Lesson Plan

Day: M T W T F Date: 15/03/2018 Time: 12:30 – 1:30 Year: 1.2

Lesson number 2 of 2 (if the lesson is one in a sequence of lessons)

Learning Area: Mathematics

Topic: Informal Measurement - Volume

Australian Curriculum Content Description: (see ACARA or SCASA) (Year 3)

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

These students are entering year one from pre-primary and will have experience counting and writing their numbers from 1
to at least 20, so should be able to count the uniform informal units. Students will have some understanding of
measurement through their previous experiences in pre-primary, they should have some experience with the terms full,
half-full, empty. They should also have some real-world experience with capacity in their everyday experiences such as filling
drink bottles,

Students have already completed two lessons on informal measurement, with a focus on length and mass. Therefore,
students will already understand the concept of measurement and will hopefully be able to apply that understanding to this
lesson.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to extend the students’ knowledge of measurement from being able to compare objects
visually, to being able to measure these objects using informal units to compare the volume of different objects and
ascertain if their estimate was correct. This will provide a foundation for the students to move into using formal units of
measurement such as a measuring cup.

Learning objectives: (What will students know and be able
to do at the completion of the lesson – specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
 Estimate if an object has a lower, higher or equal capacity
to another.
Assessment: (For each learning objective, state how you
will assess the degree to which the objective has been
achieved. What will be the evidence of the learning?
Consider formative and, if appropriate, summative
assessment strategies)
 Anecdotal notes and observation during the whole-
class discussion and activity.
 Accurately compare the capacity of two containers using  Observation of group work and participation.
problem solving methods to accurately compare volume.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Area at the front of the classroom for whole class discussion.

Smartboard & Computer

Which container holds more magic rocks? (ABC Education, 1999) – retrieved from
http://education.abc.net.au/home#!/media/29664/

Capacity Display Posters (Cups) (Twinkl – retrieved from https://www.twinkl.com.au/resource/t-n-116-capacity-display-

posters-cups)

A3 Laminated worksheet for guessing bigger capacity (Miss Simplicity, 2017 – retrieved from
https://www.teacherspayteachers.com/Product/6-Which-holds-more-CARDS-print-cut-laminate-and-GO-3382343)

Cups of different capacities (big, small, 2 x medium – similar capacity)

Containers of different capacities

Water

Big Water Container

Towels

Big Tray

Measuring cup

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
There are a group of students that require more teacher assistance, these students will be monitored during the lesson and
a greater focus will be placed on helping them during the group activity (EA will be utilised for the SAER table if possible).
The activity is designed as a whole-class activity, students will be asked to participate at each step and hopefully this will
encourage the students who feel more confident to share their knowledge with the other students.

I will need to ensure that the stronger kids do not dominate the activity and try and encourage all students to take part and
give it a go.
Timing Learning experiences
Introduction: (How will you engage the learners and set the scene for the lesson?)

15 mins Ask students to join me at the front of the classroom on the floor.
Utilise the “give me 5” behaviour management tool.
Ensure that all students are seated comfortably and that their attention is on me. (1,2… “all eyes on you”)
Show the ABC Education video (3.5 mins)
Discuss the video, ask open questions to elicit proper discussion of what happened in the video.
Review the Capacity Display Posters (Cups) showing full, empty and half full as a whole-class group

10 mins Sequence of learning experiences: (What learning experiences will help the students achieve the learning
objectives? What instructional strategies will be used?)

Display the A3 laminated worksheet for guessing bigger capacity on the book board – work through as a class
group. (Circle answers with the whiteboard marker)
25 mins Ask students to sit in a circle.
Utilise the “give me 5” behaviour management tool.
Explain that we will be doing an activity as a group and that the students will get a chance to show me their
problem-solving skills.
Explain that I want hands up at all times, no calling out.

Show the full bottle of water.

- Ask the students if it is full, empty, half full?
- How do they know it is full?

Poor half of the water out of the bottle.

- Ask the students if it is full, empty or half full?
- How do they know it is half-full?

Poor all the water out of the bottle.

- Ask the students if it is full, empty or half full?
- How do they know it is empty?

Explain to the students that Mrs Grinfelds is very thirsty…

If I am very thirsty which cup should I fill up to drink out of? (show a big cup and a small cup)
- Wait for responses and discuss.
- Why should I choose this cup?
- How do you know it will hold more water?

Now hold up another example of a big and small cup. (repeat activity)

Now hold up two very similar cups and ask the same question.
- Is it easy to tell which one will hold more water?
- Does anybody have any ideas about how we can work this out?
- Allow students to volunteer to come up and try different ways.
- Help direct them in the correct direction if they are unable to do so.
o Fill one cup and pour it into the other to see if it overflows or not.
o Use the measuring cup.
o Fill them both and then pour them into similar containers to see if they take up the same
amount of the cup.
o Discuss all attempts and ask if they think they are effective or not.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
10 mins
Discuss with the student’s which method they thought was the best for comparing capacity.
What do we have to be careful of when measuring.
- Accurate measurements
- Fill the cup all the way to the top
- Don’t spill water

Clean up