Capacity
Measures
Capacity
Estimate, compare, measure and record the capacity of a wide variety of containers using
non-standard units.
Select and use appropriate non-standard measuring units and instruments.
Estimate, measure and record capacity using litre, half-litre and quarter-litre bottles.
Solve simple problems.
1. Estimating, comparing, measuring and recording capacity using non-standard units.
2. Selecting and using appropriate non-standard measuring units and instruments.
3. Estimating, measuring and recording capacity using standard unit (the litre) and solving simple
problems.
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1. Reasoning: Classify objects into categories (e.g. full/empty, millilitre/litre). Guess and carry
out experiments to compare the capacity of objects. Justify the processes they used and draw
conclusions based on the results of the experiments.
Jugs, bucket, basin, cup, bottles, bowl, yoghurt pots
Full, empty, measure, compare, estimate, litre, nearly full, nearly empty, half,
quarter, container, holds more, holds less, capacity, exactly
General lesson suggestions
1. Units of measurement
Give the children a box with containers of differing shapes and sizes. The children must first
estimate and then order the containers starting with which holds the most liquid to the container
which holds the least amount of liquid. The class should then check to see if they’re correct.
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2. Why do we use standard units?
In pairs, the children discuss the appropriate use of measurement units. They should compare
standard and non-standard units. Why do we use standard units? What unit would you use (¬ or
m¬) to measure the capacity of a can of cola and then a swimming pool. Ask the children to suggest
reasons why some liquids are sold in a variety of different-sized or different-shaped cartons.
3. Rainbow water
Ask the children to mix a certain amount of coloured water to come up with a new colour. Working
in groups the children suggest a goal colour to make with the different amounts of colour and food
colouring. What happens if there is an extra ¼¬ or ½¬ of water added to the mixture?
4. Measuring amounts
Children should discuss the different products they have at home and the measurement on each
package. They should then experiment with how many small juice bottles fill a large juice carton.
The children should be able to conclude that two ½-litre bottles are the same as four ¼-litre bottles,
which are the same as one 1-litre bottle.
Activity A
The children should place a counter over the answer to each question:
1. This item will hold the least amount of water. (cup)
2. This item that will hold the most amount of water. (swimming pool)
3. Cover the item that can be filled to capacity by using 5 full cups of water. (jug)
4. Finally place a counter on the item that ten jugs would fill. (bucket)
5. The class can now identify which item remains uncovered. (fish tank)
The activity can be played again with a member of the class
making up different questions and the children placing a counter
over the answers.
Lesson suggestions
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Students should make a collection of different-shaped containers that hold the same amount.
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Students collect items and display them on the maths table. These items are listed as items that are
measured with litres and millilitres: m¬ = yoghurt, minerals, toothpaste; ¬= milk, large Coke, large
juice cartons. List items that are more than, about and less than a litre.
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Discuss the appropriate use of measurement units. Compare standard and non-standard units.
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Students estimate and compare the capacities of the items collected on the maths table, e.g. water
from 2 bottles of milk fit in a large Coke bottle, water from 5 yoghurt pots will fill a 1-litre container
of milk.
Differentiation
Lower attainers:
For more practice the children should discuss the different products they have at home and the
measurement on each package. They should then experiment how many small juice bottles fill a
large juice carton etc. The children should be able to conclude that 2 ½l bottles are the same as
4 ¼l bottles which are the same as a litre bottle.
Higher attainers:
Ask the children to mix a certain amount of coloured water to come up with a new colour. Working
with a friend the children suggest a goal colour to make with the different amounts of colour and
food colouring. What happens if I add an extra ¼l or ½l of water?
Linkage
Number: Counting and numeration, addition, subtraction, estimation, fractions
Data: Records liquid
Measures: Length, capacity, weight
Integration
SESE Science: Conducting experiments (rainbow water)
Parents can encourage their children by pointing out various different measurements on the
side of liquid bottles around the house and when shopping. Children should also explore
pouring liquids from one container to the other taking note of the measurements being used.
Encourage children to identify independently the measurements millilitres and litres.
Notes
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