Capacity
Objective To review units of capacity.
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Ongoing Learning & Practice
Key Concepts and Skills
Creating a Bar Graph
• Use division to solve conversion problems. Math Journal 2, p. 306
Student Reference Book, p. 302
Students create a bar graph to display
population data.
[Operations and Computation Goal 4]
• Describe relationships among units
of capacity. [Measurement and Reference Frames Goal 3]
Key Activities
Ongoing Assessment:
Informing Instruction See page 887.
Students review equivalencies between units
of capacity. They start a classroom Liter and
Milliliter Museum. Students compare
capacities by measuring.
Math Boxes 11 7
Key Vocabulary
Ongoing Assessment:
Recognizing Student Achievement
cup pint quart gallon capacity liter milliliter
Math Journal 2, p. 307
Students practice and maintain skills
through Math Box problems.
Use Math Boxes, Problem 4. [Measurement and Reference Frames
Goal 3]
Materials
Math Journal 2, pp. 305, 305A, and 305B
Student Reference Book, p. 137
Study Link 116
measuring cup empty milk cartons (pint,
quart, _12 gallon, gallon) chart paper
(optional) per group: 1 eyedropper,
1 liter pitcher, 1 graduated beaker, 2 liters of
water slate index cards containers of
various capacities
Curriculum
Focal Points
Study Link 11 7
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Estimating Capacity
Math Masters, p. 389
empty containers of various sizes pourable
substance, such as sand
Students sort containers according
to capacity.
EXTRA PRACTICE
5-Minute Math
5-Minute Math™, p. 132
Students convert among customary units
of capacity.
ELL SUPPORT
Building a Math Word Bank
Differentiation Handbook, p. 140
Students add the term capacity to their
Math Word Banks.
Math Masters, p. 334
Students practice and maintain skills
through Study Link activities.
Advance Preparation
In preparation for the Liter and Milliliter Museum in Part 1, gather containers of various capacities. See
page 886 for more information.
For Part 1, you will also need a 1-liter pitcher filled with water, a milliliter of water held in an eyedropper
(20 drops), and 5 additional containers of varying capacities (under 2 liters).
For the optional Readiness activity in Part 3, identify several containers by letter (A, B, C, …), designating
a middle-size container as the target capacity.
Teacher’s Reference Manual, Grades 4–6 pp. 13, 44–46, 216–218, 222–225, 233–237
884
Unit 11
3-D Shapes, Weight, Volume, and Capacity
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Getting Started
Mental Math and Reflexes
Pose problems involving the multiplication of a fraction by a whole number.
Have students find each product in simplest form. Suggestions:
=5
10 ∗ _
2
1
=7
10 ∗ _
10
= 3_
7∗_
2
2
18 ∗ _
=3
6
1
12 ∗ _
=9
4
12 ∗ _
= 2_
5
5
36 ∗ _
=4
9
24 ∗ _
=9
8
6∗_
= 2_
8
4
7
1
3
1
3
1
1
2
3
1
Math Message
Study Link 11 6 Follow-Up
Fill in the missing numbers in the Math Message
problems at the top of journal page 305.
Have partners compare answers and strategies.
Ask volunteers to share the number sentences
they wrote for Problems 9 and 10.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
(Math Journal 2, p. 305)
ELL
Display the cup, pint, quart, half-gallon, and gallon containers.
Ask students to identify each. Review the answers to the Math
Message. To support English language learners, have students
model the equivalencies by pouring water or another substance
from one container into the other.
Ask: Did anyone figure out the meaning of the picture next to the
Math Message problems? The “frame” is in the shape of the letter
G. It represents the word gallon. Inside the G, there are four Qs.
Each Q represents the word quart. Inside each Q, there are two
Ps. Each P represents the word pint. Inside each P, there are two
Cs. Each C represents the word cup.
Explain that cup, pint, quart, and gallon are units of capacity in
the U.S. customary system. Capacity is a measure of the amount
of liquid or other substance a container can hold. Capacity is a
type of volume measure. Tell students that the liter is a unit of
capacity in the metric system. A liter and a quart container will
hold approximately the same amount of liquid.
Adjusting the Activity
Student Page
Date
11 7
K I N E S T H E T I C
1 pint =
1 quart =
1 half-gallon =
1 gallon =
T A C T I L E
V I S U A L
137
2
2
2
4
cups
pints
quarts
quarts
Think: How can the picture above help you remember how many cups are in a pint,
how many pints are in a quart, and how many quarts are in a gallon?
Units of Capacity
1.
ELL
Measuring Capacity
Math Message
Have students create a poster of the gallon frame shown on journal
page 305 and display it as a reminder of equivalent capacities in the U.S.
customary system.
A U D I T O R Y
Time
LESSON
2.
Circle the unit you would use to measure each amount.
A large jug of milk
milliliters or liters
Water in a thimble
milliliters or liters
A glass of juice
milliliters or liters
Water in a water cooler
milliliters or liters
Water in a fish tank
milliliters or liters
Liquid in a paper cup
milliliters or liters
A tank of gas
milliliters or liters
A spoonful of oil
milliliters or liters
A large bottle of water
milliliters or liters
A can of soup
milliliters or liters
Explain how you decided which unit to use for a can of soup.
Sample answer: I chose milliliters because
most cans hold less than a liter.
Math Journal 2, p. 305
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Lesson 11 7
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Student Page
Date
Comparing Capacities
11 7
1.
Measuring Capacity in
Time
LESSON
Metric Units
Shade in the appropriate amount to show the capacity of each of your containers.
Answers vary.
a.
b.
c.
2L
2L
2L
1L
1L
1L
Container
Container
d.
e.
f.
2L
1L
1L
Container
(Math Journal 2, p. 305; Student Reference Book, p. 137)
Tell students that a liter is a metric unit of capacity. Liquids such
as water, soft drinks, and fuel are often measured in liters. Smaller
amounts of liquid are often measured in milliliters. Have
students read Student Reference Book, page 137 and discuss the
essay with a partner.
Container
2L
Circle the container
with the largest
capacity. Was your
prediction accurate?
Review the relationship between liters and milliliters (1 liter = 1,000
milliliters). Show students the eyedropper and explain that it holds
20 drops of water, which is equivalent to 1 milliliter. Then show them
the 1-liter pitcher and explain that this is 1 liter, or 1,000 milliliters.
Explain that 1,000 eyedroppers full of water are needed to fill the
1-liter pitcher. Record the following number sentence on the board to
illustrate the relationship between these two metric units:
Container
Units of Capacity
U.S. Customary
Metric
1 gallon (gal) = 4 quarts (qt)
1,000 milliliter (mL) = 1 liter (L)
1 quart (qt) = 2 pints (pt)
1
1 milliliter (mL) = _
1,000 liter (L)
1 pint (pt) = 2 cups (c)
1 pint (pt) = 16 fluid ounces (fl oz)
2.
Use the conversion table above to solve the problems.
12
6 qt =
a.
3
c.
e.
10 qt =
g.
4 gal =
b.
pt
pt = 48 fl oz
1
2_2 gal
64
d.
c
8000
mL = 8 L
6,450 mL =
f.
500
h.
32 mL =
6.450
L
mL = 0.500 L
0.032
WHOLE-CLASS
ACTIVITY
1 liter (L) = 1,000 milliliters (mL)
L
Math Journal 2, p. 305A
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Now have students complete journal page 305 to practice
determining the appropriate unit for measuring capacity.
Setting up a Liter and
WHOLE-CLASS
ACTIVITY
Milliliter Museum
Introduce a project to explore a museum of objects that have
different capacities measured in milliliters and liters. Use index
cards to label objects in the museum with their capacities. The
measuring tools available will determine the range of capacities.
Keep a variety of measuring tools near the Liter and Milliliter
Museum (for example, an eyedropper, liter pitcher, a measuring
cup with a scale in mL, and graduated cylinders of various sizes)
so students can measure a wide range of capacities.
Student Page
Date
Time
LESSON
11 7
Solving Capacity Problems
Discuss the goals for the collection, the kinds of objects to be
collected, and the procedures for adding objects to the museum.
175
Solve. You may draw pictures to help you.
1.
2.
3.
4.
5.
Adaline filled her watering can with 1,250 mL of water.
After watering her plants she had 485 mL left.
How much water did she use?
765
Betty and Don spent the morning squeezing oranges
3
2
_
for juice. Betty squeezed 1_
4 L and Don squeezed 1 4 L.
What is the total amount of juice?
3_4 or 3.250
There are 450 mL of syrup in 1 can. What is the
total amount of syrup in 6 cans?
2,700
2
Dimitra poured _
5 liter of water into a fish tank. William
4
poured _
5 liter of water into the fish tank.
a.
How much more water did William pour?
b.
How many milliliters is that?
Raina brought a 1,500 mL jug of water to the school
picnic. Her water jug has enough water to fill 5 glasses.
How much does each glass hold?
The procedure for adding items should probably be managed by
students. Ask students to bring in objects for the museum over the
next week or two. This project will continue into the next unit. To
ensure accuracy and to assess students’ skill in finding the capacity
of different objects, require that every item added to the museum
be measured by two or three students working independently.
mL
1
L
mL
This project will be revisited in Lesson 12-7.
_2
5
L
400
mL
300
mL
Comparing Capacity Using
SMALL-GROUP
ACTIVITY
Metric Measures
(Math Journal 2, p. 305A)
6.
The teacher set out 24 bowls of glue for the students
to use for an art project. Each bowl holds 75 mL of glue.
How much glue did the teacher need to fill all the bowls?
1,800
mL
Have students compare the capacity of 5 different size containers.
Ask students to predict which containers have the largest and
Math Journal 2, p. 305B
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Student Page
Solving Capacity Number Stories
Time
LESSON
Largest Cities by Population
11 7
1.
76 302
Use the data in the Largest Cities by Population table at the top of Student Reference Book,
page 302 to complete the bar graph. Round each figure to the nearest million.
Largest Cities by Population
36
34
32
Number of People (in millions)
smallest capacities. Then have the students use various measuring
tools and water to find and compare the capacities of the five
containers and to determine if their predictions were correct.
Students shade in the pitchers on journal page 305A to record the
capacities. Encourage students to develop personal references for
units of capacity as they make and check their predictions.
Date
PARTNER
ACTIVITY
30
28
26
24
22
20
18
16
14
12
10
(Math Journal 2, p. 305B)
Tokyo
Mexico
City
New York
City
São
Paulo
Mumbai
(Bombay)
Calcutta
Shanghai
Cities
Have students solve the capacity number stories on journal page
305B.
2 Ongoing Learning & Practice
Creating a Bar Graph
INDEPENDENT
ACTIVITY
2.
Make three statements comparing the cities in the bar graph.
About 21 million more people live in Tokyo than in Shanghai.
Example:
Sample answers: About the same number of
people live in Mexico City and New York City;
about 1 million more people live in São Paulo
than Mumbai; about twice as many people live in
Tokyo as São Paulo.
Math Journal 2, p. 306
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(Math Journal 2, p. 306; Student Reference Book, p. 302)
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Students create a bar graph to display population data.
Ongoing Assessment: Informing Instruction
Watch for students who make incorrect statements for Problem 2, such as
“About twice as many people live in New York City as Calcutta.” Point out that
the vertical scale for the number of people in each city begins at 10 million. The
bar for New York City may be twice the height of the bar for Calcutta, but the
population of New York City is approximately 18 million, and the population of
Calcutta is approximately 13 million.
Student Page
Math Boxes 11 7
INDEPENDENT
ACTIVITY
(Math Journal 2, p. 307)
Date
Time
LESSON
Math Boxes
11 7
1.
What is the total number of cubes needed
to completely fill the box?
96
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 11-5. The skill in Problem 6
previews Unit 12 content.
2.
Calculate the volume.
2 cm
cubes
5 cm
9 cm
Number model:
Volume =
(9 ∗ 5) ∗ 2 = 90
90
cm3
138
3.
Ongoing Assessment:
Recognizing Student Achievement
Math Boxes
Problem 4
Use Math Boxes, Problem 4 to assess students’ ability to describe the
relationships among U.S. customary units of length and among metric units
of length. Students are making adequate progress if they are able to complete
the equivalencies correctly. Some students may include number models to
explain their work.
[Measurement and Reference Frames Goal 3]
When you roll a 10-sided die, about what
fraction of the time would you expect a
multiple of 3 to come up?
3
_
138
4.
a.
10
c.
d.
unlikely
e.
f.
81
6.
Add.
a.
b.
c.
d.
e.
-26
-41
-23 + (-18) =
-46 + 20 =
16
3.21 m
560 mm
172 in.
14 ft 4 in. =
2 mi = 10,560 ft
5.3 km = 5,300 m
4
mi = 7,040 yd
321 cm =
b. 56 cm =
Use a probability term to describe the
likelihood of this event.
5.
Complete.
= 33 + (-17)
-$21.27 = $36.54 + (-$57.81)
-$131.09 + (-$76.98) =-$208.07
129
If you travel at an average speed
of 50 miles per hour, how far will
you travel in
a.
b.
c.
d.
150 miles
25 miles
1
2_
hours? 125 miles
2
5_ hours? 280 miles
3 hours?
1
_
hour?
2
3
5
47
Math Journal 2, p. 307
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Lesson 11 7
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Study Link 11 7
INDEPENDENT
ACTIVITY
(Math Masters, p. 334)
Home Connection Students find containers that hold
less than 1 pint, 1 pint, 1 quart, and more than 1 quart.
They solve problems about equivalent capacities.
3 Differentiation Options
SMALL-GROUP
ACTIVITY
READINESS
Estimating Capacity
5–15 Min
(Math Masters, p. 389)
To explore capacity, have students sort empty containers
(identified by letter) according to whether they will hold more
than, less than, or about the same as a target container. Ask
students to label three columns on an Exit Slip (Math Masters,
page 389) more than, less than, and about the same. Have them
sort the containers according to the categories.
Provide students with a pourable substance such as sand, rice,
pasta, or beans to check their estimates. Have students rearrange
the groups as necessary.
Study Link Master
Name
Date
STUDY LINK
Time
Capacity
11 7
Find at least one container that holds each of the amounts listed below.
Describe each container and record all the capacity measurements on the label.
1.
2.
3.
Less than 1 Pint
Container
Capacity Measurements on Label
bottle of hot chili sesame oil
5 fl oz, 148 mL
1 Pint
Container
Capacity Measurements on Label
bottle of cooking oil
16 fl oz, 473 mL
1 Quart
Container
4.
137
Answers vary.
Capacity Measurements on Label
More than 1 Quart
Container
Complete.
5.
2 quarts =
7.
2
9.
6 pints =
Practice
11.
-3 + 7 =
13.
-40
4
pints
pints = 4 cups
3
quarts
4
= 40 + (-80)
Capacity Measurements on Label
6.
3 gallons =
3
10
8.
10.
-4
12.
14.
48
cups
quarts = 12 cups
1
quarts = 2 _2 gallons
= 3 + (-7)
-60 + (-60) =
-120
Math Masters, p. 334
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EXTRA PRACTICE
5-Minute Math
SMALL-GROUP
ACTIVITY
5–15 Min
To offer students more experience with units of capacity, see
5-Minute Math, page 132.
ELL SUPPORT
Building a Math Word Bank
SMALL-GROUP
ACTIVITY
5–15 Min
(Differentiation Handbook, p. 140)
To provide language support for capacity, have students use
the Word Bank Template found on Differentiation Handbook,
page 140. Ask students to write the term capacity, draw pictures
relating to the term, and write other related words. See the
Differentiation Handbook for more information.
Lesson 11 7
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