Measurement Lesson Plan
Monday, February 11th
Topic: Measurement: Volume & Capacity
Grade: 3
SOL(s): 3.9b) The student will estimate and use U.S. Customary an metric units to measure
liquid volume in cups, pints, quarts, gallons, and liters.
Objective(s): After completing an estimation lab on capacity, students will be able to name the
customary units from smallest to largest in addition to complete facts on how many of one unit it
takes to measure another (example: how many cups does it take to make a pint?)
Materials:
Measuring Cup
Containers of varying capacities (cups, pints, quarts, gallons)
Water/Sink
Paper towels
Customary Capacity Lab
Pencils
Dry Erase board
Anticipatory set:
Ask the class “What is a liquid?” Hold up a container of a certain size. Ask the class. How could
I fill this with liquid? This is the definition of capacity: the amount of liquid a container holds.
Show the definition of capacity on the yellow poster paper that MT has made. Ask if anyone
knows how we measure capacity using the customary system of measurement?
Whole-class teacher instruction:
1. We measure capacity using cups, pints, quarts, and gallons. Cups are the smallest units,
and gallons are the biggest. Make some comparisons. “Would you use cups or gallons to
fill a bathtub?”
2. Pass out the capacity lab and go over it step by step. Students will work as a class to
predict and find out how many units of one kind make up the larger kind.
3. Ask students to grab their folder, a pencil, and their sheet.
4. Gather around the side table and have students at the two closest groups of desks stay
seated.
5. Hold up the two quart containers. Ask the class “Which one do you predict will hold
more water?”
6. After students predict, then fill them up. This shows that they hold the same amount; size
of the bottle doesn’t matter.
7. Then, start completing the lab.
Guided practice:
8. Show that 1 cup equals the amount in the smallest water bottle by pouring it inside.
9. Ask for students to predict how many cups equals the next amount, a pint. Let students
observe the bottles. Then ask for a volunteer to come and pour water into it.
10. Students fill out the Actual part of the first worksheet. Then, they complete the
conversion. 2 cups = 1 pint. Write this out on the board for students to see.
11. Go on doing this same routine for the next 2 questions. For the last one, go over how
students got the amount of cups.
12. To challenge students, ask them how many cups would be in 2 pints, or 2 quarts. This
will get them thinking about the relationships and conversion.
Group/Individual practice:
13. Ask students to return to their desks.
14. Ask students what they learned about cups, pints, quarts, and gallons? Which one is
smaller? Which one is greater?
Group share:
15. Students share what they learned.
Closure:
16. Ask them questions using the wording “Which unit would be best to measure…”
Assessment:
 Informal Assessment:
o What do students know about capacity?
o Questioning allows students to make comparisons.
o Can students figure out a pattern?
Modifications for Diverse Learner Needs:
 Students are introduced to capacity as a whole group, based on their contributions.
 Students have opportunities to physically experience the relationship between customary
units of capacity.
 Models and actual containers serve as a visual; these will be left in the back of the
classroom for students to reference throughout the unit.
 A poster will be displayed in the room to serve as a visual as well.
Name:__________________________
Customary Units of Capacity: How Many Does it Equal?
1. How many cups does it take to make 1 pint?
Estimate:____________
Actual:____________
___ c = ___ pt
2. How many pints does it take to make 1 quart?
Estimate:___________
Actual:____________
____ pt= ____qt
3. How many quarts does it take to make 1 gallon?
Estimate:___________
Actual:____________
_____ qt = ____ gal