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. |
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