Math 5: Space & Shape – Capacity Centres
SS5.4: Demonstrate an understanding of capacity by: ••describing the relationship
between mL and L ••selecting and justifying referents for mL or L units ••estimating
capacity by using referents for mL or L ••measuring and recording capacity (mL or L).
[C, CN, ME, PS, R, V]
Unpacking the Outcome
Demonstrate  Understanding (of Capacity using ml and L).
Describe  relationship (between ml and L).
Select  Referents
Justify  Referents
Estimate  capacity (referents)
Measure  Capacity (referents)
Record  Capacity (using Referents for ml and L).
Outcome (circle the verb and underline the nouns or noun phrases)
SS5.4 Demonstrate understanding of capacity by: describing the relationship between ml and
L, selecting and justifying referents for ml or L units, measuring and recording capacity (ml or
L), estimating capacity by using referents for ml or L.
KNOW
Vocabulary: capacity, referent,
estimate, measure
How to:
 Choose and use referents
Concepts:
 The relationship between
ml and L.
 Units for measuring
capacity
 Strategies for sorting and
order containers based on
capacity
UNDERSTAND
a.There are many strategies
for selecting and using
referents to determine
capacity of containers; some
are more accurate than
others.
b.Multiple units can be used to
determine the capacity of
containers; multiple units are
used in all forms of
measurement
c.Estimation is easier when
using a referent.
d.There is a connection
between units for measuring
capacity and the units chosen
depend on context.
BE ABLE TO DO
a.Show, using concrete
materials, that 1000ml has the
same capacity as 1L.
b.Provide and explain the choice
of referent for ml or L.
c.Estimate, using a referent, the
capacity of containers.
d.Determine the capacity of a
container, and explain whether
it is an exact measurement or an
estimate.
e.Sort containers from least to
greatest capacity, and explain
the strategy used.
ESSENTIAL QUESTIONS
1. What is the best strategy for me to determine the capacity of a container?
2. How are units related and how do I know when to use each unit?
3. What are strategies for estimating?
Assessment:
Formative:
Entry ticket
Feedback during centre
Summative:
Problem solving task sheet (use rubric)
Exit Slip
Learning Plan:
Math Problem solving groups – DI- ed
Students will be split into four groups, within those four groups they will be working on
level appropriate problems
Before:
Entry ticket with Manipulatives
Discussion – what do we know
During – problem activities
- Students will be put into pods throughout the classroom and be given manipulatives
to help them solve their problems
- Groups 1 & 2 will complete their problem and if time they will begin the other
problem
- Groups 3 & 4 will complete their problem and if time they will begin the other
problem as well.
Group 1: The Aquarius Problem
You have to measure exactly 4 liters of
water, but you only have a 3-liter bottle
and a 5-liter bottle. How do you do it?
http://www.scientificpsychic.
com/mind/aqua1.html
Group 3:
Sorting containers from least to greatest
and using manips to help sort objects
After:
Group 2: Problem- Students research to
find the answer how many ml of water per
day. They then set up a chart or however
they see fit to solve for one week and one
month..etc.
Connection. ----- Build a rectangular prism
out of base ten materials that would
represent about how much water you should
drink in one day. What is the connection
between volume and capacity?
Group 4:
Soup Can problem
Group 1:
Your task: You will need to read the problem below. Then, use the manipulatives given to
you to help solve your problem. Document your thinking in the space below. Use pictures,
numbers and words to show your work. Remember to make connections and communicate
all your understanding.
The Aquarius Problem
You have to measure exactly 4 liters of water, but you only have a 3-liter bottle
and a 5-liter bottle. How do you do it?
Group 2:
Your task: You will need to read the problem below. Then, use the manipulatives given to
you to help solve your problem. Document your thinking in the space below. Use pictures,
numbers and words to show your work. Remember to make connections and communicate
all your understanding.
Group 3:
Your task: You will need to read the problem below. Then, use the manipulatives given to
you to help solve your problem. Document your thinking in the space below. Use pictures,
numbers and words to show your work. Remember to make connections and communicate
all your understanding.
You have a series of containers. Sort them from the least capacity to the
greatest capacity.
Group 4:
Your task: You will need to read the problem below. Then, use the manipulatives given to
you to help solve your problem. Document your thinking in the space below. Use pictures,
numbers and words to show your work. Remember to make connections and communicate
all your understanding.
A can of soup holds 400 ml.
a)
How much soup do 5 cans hold?
b)
Each person needs 200 ml of soup. So how many cans do we need for 10
people?
c)
For a party, I need enough soup for 8 people. How much soup is that in ml?
MATH 5: Space & Shape Capacity Entry ticket
Math 5: Space & Shape Capacity Exit Slip
Look at the “I can” statements below. Based on what you practiced
today and know so far, assess what you know. Rate yourself under
each statement and explain what your strengths and areas still needing
help are for each.
I can demonstrate an understanding of Capacity using ml and L.
Exceeding
Meeting
Strengths
Beginning to Meet
Not Yet Meeting
Areas I still need help & what you
don’t understand
I can estimate the capacity of a given container using a referent
(example)
Exceeding
Strengths
Meeting
Beginning to Meet
Not Yet Meeting
Areas I still need help & what you
don’t understand
I can measure the capacity of a container.
Exceeding
Meeting
Strengths
What I learned today:
What I am still wondering:
Beginning to Meet
Not Yet Meeting
Areas I still need help & what you
don’t understand