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Measurement

Activity Set 12

Trainer Guide

MeasureMent—activity set 12 Pri_Mea_12_TGCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development

MeasureMent—activity set 12 Pri_Mea_12_TG

Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 1

MeasureMentaCtivity set #12

NGSSS 1.G.5.2

During this activity, participants will explore measures of capacity.

Objectives

• Comparethecapacityoftwoormoreobjects.• Usenonstandardunitsofmeasurementtoestimate

andmeasurecapacity.

MAteRiALs

• Transparency/Page:HowMuchCanItHold?• Transparency/Page:HowMuchCanItHold?WorkSheet• Transparency/Page:CapacityChallenge• Transparency/Page:CapacityDoubleSolitaire• Transparency/Page:CapacityCards(2sets

perparticipant)• brownlunchsacks(1perpairofparticipants)• chartpaper• markers• plastic,1-gallonmilkcontainer• permanentmarker• driedriceorbeans(optional)

vOcAbULARY

• capacity •more • less

tiMe: 45–60 minutes

teaching tip: Prepare Activity Bags in advance. Make and cut two sets of Capacity Cards for each participant and place four sets in each brown lunch sack. If the cards are copied and cut from card stock, they can be reused for multiple teaching sessions. Create one set of transparency cards for modeling purposes.

How Much Can it Hold?




introDuCe

• Explaintoparticipantsthattheyaregoingtolookatwaystohelpstudentsunderstandhowtocompareobjectsofdifferingcapacitiesandhowtodeterminecapacityusingnonstandardunitsofmeasurement.

• Pointoutthatcomparinganddeterminingthecapacitiesofobjectsisusuallypartofthestatestandardsfortheearlygrades.

• Suggesttoparticipantsthatstudentswillhavevaryingdegreesofexperiencewithmeasuringandunderstandingcapacity.

• Suggestthatyoungerstudentsespeciallymaynotyetunderstandthatcontainerswithdifferentshapesandsizes may have similar capacities.

• Askparticipantstosuggestactivitiesthatcanbeusedtoassessstudents’backgroundknowledge.Ifparticipantsdonotmentionthem,suggest the following:

widentifyingandcomparingnonstandardandstandardunitsofmeasurement

w comparing the capacity of common containers (e.g.,cup,glass,andpitcher)

• Suggesttoparticipantsthatknowingwhetherstudentshavemasteredprerequisiteskillsisimportant lesson planning for all curriculum topics.

• Askparticipantstoidentifyasmanyastheycanofthedirectandindirectprerequisiteskillsneededformeasuringcapacity.Ifparticipantsdonotmentionthem,addthefollowing:

wcountingskills

wunderstandingofthemagnitudeofnumbers

wexperienceandfacilitywithmeasuringtools

wunderstandingofthemathematicallanguage of comparison

wexperiencecomparingobjects(byvariousattributes)




• Notethatprovidingstudentswiththeopportunitytocomparethecapacitiesofwide,flatobjectsandtall,thinobjectsmayproveparticularlyhelpfulindevelopingstudentunderstanding.

• Suggestthatrelatingcapacityconceptstoeverydayexperiencesmayhelpstudentsgrasptheconceptandappreciateitsrelevancetotheirdailylives.

• Askparticipantstothinkaboutsituationswherestudentsmightencounterstandardandnonstandardunitsofmeasurement.Iftheydonotmentionthem,includetheseexamples:

wusingteaspoonsortablespoonswhenhelpingtocookorbakeinthekitchen

wlookingforagallonofmilkwhileshoppinginthegrocery store

wdrinkingacupofjuiceforbreakfast

• Explainthattheactivitiesthatfollowaresuitableforusewithstudentswhoneedtodevelopanunderstandingofthecapacityofobjectswithdifferentshapesandsizes.

DisCuss anD Do

• DisplayTransparency:HowMuchCanItHold?anddistributethematchingpages.

• Explaintoparticipantsthatestimatingthecapacityofobjectsandtestingtheseestimatescanhelpstudentsunderstandtheconceptofcapacityanddiscoverthatobjectswithdifferentsizesandshapescanhavethesame capacity.

• Remindparticipantsthatitisimportanttouseprecise language such as holdsmore, holdsless,andholdsthesameaswhendiscussingtheseconcepts withstudents.

• Haveparticipantsmoveintogroupsofthreeorfour.

• Gooverthedirectionswithparticipantsandansweranyquestions.

• Askparticipantstovolunteerobjectsfortheorderingactivity(e.g.,shoes,purses,andgloves).

MEASUREMENT—ACTIVITY SET 12 Pri_Mea_12_TGCopyright© 2007 by the McGraw-Hill Companies—McGraw-Hill Professional Development

How Much Can It Hold?

Directions:

1. Collect, from the meeting room, 10 or 12 objects that are used as containers. For example, purses, glasses cases, coffee cups, bottles of hand cream, shoes, and pencil pouches are all containers.

2. Arrange these objects in order from those that hold the most to those that hold the least.

3. Describe your arrangement of objects by using the terms holds the most, holds more, holds the same as, holds less, and holds the least.

4. Suggest ways test your answer.

Transparency: How Much Can It Hold?




• Haveparticipantsguideyouasyouplacetheobjectsinorderofcapacityfromthatwhichholdsthemosttothatwhichholdstheleast.

• Haveparticipantsusethetermsholdsthemost,holdsmore,holdsthesameas,holdsless,andholdstheleasttogivedirections.

• Pointoutthatusingthiscomparativelanguageisimportantbothtoarticulatingandunderstandingtheconcept of capacity.

• Continuewiththeactivityuntilallparticipantsagreeupontheorderoftheobjects.

• Askparticipantstodiscussthestrategiestheyusedtodeterminetherelativecapacitiesoftheobjects.

• Haveavolunteerrecordthesestrategieson chart paper.

• Askparticipantstoidentifythereal-lifeexperiencesorknowledgeuponwhichtheydrewtomakeuseofthe strategies.

• Havethemsuggestwaystocommunicatethisorsimilarinformationtostudentstohelpthosestudentsdevelopsimilarestimationskills.

• Haveavolunteerrecordtheseideasonchartpaperandpostthemnexttothestrategies.

• Suggestthat,afteranestimationactivitysuchasthisone,itisimportanttohavestudentstesttheiranswersandthatthisreinforcescorrectideasandcorrectsideasthatmaybewrong.

• Askparticipantstosuggestwaysoftesting their results.

• Suggest,ifparticipantsdonot,thateachobject couldbefilledwithsomedry,cleansubstance(e.g.,riceorbeans)whichcouldthenbepouredintoalarge,clearcontainerforcomparison(e.g.,anempty,plasticmilkcarton).




teaching tip: If the supplies are available and time permits, have participants fill each object with rice or beans, then starting with the object with the least capacity, pour the rice into an empty 1-gallon milk container. Use a marking pen to make a line even with the top of the rice. Label the line with the name of that object. Empty the jug and pour in the rice from the next object. If the objects have been ordered correctly, each new line will appear above the one for the previous object. (The top can be cut off the milk container for ease of use.)

• Pointoutthattheactivitythusfarrequiredonlyasense of moreandless(althoughparticipantsmayhaveusedbenchmarksintheirestimates).

• Suggestthatafurtherextensionoftheactivity wouldbetohavestudentsestimatehowmanycupsorpintsorothercapacitymeasureitwouldtaketofilleachobject.

teaching tip: If time and supplies permit, have participants work in groups of 3–4 to estimate the number of cups full of rice (or beans) it would take to fill 3–4 objects they have collected. Have them test their estimates. Transparency/ Page: How Much Can It Hold? is provided for use with this extension activity.

• Haveparticipantssuggesthowtoadaptthisactivityforstudentsatvariousgradelevelsorlevelsofdevelopment.Someideasincludeusing:

wnonstandardunitsofmeasurewithyoungstudents(cansofsand)andstandardunitswitholderstudents

wtransparentobjectsorobjectsofthesameshapewithyoungerstudents

wvaryingunitsofmeasurewitholderstudents(anddiscussingwhichunitsaremostappropriateforvarious-sizedobjects)




• DisplayTransparency:CapacityChallengeanddistributethematchingpages.

• ReadovertheinstructionsfortheCapacityChallengegameandmodelthetasks,asneeded,usingasampleactivitybaganditscontents.

• Haveparticipantsmoveintopairs.

• Havevolunteerscomeuptotakeoneactivitybagforeach pair of participants.

• Giveparticipantsfiveminutestoplaythegame.

• Callthegroupstogether.

• Suggesttoparticipantsthat,iftheyusetheseorsimilargamesintheirclassrooms,thereareanumberofthingstokeepinmind:

wStudentsneedtoberemindedthatthepicturesizesarenotrelative.Onthecards,thepotiscloseinsizetoawagoneventhoughinlife(andinthegame)theyarenot.Youngstudentsmayevenneedtohavesomeconcreteobjectsonhandforcomparison.

wSomeitemsareopentointerpretation.Forexample,thebootcouldfitanadultorachildandthecapacitywouldbedifferentbetweenthetwo.Ifstudentscanarguelogicallyforthecapacitytheyindicate,theyshouldbegivencredit.

wAsetofcardsthatarematchedtoclassroomobjectswhichstudentscanusetomeasureandtestmay beappropriate.

w They may want to specify an amount of time for play.

wTheymayalsoneedtoestablishguidelinesforhandlingdisputes.Forexample,studentscouldarguereasonablythatagalloncontainerofmilkandagallonbucketwouldbethesamesize.(Whatevercapacityofanobjectstudentsargueforatonepointinthegameshouldbethecapacitytheyareheldtofortherestofplay.)


Capacity Challenge

Objective To capture all the capacity cards

Directions:

1. One player shuffles the capacity cards and deals them, facedown, to both players until all the cards are distributed into two “draw” piles.

2. Both players count to three and then draw their top cards and place them faceup in front of them.

3. The container with the greater capacity wins.

4. The player with the winning card captures both cards and places them faceup in his or her “captured” pile.

5. If the cards are identical, each player draws another card. The player with the winning card from that draw captures all four cards.

6. Players repeat steps 2–5 until they run out of cards in their “draw” piles.

7. Each player then shuffles his or her own “captured” pile to create a new “draw” pile, and play begins again.

8. When a player captures all the cards, the game is over and he or she wins. Otherwise, the player wins who has the most cards when time is called.

Transparency: Capacity Challenge




• Askparticipantstodiscusshowtheycanusegamessimilartothisoneforinformalassessment.Iftheydonotmentionthem,includethefollowingideas:

waclassobservationformonwhichtheycouldcheckoffobservedskills

wanassignedproblemattheendofthegametowhichallstudentscouldmakeawrittenresponse

• Askparticipantshowgamessuchasthisonecontributetomathematicalreasoning.Iftheydonotmentionthem,includethefollowingideas:

wTheyencourageproblemsolving,including“out-of-the-boxthinking”whenitcomestoobjectsthatcanbeinterpretedmultipleways.

wTheyencouragecommunicationwhenstudentsareaskedtojustifytheirreasoningprocess.

wTheyhelpstudentsmakeconnectionsbetweenreallifeandmathematics.

wTheyhelpstudentsseethatcapacitycanberepresentedmultipleways.

• Haveparticipantsdiscussthebenefitsordrawbackofmixed-abilityvs.same-abilitypairsforagamesimilarto this one.

• DisplayTransparency:CapacityDoubleSolitaireanddistributethematchingpages.

• ReadovertheinstructionsfortheCapacitySolitairecardgameandmodelthetasks,asneeded,usingthetransparencysetofCapacityCards.

• Pointoutthatthetaskscouldbecompletedbyindividualsworkingalone(e.g.,atalearningstation).

• Askparticipantstosuggestvariationsonthisgameformotivatingstudents.

• Suggestthatthisgamecanbeeffectiveforguidedpracticeandthatitwouldbesuitabletouse

wduringintroductiontocapacitycomparisons

wduringreviewofskillsandconceptscoveredearlierin the school year



Directions:

1. Sit across the table from your opponent.

2. Shuffle and place your Capacity Cards facedown on the table in front of you.

3. When the start of the game is called, draw three cards and place them faceup on the table.

4. Arrange the cards in order, by capacity, from least to greatest.

5. Draw three more cards and order those.

6. Continue to play until all the cards are drawn and ordered.

7. Raise your hand when you have finished.

8. Have the teacher or your work partner check your sets.

The game is not over until the card sets are verified as correct.

Capacity Double Solitaire

Transparency: Capacity Double Solitaire




w following informal assessment in which studentsshowthattheylackproficiencywithcapacity concepts

• Notethatyoucanincreasedthedifficultyofthisgamebyhavingstudentsdrawandordermorethanthreecards.

• Giveparticipantpairsfiveminutestoplaythegame.

• DistributePage:CapacityCards to participants so that they have the necessary pieces to create their own bagsforclassroomuse.

ConCluDe

• Askparticipantstoidentifythevariousteachingstrategiesthatwerediscussedduringtheday’sactivities.Iftheydonotmentionthem,include:

wconnectingconceptstostudents’priorknowledge

w using multiple representations of a concept

wguidedpractice

windividualwork

w cooperative groups

w informal assessment

whands-onactivities

• Postasheetofblankchartpaperforeachgradelevelrepresentedinthegroup.

• Havethegroupsuggest,foreachofthestrategies theymentioned,activitiessuitablefortheirvariousgradelevels.

• Havevolunteersrecordtheirresponses.

• Pointouttheprogressionoftaskslistedonthepaper.

• Remindparticipantsthatitisimportanttousedifferentkindsofactivitiesandtaskswhenintroducingandpracticingconcepts—inordertoaddressthelearningpreferencesofallstudents.

end of How Much Can it Hold?

MeasureMent—activity set 12 Pri_Mea_12_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development

How Much Can It Hold?

Directions:

1. Collect, from the meeting room, 10 or 12 objects that are used as containers. For example, purses, glasses cases, coffee cups, bottles of hand cream, shoes, and pencil pouches are all containers.

2. Arrange these objects in order from those that hold the most to those that hold the least.

3. Describe your arrangement of objects by using the terms holds the most, holds more, holds the same as, holds less, and holds the least.

4. Suggest ways test your answer.

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Capacity Challenge


Directions:

1. One player shuffles the capacity cards and deals them, facedown, to both players until all the cards are distributed into two “draw” piles.

2. Both players count to three and then draw their top cards and place them faceup in front of them.

3. The container with the greater capacity wins.

4. The player with the winning card captures both cards and places them faceup in his or her “captured” pile.

5. If the cards are identical, each player draws another card. The player with the winning card from that draw captures all four cards.

6. Players repeat steps 2–5 until they run out of cards in their “draw” piles.

7. Each player then shuffles his or her own “captured” pile to create a new “draw” pile, and play begins again.

8. When a player captures all the cards, the game is over and he or she wins. Otherwise, the player wins who has the most cards when time is called.



Directions:

1. Sit across the table from your opponent.

2. Shuffle and place your Capacity Cards facedown on the table in front of you.

3. When the start of the game is called, draw three cards and place them faceup on the table.

4. Arrange the cards in order, by capacity, from least to greatest.

5. Draw three more cards and order those.

6. Continue to play until all the cards are drawn and ordered.

7. Raise your hand when you have finished.

8. Have the teacher or your work partner check your sets.

The game is not over until the card sets are verified as correct.

Capacity Double Solitaire


Capacity Cards

spoon box of Ricecup

carton of milk bucket

boot

pot

truck sandal

trash bin wagon car

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