensions:
1. Make a bar or pictograph to show the
relationship of cups, pints, quarts, and a gallon.
2. Design a
conversion problem. Use these problems on an interactive bulletin
board.
3. The usage of the Internet by performing and activity on
the web site http://pbskids.org/cfyberchase/games/liquidvolume/liquidvolume.html.
|
Lesson
Development Resources:
Scott Foresman - Addison Wesley
Math / Grade 4
Opening Eyes - Volume
3
www.teachers.net
www.lessonplanspage.com |
Reflections:
I enjoyed teaching this
unit. Most activities were paced correctly, but a few took a little
longer than I had planned. The students loved designing the
PowerPoint and have already asked to design another. I also realized
that the conversion portion of this unit was the most difficult for
the majority of my students. There are a few changes I would make,
but overall the unit went well. |
Contact
Information:
Stacie Reed
stacie.reed2@cpsb.org
St. John Elementary |
| MarcoPolo
Lesson: No |
| |