School Boards



|Grade: 5 |Lesson Title: Comparing Volume, Mass and Capacity |Date: April 7/14 |

|Curriculum Expectations |

|-Determine the relationship between capacity and volume by comparing the volume of an object with the amount of liquid it can contain or displace. |

|-Select and justify the most appropriate standard unit to measure mass, capacity and volume. |

|What do students need to know and be able to do? |

|~ procedures to measure volume, capacity and mass |

|~ the various units of measurements for liquids and solids and when to appropriately use each unit. (mL, L, mg, g, kg, tonne, cubic cm) |

|~ comparing capacity and volume (mL to cubic cm) |

|~ understand the meaning of capacity, volume, and mass |

|Learning Goals |

|Content: |Process: |

|Students are able to properly describe and estimate volume, capacity and mass of an |Select and use a variety of learning tools and appropriate computational |

|object (juice box). |strategies to investigate mathematical ideas and to solve problems |

| |Develop and apply reasoning skills to make and investigate conjectures and |

| |construct and defend arguments. |

|Lesson Components |Anticipated Student Responses and Teacher Prompts / Questions |

|Action! | |

|Using pictures, numbers and words, describe and estimate how you would find the volume, mass and|Anticipated Student Responses and Possible Misconceptions |

|capacity of a Juice Box. |Volume |

| |~describe the process for volume (formula, area of base, length, |

|The aim is to have students describe the process (without measuring). |width, height) |

| |~ displacement to discuss volume (drop object in water) |

|In pairs, student work on an assigned concept (volume, mass, or capacity) to develop a |~ relate cubic cm to a mL |

|description and estimate. | |

| |Capacity |

|Students come together in larger groupings to discuss description and estimation. Record ideas |~liquids (mL, L) using the correct unit of measure |

|on chart paper. |~how to use the devices to read and measure quantity of water |

| |~use of imperial instead of metric system |

| |~amount of material to fill a container |

| | |

| |Mass |

| |~using the correct unit measure for solids (mg, g, kg) |

| |~understand the difference between a lighter to heavier weight |

| | |

| |Students may struggle with aligning formulae and units of |

| |measurement across the three concepts |

| |Students may confuse units of measurement and may not remember |

| |some aspects of measurement formulas. |

| |Students may struggle describing the process. |

| |Sample Scaffolding Questions |

| |How else can you represent this? |

| |How are these ___the same or different? |

| |If I do ____, what will happen? |

| |How can you prove your answer or verify your estimate? |

| |How do you know? |

| |Have you found all the possibilities? |

| |How could you arrive at the same answer in a different way? |

|Minds-On |AFL |

|Questioning the students as a whole group to review: |What are we listening and looking for from the student |

| |conversation and responses? |

|~meaning of volume, mass, capacity |~Use of terminology |

|~units of measure for each |~Formula |

| |~Units of measure for volume, capacity, and mass |

| | |

|Lesson Components (cont’d) | |

|After / Consolidation / Reflecting and Connecting |Highlights and Summary (What did students uncover? i.e. Learning |

| |Goal, Success Criteria) |

| |~students estimated well |

|Each poster is presented to the students to expand on thinking to pull out an effective process |~students require further guidance with describing the process |

|to measure the juice box. |~ in consolidation, we will pull their explanation verbally as |

|[pic] |many were discussing in their groups, but it did not make it to |

|Where did you get these values and/or why did you choose these values? |paper -- idea: video this type of group work in the future to |

|What other methods could you use? Displacement? |improve DI |

| |~ some students require guidance on proper use of measure for mass|

|Discussion about the difference between volume and capacity measures. |- mixed up mg and mL (mass and capacity) |

| | |

|[pic] | |

|What tools in the classroom are available to measure capacity? ~measuring cup, compare other | |

|containers | |

|Why did you take the measuring cup and divide it in half? | |

| | |

| | |

|[pic] | |

|Why did you use mL and compare it to mg? | |

|Is there a tool around the classroom you could have used to help you answer this question? How | |

|have we performed this task previously? | |

| | |

|Teacher adds student ideas to the chart paper. | |

| | |

|Students verify reasonableness of estimates with shared student input. | |

|Independent Practice: |Student Next Steps |

|Exit Card |(Large Group/Small Group/Individual) |

|Reflection | |

|Homework | |

|In table groupings students measure the volume, capacity, and mass of the juice box using the |All students can determine volume of an object. |

|procedures described. | |

| |Students understood the correct unit of measure for mass and |

|Students compare their estimate to the measurement. |volume. |

| | |

|Exit card: |Small group: |

|In class, use another object(s) and complete task again to reinforce process. A graphic |proper units of measure, procedure for measuring capacity |

|organizer will be provided. | |

| |Large group: |

| |Students had some difficulty using the scale to measure mass. |

| |review the difference between volume and capacity, and between |

| |mass and capacity. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download