LESSON PLAN: Capacity - Mindset Learn
Transcript of LESSON PLAN: Capacity - Mindset Learn
LESSON PLAN: Capacity
Dear Teacher
I hope that the following lesson description will help to improve your teaching strategy in your
classroom. It was particularly designed with you the teacher in mind. The methods used are fun,
easy and cost effective. I hope you will find it useful and apply the methodology with a positive
and enthusiastic approach.
Before we can begin any lesson we must understand the following:
What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing, representing
and investigating patterns and qualitative relationships in physical and social phenomena and
between mathematical objects themselves. It helps to develop mental processes that enhance logical
and critical thinking, accuracy and problem-solving that will contribute to decision-making.
(quoted from the CAPS document)
Every Mathematics lesson should be hour 24 minutes per day for Grades 1 to 3.
Specific Skills
To develop essential mathematical skills the learner should:
• develop the correct use of the language of Mathematics;
• develop number vocabulary, number concept and calculation and application skills;
• learn to listen, communicate, think, reason logically and apply the mathematical knowledge
gained;
• learn to investigate, analyse, represent and interpret information( quoted from the CAPS document)
Subject Mathematics
Content Area Measurement
Topic Capacity/ Volume
Concept Estimate and measure, compare and order the capacity of containers
by using standard measures e.g. spoons and cups.
Describe the capacity of the container by counting and stating how
many of the informal units it takes to fill the container e.g. the bottles
has the capacity of four cups.
Educator Bronwen Fawkes
School Irene Primary School
Grade 3
Weighting and Time allocation of Content Areas in
Foundation Phase
Weighting per Content Area Time
Grade 1 Grade 2 Grade 3 Time per week
Numbers,
Operations and
Relationships*
65% 60% 58% 120 minutes
Patterns,
Functions and
Algebra
10% 10% 10% 80 minutes
Space and Shape
(Geometry)
11% 13% 13% 80 minutes
Measurement 9% 12% 14% 80 minutes
Data Handling
(Statistics)
5% 5% 5% 60 minutes
Note: This lesson plan is only part of an entire daily Mathematics lesson.
You should include as part of this lesson plan:
� Counting
� Mental Mathematics
� Consolidation of concepts
� Problem Solving
� Group work
� Independent Activities
Content Area Topic Concept and skills for the year Grade 1
Concept and skills for the year Grade 2
Concept and skills for the year Grade 3
Measurement Capacity Describe the
capacity of the
container by
counting and stating
how many of the
informal units it
takes to fill the
container e.g. the
bottle has the
capacity of four
cups
Describe the capacity of the
container by counting and stating
how many of the informal units it
takes to fill the container e.g. the
bottle has the capacity of four
cups Introducing formal measuring
• Estimate, measure, compare,
order and record the capacity of
objects by measuring in litres
• Compare, order and record the
capacity of commercially
packaged objects whose capacity
is stated in litres e.g. 2 litres of
milk, 1 litre of cool drink, 5 litres
of paint
Describe the capacity of
the container by counting
and stating how many of
the informal units it takes
to fill the container e.g.
the bottle has the capacity
of four cups
Introducing formal
measuring
• Estimate, measure,
compare, order and record
the capacity of objects by
measuring in litres, half
litres and
quarter litres
• Compare, order and
record the capacity of
commercially packaged
objects whose capacity is
stated in litres e.g. 2 litres
of milk, 1 litre of
cool drink, 5 litres of paint
or stated in millilitres e.g.
500 millilitres of milk,
340 millilitres of cool
drink, 750 millilitres of
oil.
• Know that a standard
cup is 250 millilitres
• Know that a standard
teaspoon is 5 millilitres
(No conversions between
millilitres and litres
required)
Apparatus
1. Items from home which shows capacity measurement in litres and millilitres
( bottles of spice / cool drink bottles)
2. Containers to estimate measurement ( cups / tea spoons )
3. Buckets of water
4. Newspaper advertisements
5. Large sheets of blank paper
6. Glue
Definition
Capacity: The amount that something can hold. It is the volume of a container given in terms
measurement.
Litre
A litre is just a bunch of millilitres put all together. In fact, 1000
millilitres makes up 1 litre:
1 litre = 1,000 millilitres
This jug has exactly 1 litre of water in it.
Litres are often written as L (for short), so "3 L" means "3 Litres".
Difference: The result you get when you subtract one number from another
Estimation: A close guess of the actual value usually involves some thought of calculation.
Collage: A collections of items or objects glued or pasted to a surface.
Teaching Methods
• Discuss Capacity with the class. Ask a few questions to introduce the lesson.
� What is capacity?
� How is it measured?
� Why is it important to know how much a container can hold?
� What is the difference between mass and capacity?
� Why is it important to estimate?
• Bring varies items which are measured in L or ml to class and show them to the learners.
• Learners need to understand which items can be measured in L and ml. ( spices , lotions,
shampoo, juice etc)
• Ask the learners to estimate the capacity of the items which you have brought. Once they
have given their estimation it is a good idea to give them the actual amount and to work out
the difference. ( see activity sheet it is the same one the learners would use in their group
activity )
• Discuss everyday capacity holder - teaspoons, cups and bottles - ask the following
questions:
� How much water does a cup hold?
� How many cups of water will fill a litre bottle?
� How much water does a teaspoon hold?
� How many teaspoons of water will fill this cup?
� How many cups of water will fill this bucket?
• Once a good understanding of capacity has been created move on to the group work lesson.
� Learners are split into groups of 4 ,5 or 6.
� Each group has a big bucket of water, cups and teaspoons. ( see worksheet )
� Each learner has a capacity worksheet. ( see attached )
Look discuss as a group estimate as an individual fill in estimation
do actual measuring as group check to see if the whole group is done
calculate difference
• Once the groups are done the learners have to make collage of items which are measured in
ml or l. This will help in the consolidation of the concept capacity. Large sheets of paper
and newspaper advertisements are required for this activity.
References:
www.mathsisfun.com
www.superteacherworksheets.com
www.primaryresources.co.uk
www.sparklebox.co.uk/sa
Estimate Actual Difference
How many 5ml spoons
fill in a 100ml jug?
How many 250ml cups
fill a 500ml jug?
How many 200ml jugs
fill a litre jug?