Lesson Plans

1. Identify and understand the attributes

2. Compare and order different instances of the attributes
3. Make measurement using non-standard units
4. Make and use measuring devises
5. Make measurements using standard units
6. Apply measurements
Lesson 1: Learning activity/ies (LA), Key Concepts (KC), Focus Questions (FQ), Teacher Explanations (TE) and Formative Assessment (FA),
Discussion (D)
Explicit Teaching
Capacity definition
(TE) Teacher will demonstrate
(FQ) What is capacity?/ What could we uses to measure capacity
(D) What is capacity of this container: Show a container I have a container and I want to find out its capacity. What does capacity mean? Capacity means
how much it will hold.
(LA) Whole class brainstorm a definition of the word capacity and make a class definition.
Brainstorm ideas -What types of things can we use to measure the capacity of this container?
Demonstrate and model to the whole class how to find which of two containers has the most capacity. Using water, fill one container
Students will each have two containers and

Choose which container they believe has greatest capacity

Measure their individual containers

When concluded, discuss results

(KC) Students need to see and actively participate in direct comparisons

(LA) Have students write down the class definition of capacity and draw the units that can be used to measure capacity.
Definition and units that can be used can be placed on a word wall, fast finishers could help to complete or have them make wordle http://www.wordle.net/
(FA) Check list see appendix A

(Adapted Siemon,et al., 2011p. 445)

Lesson 2: Learning activity/ies (LA), Key Concepts (KC), Focus Questions (FQ), Teacher Explanations (TE) and Formative Assessment (FA):
Hands on activity estimation
(FQ) How many pots does it take to fill this bucket
(TE) Modelling fill pot, pouring into bucket
(LA) Bucket Estimating
Table Groups:
Estimate how many to fill the bucket using

Yogurt container
Plastic cup

Conclusion share, compare and discuss results.

(KC) Students can estimate how many they think it will take
All students record their own results on work sheet (Appendix B)
(FA) A check list (Appendix A) and work sample
Anecdotal notes: Accuracy of estimation ability
(Adapted from First Steps Measurement, Different containers p.33).

Lesson 3: Learning activity/ies (LA), Key Concepts (KC), Focus Questions (FQ), Teacher Explanations (TE) and Formative Assessment (FA):
Using appropriate Language
(LA) Review capacity
(TE)

Teacher orders by capacity three drink bottles (clear if possible)

Label using labels holds a bit, holds some and holds a lot

(KC) Informal language used to describe capacity

(LA)

Tables have an assortment of items to sort and label by capacity

Uses labels holds a bit, holds some and holds a lot

(LA) Individuals will draw a representation of holds a bit, holds some and holds a lot.

Asked to show and explain their posters

Displayed with definition and wordels

(FA)
Checklist (Appendix B)
Anecdotal notes : ability to uses correct terminology
(Adapted Van de Walle, et. al, 2011.p.381)
Lesson 4: Learning activity/ies (LA), Key Concepts (KC), Focus Questions201 (FQ), Teacher Explanations (TE) and Formative Assessment (FA):
Moving from standard to non-standard
(LA) Watch Mr Bean holiday clip:
In pairs discuss did Mr Bean have:

Knowledge of capacity
Suggest ways he could pack all his clothes?
What do you think Mr Bean could have done differently?

(FQ) Which case do you think will hold the most year 2 jumpers?
(LA) Fill least capacity first.

students place their school jumpers in one by one

tally

Answer the following question

How could we fit more?

Is this an accurate measuring tool?
Why/why not?

(TE) Who knows what millilitre/litre are

Show measuring container

Explicitly show students millilitre/litre

(LA) Students uses online measuring activity of measuring millimetre and litre
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm
(FA) Checklist (Appendix B)
Observation do students understand the concept of using measuring jugs to measure capacity of containers?
(Adapted from First Steps Measurement , 2013. p.12)
Lesson 5: Learning activity/ies (LA), Key Concepts (KC), Focus Questions (FQ), Teacher Explanations (TE) and Formative Assessment (FA):
Litre/millilitre Comparing and Recording
(KC) Understand the purpose of using standard measurements
(TE) Measure container using Litre/millilitre
(D) Table groups

Why is litre/millilitre a good choice measuring capacity?

Share whole group

(LA) Table groups

Given a variety of containers

Place them in estimated order of holds least to holds most as group (uses photographic evidence).

Repeat using standard non-standard units.

Measure each item in litre/millilitres

label the containers with measurement
place into correct order
Photo evidence compare and share.

(FA) Check list (Appendix B)

(Adapted Van de Walle, et. al., 2010.p.381).