TOPIC
Strand: Measures
Capacity
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Select and use appropriate instruments of measurement.
Estimate and measure capacity using appropriate metric units.
1. Estimating, comparing, measuring and recording capacity using appropriate metric units (¬, m¬)
and selecting suitable instruments of measurement.
2. Renaming units of capacity in litres and millilitres.
3. Renaming units of capacity using decimal and fraction form.
4. Solving and completing practical tasks and problems involving the addition,
subtraction, multiplication and simple division of units of capacity.
1. Applying and problem-solving: Selecting appropriate instruments to measure capacity, applying
the concept of capacity in a variety of contexts, analysing a problem involving constructing an
instrument of a given capacity and plan an approach to solving the problem.
2. Communicating and expressing: Connecting informally held ideas on the concept of capacity
with formal mathematical ideas, recognising mathematics in the environment, representing
mathematical ideas using materials; understanding the connection between capacity and
instruments that measure capacity.
3. Reasoning: Making hypotheses and carry out experiments to test them, reasoning systematically
in a mathematical context, justifying processes and results of mathematical activities.
4. Implementing: Using appropriate manipulatives to carry out measurement procedures.
Graduated jugs, graduated cylinders, variety of vessels to be measured for capacity, materials to
construct a measuring instrument, e.g. plasticine
Graduated jug, graduated cylinder, measure, estimate, compare, millilitres, litres,
vessel, instrument, measuring units, capacity, intervals, levels
1. Planning is important for this unit as students will require a large number of
vessels and measuring instruments to engage with the concrete tasks designed.
2. Revise the concept of thousandths (unit on Decimals) as renaming is extended
to thousandths on page 178 of the unit.
3. Revise expressing fractions as decimals and decimals as fractions, as these concepts and
processes are required in the renaming of units.
Fans:
How many millilitres are there in 12 of 1 litre, 14 of 1 litre, 18 of 2 litres,
9
10 of 3 litres, etc.
How many of 500 m¬ can be poured from 1 litre, 250m¬, 50m¬, etc?
Sound of number:
Each drop is worth 12 litre, 125m¬, 200m¬, etc. How much liquid was poured each time?
Target board 9:
Put the measures in order from highest to lowest in the first row, second row, third column, etc.
What must be added to each to make 1 litre.
Loop game:
Capacity
1. Extend the activity in ‘Share It!’ textbook page 180. Get students to design and create vessels of
varying capacity, e.g. 5m¬, 10m¬, 50m¬, 100m¬.
2. Investigate the quantity of water consumed by each child per day. Construct graphs showing the
average intake of various liquids in the class, e.g. orange juice, tea, milk.
3. Investigate the water content in various foods and drinks, e.g. in processed meats, in soft drinks.
4. Investigate the concept of displacement of water.
Which answer is the most accurate for the capacity of each of the following?
1. Teaspoon: 5 litres, 5 millilitres, 0.5 litres. (5m¬)
2. Mug: 200m¬, 2 litres, 200 litres. (200m¬)
3. Large bottle of water: 2m¬, 200m¬, 2 litres. (2 litres)
4. Petrol tank of a family car: 600m¬, 600 litres, 60 litres. (60 litres)
5. Bath: 250m¬, 25 litres, 250 litres. (25 litres)
6. Shampoo used to wash hair: 0.5 litres, 5m¬, 5 litres. (5 m¬)
7. Bucket: 50m¬, 500m¬, 5 litres. (5 litres)
8. Drop of water: 0.5m¬, 5m¬, 5 litres. (0.5m¬)
Higher attainers:
1. Word problems and number line activities.
2. Activity A on page 179 will provide a stretch for higher attainers.
Topic
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1. Position the following quantities on the number line.
(a)
7
1000 ¬
(b)
1
100 ¬
(c) 0.03¬
(d) 0.015¬
(e)
0.5
0
23
1000 ¬
(f) 0.035¬
(g)
4
100 ¬
(h) 0.048¬
2. Fill in the missing symbol > = <.
(a) 0.05¬
(c) 1.2¬
(e) 0.07¬
(g) 1 34 ¬
5m¬
120m¬
700m¬
1700m¬
(b)
1
10 ¬
100m¬
(d)
4
5¬
800m¬
(f)
3
100 ¬
30m¬
7
(h) 2 1000
¬
2007m¬
3. Solve the following.
(a) Write 4566m¬ as litres using the decimal point.
(b) How many 250m¬ glasses of orange can be filled from a 2 litre bottle?
(c) How many teaspoons of 5m¬ can be taken from a cough bottle of 60m¬?
(d) What is 3 12 times 400m¬? Write your answer in litres using the decimal point.
(e) Express 200m¬ as a fraction of 2.46 litres.
(f) Express 0.7 litres as a percentage of 1000m¬.
(g) What is the difference between 0.05 litres and 500m¬ ?
(h) How many 300m¬ glasses of orange can be poured from a 2.1 litre bottle?
(i) Share 0.75 litres of water equally among 3 people.
Name: _______________________________________
© Folens Photocopiables
(j) What must be added to 80m¬ to make 1 litre?
Date: ___________________
163
Fractions: Finding a unitary or multiple fraction of a number, expressing a number as a fraction of
another number
Decimals: Finding a decimal fraction of a number; changing a quantity from a decimal to a fraction
and vice versa; expressing one number as a decimal fraction of another number
Data: Representing information using graphs
Measures: Money – Adding, subtracting, multiplying and dividing quantities of money
Visual arts: Designing and constructing a vessel
SESE Science: Displacement, measuring quantities, designing and making a vessel
SPSS: Recommended daily intake of water
In the home, children should be encouraged to investigate the capacity of everyday objects, e.g.
kettle, teaspoon, soup spoon, yoghurt pot, saucepans. They may also carry out investigations and
calculations involving capacity, e.g. to work out how many full kettles would fill the bath, how
much water is used when the shower is on for 5 minutes.
Notes
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