E
X
P
L
O
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G
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S
Volume
Mass
E X P LO R I N G
and
Bev
Dunbar
Activities,
blackline masters &
assessment pages
that are fun and
easy to use
M e a s u r e m e n T
L O W E R
P R I M A R Y
2
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Introduction
Exploring Volume and Mass
Measurement is an important aspect of any mathematics program. It is a practical
way to apply number skills to solve problems specific to each student’s stage of
development. Both the classroom and the playground are utilised and a wide
variety of everyday objects can be used as measuring objects.
Exploring Volume and Mass is a companion to the other Measurement books in the
Exploring Maths series. Volume is a measure of the amount of space occupied by
a 3-dimensional object. Capacity relates to containers. It is a measure of the
amount of another substance that a container can hold inside it. For example, a
brick has a fixed volume but no capacity.
Mass is a measure of the amount of substance in a 3-dimensional object. It
remains the same wherever it is measured. Weight relates to the effect of gravity
on a mass. Weight varies depending on where it is measured. For example, in
space you are ‘weightless’ yet your mass is still the same. Most people generally
ignore this distinction and talk only about ‘weight’. In this book, the more correct
word, ‘mass’, is emphasised.
These particular substrands can easily be neglected in schools because they’re
seen as messy, wet or requiring extra equipment. To help inspire you, here are
over 30 action-packed ideas for developing skills in exploring, comparing and
using informal units in fun, practical ways. And the activities range from simple to
challenging to help you cater for different ability groups.
Making your teaching life easier is a major aim of this series. This book is divided
into sequenced units, each packed with enough photocopiable discussion and
activity cards for small groups or a whole class to explore, for up to a week at a
time. You’ll find easy-to-follow instructions, with assessment help in the form of
clearly stated outcomes linked to a checklist (see p.91).
Each activity is designed to maximise the way in which your students construct
their own understandings about volume and mass. The activities are generally
open-ended and encourage each student to think and work mathematically, with
an emphasis on practical manipulation of materials and the development of
language and recording skills. Look forward now, to exploring these concepts
with your students.
Copyright © Bev Dunbar Maths Matters 2001
Reprinted 2004
Exploring Volume and Mass
ISBN 186509 224 X
Published by Blake Education
Locked Bag 2022
Glebe NSW 2037
Series editor: Garda Turner
Illustration and design by Janice Bowles
Printed by Printing Creations
The blackline masters in this book may be reproduced
by the original purchaser for use with their class(es) only.
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Contents
How to use this Book
2
Exploring Volume Language
3
Comparing Volumes
17
Using Informal Volume Units
31
Exploring Displacement
43
Exploring Mass Language
51
Using a Balance
63
Using Informal Mass Units
77
Essential Resources
89
Outcome Indicators Record
91
Sample Yearly Programs
92
Sample Weekly Programs
93
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How to use this Book
Over 30 Teaching Ideas
More than 30 exciting teaching ideas have been placed into 7 sections to assist
your lesson planning for the whole class or small groups. Each activity has
clearly coded learning outcomes and easy-to-follow instructions. Activities are
open-ended and encourage your students to think for themselves.
Over 50 Blackline Masters
There are 3 types of blackline masters.
Label cards
e.g. p.19 Which is larger?
These support free exploration as well as
structured activities. Laminate them for reuse
with small groups.
takes up much more space than
takes up a little more space than
takes up about the same space as
Discussion Cards
e.g. p.58 Is it heavier?
Cut these out, shuffle and use over and over
again for small group games. Photocopy each
set in different colours.
takes up a little less space than
takes up much less space than
19
Exploring Volume and Mass
Activity Cards
e.g. p.42 Blocks
Use these as an additional stimulus for small
group work. The language is simple and
easy-to-follow. Encourage your students to
invent their own activity cards too. You can
laminate them so that they last for years.
a brick
a kitten
a bottle
of drink
a baby
giraffe
a bed
a kang
aroo
an appl
e
Essential Resources Lists
You’ll find suggestions on pages 89 and 90 for
what your maths storage supply can look like in
readiness for teaching Volume or Mass with 5-7
year olds. Collect these as a whole school and
store them centrally.
a bunc
h of ce
e alien
a bicycl
e
58
Exploring
Volume
and Mass
Outcomes Indicator Record
The complete list of learning outcomes is available on page 91.
Use this to record individual student progress throughout each unit.
Try to assess a few students each day.
Sample Weekly Programs
On pages 93 and 94 you’ll find examples of how to organise a 5-day
selection of activities from Comparing Volumes and Using Informal Mass Units
for a whole class.
2
Exploring Volume and Mass
lery
a spac
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How full is it?
What are you trying to do?
★ Fill, empty containers
using a variety of materials (V1-2)
★ Pack a variety of objects into defined spaces (V1-3)
★ Use volume and capacity language (V1-4)
How many can play?
★ Small groups, whole class
What do you need?
★
★
★
★
★
★
★
Empty cartons, boxes, containers
Packing materials, e.g. blocks, marbles, dried beans
Funnels, plastic tubing, cups, spoons
Sieves, e.g. milk cartons cut down with different size holes in the base
Pouring materials, e.g. water, rice, pasta, seeds
How full is it? activity cards (BLMs pp.7,8)
How full is it? worksheet (BLM p.9)
How do you play?
★ Close your eyes. Imagine your hands are full of chocolates. What do you mean
when you say something is full?
★ Imagine you are thirsty and you ask someone for a cup of water. How do you
know if your cup is full or not? Demonstrate by filling a cup with water. Is it full to the
brim or does it have a small gap left?
★ Discuss what happens when you open a carton of milk. Where does the milk come
up to inside? Why? e.g. When you are packing liquids you usually want a gap at
the top of the container to prevent spills.
★ What about a full packet of biscuits? ... a tub of ice-cream? ... a box of apples?
e.g. You usually mean full to the brim when packing solid objects into a container.
★ What happens if you add more to a container that is already full? e.g. Fill a box
with marbles, then predict what will happen if you add more.
★ Walk around your environment, inside and outside, looking for examples of
containers. Predict whether they are empty, half full or full before you check the
contents of each one.
Variations
★ Use the How full is it? activity cards in small groups. You need a partner for each
activity. Explore different ways to fill your containers. Experiment with different
packing materials too. Remember to use water only in suitable wet areas.
★ Fill in the worksheet. Call out instructions for each container. e.g. Draw a line to
show where the milk is in the carton if it is half full.
6
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Pack it in
You need empty containers and
packing materials.
Find different ways to pack your
container to the top.
What makes some containers
easier to pack than others?
What makes some materials easier
to pack?
Fill it up
You need cups, funnels, plastic
tubes, containers and water.
Find different ways to fill your
container to the top.
What makes some containers
easier to fill than others?
Which filling devices are easier
to use?
Exploring Volume and Mass
7
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Pour it in
You need cups, funnels, plastic
tubes, containers.
You need pouring materials too,
e.g. rice, shells, pasta.
Find different ways to fill your
container to the top.
What makes some containers
easier to pour into than others?
What makes some materials easier
to pour?
Can it hold it?
You need sieves and packing or
pouring materials, e.g. marbles,
rice, water.
Find different ways to fill your sieve
to the top.
What makes some sieves more
difficult to fill than others?
What makes some materials
difficult to hold?
8
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How full is it?
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9
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Which holds more?
What are you trying to do?
★ Compare, describe 2 or more
volumes, capacities (V2-1)
★ Identify objects with the same
volume, capacity (V2-2)
★ Order 3 or more volumes, capacities (V2-4)
How many can play?
★ Whole class, pairs, small groups
What do you need?
★
★
★
★
★
Various plastic bottles, sponges, buckets, boxes
Water, balls, blocks
Which holds more? label cards (BLM p.22)
Which holds more? discussion cards (BLM p.23)
Which holds more? activity cards (BLMs pp.24,25)
How do you play?
★ List at least 10 containers you use in daily life, e.g. a can of pet food.
★ Why do you need containers? e.g. To store things in; to carry things from one
place to another.
★ What can you put in a container? e.g. I pack all my clothes in a large suitcase
when I travel.
★ How can you compare containers? e.g. You can sometimes tell just by looking.
How can you check which one holds more? e.g. You can pour things from one
full container to another to see whether it overflows.
★ Take 2 containers, e.g. 2 cans. Demonstrate how to check which one holds
more marbles. Discuss the 5 label cards. Demonstrate how to use them for
recording your discoveries.
★ Find a partner. Find pairs of containers to compare, check then label.
★ Finish with the Which holds more? discussion cards. Take any 2 cards. Decide
which one holds more. Justify why you think this. Try to put three or more in
order from the thing that holds the least to the thing that holds the most.
Variation
★ Use the Which holds more? activity cards in small groups.
Exploring Volume and Mass
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holds much more than
holds a little more than
holds about the same as
holds a little less than
holds much less than
22
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a garbage truck
a storeroom
a school bag
a bookshelf
a paper bag
a shopping trolley
a pelican’s beak
a wheelbarrow
a refrigerator
a bicycle
carry basket
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Bottles
You need 2 bottles.
Which one holds more water?
Guess first, then check.
Find another container you think
holds even more. Check.
Mix up the 3 containers.
Ask a friend to put them in order
from the one that holds the least,
to the most.
Sponges
You need 2 sponges.
Which one holds more water?
Guess first, then check.
Find another sponge you think
holds even more. Check.
Mix up the 3 sponges.
Ask a friend to put them in order
from the one that holds the least,
to the most.
24
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Buckets
You need 2 buckets.
Which one holds more balls?
Guess first, then check.
Find another container you think
holds even more. Check.
Mix up the 3 buckets.
Ask a friend to put them in order
from the one that holds the least,
to the most.
Boxes
You need 2 boxes.
Which one holds more blocks?
Guess first, then check.
Find another box you think holds
even more. Check.
Mix up the 3 boxes.
Ask a friend to put them in order
from the one that holds the least,
to the most.
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Grocery detective
What are you trying to do?
★ Predict, interpret actions of an
equal arm balance (M2-2)
★ Order 3 or more masses by hefting,
check using a balance (M2-3)
How many can play?
★ Small groups
What do you need?
★
★
★
★
★
Grocery items, e.g. cans, bottles, boxes
Balances
Blindfolds
Grocery pictures (BLM p.69)
Workbook, pencils, scissors, paste
How do you play?
★ What do you think is as heavy as this can? Why?
★ Pass around a range of grocery items. Which one feels the heaviest? Which
one feels the lightest? Do any items feel as heavy as each other?
★ Are you a successful grocery detective? In turn, put on the blindfold and place
3 groceries in order from lightest to heaviest just by hefting.
★ Remove your blindfold. Check what happens when you use the balance to
compare your groceries.
★ Try this again using more than 3 groceries. How many different items can you
successfully place into order by heaviness?
★ Record your discoveries by drawing pictures to show your final order.
Variation
★ Instead of drawing, cut out grocery pictures which represent the items you
hefted. Paste these into order of heaviness in a workbook.
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Fat cats
What are you trying to do?
★ Solve problems using mass concepts
★ Work cooperatively as a team
How many can play?
★ Pairs or small groups
What do you need?
★ Fat cats problem (BLM p.88 - cut into 6 strips)
How do you play?
★ Discuss your pets. Would your pet be the heaviest? Why?
Whose pet would be the lightest? Why?
★ Imagine you are a vet. You have to give medicine according to how
heavy each animal is. A customer comes in with four very fat cats.
How could you put them in order according to heaviness?
Discuss suggestions.
★ Look at the Fat cats problem. The strips tell you a story. Discuss the
problem in your own words. How can you work out your answer?
★ Work together to find a solution. What different strategies do
you use?
★ Check your solution against each statement.
★ When you are convinced your solution is correct, see if you can
discover another possibility.
Variation
★ Invent your own problem about heavy animals for another team
to solve. Try to make it have more than one solution.
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There are four fat cats.
The cats’ names are Tom, Ming,
Sam and Puss.
Tom is heavier than Ming.
Puss is not the lightest.
Sam is lighter than Ming.
Which cat is the heaviest?
88
Exploring Volume and Mass
EXPLORING VOLUME AND MASS
MEASUREMENT
LOWER PRIMARY
The Exploring Maths series is designed to provide busy teachers
with practical resources that are mathematically up-to-date, fun and
easy to use. Each book contains a wealth of activities, blackline masters
and assessment tasks for a whole life-time of teaching. These activities
encourage your children to think mathematically by exploring,
experimenting, being creative and taking risks. By asking questions and
active discovery, children learn to enjoy using mathematics as part of
their everyday lives.
Exploring Volume and Mass includes:
• Seven carefully sequenced units which
develop skills in practical measurement
• Over 25 activity-based, easy-to-use
teaching ideas
• A sample yearly maths overview
• Two sample weekly programs
• Useful activity cards for independent
small group work
• An outcome indicators record for
assessing individual progress
• Over 50 blackline masters
In fact, almost everything you need
to explore volume and mass
in your classroom.
About the author
Originally a primary school teacher, Bev Dunbar is now actively involved in
teacher education as a Mathematics Consultant and University Lecturer
in Mathematics Education.
Bev is a passionate believer in fun, practical resources which help teachers make
maths lessons a highlight of the day.
Titles in the Exploring Maths series
NUMBER
Exploring 1-5
Exploring 6-10
Games and Activities
for 0-10
Exploring 0-50 Numeration
Exploring 0-50 Operations
E
X
P
L
Numbers to 50 Picture Pack
Exploring 0-100 Numeration
Exploring 0-100 Operations
Exploring Calculators
Exploring Fractions
Exploring Money
O
R
I
N
MEASUREMENT
Exploring Length/Area
Exploring Volume/Mass
Exploring Temperature/Time
ISBN 1-86509-224-X
9 781865 092249
G
M
A
T
H
S