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Lesson 2: Predicting how many cups?
AusVELS
(Week 9, Wed 3/11)
Measure and compare the lengths and capacities of pairs of objects using uniform informal units
(ACMMG019)
Tuning in/
Tool Time
(10 mins)
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Quick online capacity quiz (Interactive on IWB)
http://arithmeticforkids.com/members/Quizzes/Measurement/Capacity%20hold%20more%20or%20less/measurements.html
Learning
Intention and
Success
Criteria
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We are learning to measure the capacities of objects
Resources
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Student
Grouping
Whole Class
(15 mins)
Group Work
(25 mins)
 I can make predictions about how much an object can hold
 I can measure the capacity of an object
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Revise definition of Capacity and go through LI and SC
-Key words: “capacity”, “predictions”
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As a class make prediction of how many cups of water it might take to fill a container (only
use one size container for purpose of this lesson) and record prediction on board
Model filling cups into container, ensuring you are modelling filling water up to the top
Think out loud, make some mistakes (e.g. only fill up half a cup instead of full)
Call students to come up and have a go filling up with water
Record actual measurement and write on board. Compare with initial prediction
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Model follow up activity using chart using example from above activity.
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In groups, students will use different objects (e.g. unit cubes, sand, water, rice etc- we will
have these objects prepared in stations) to fill a container/jug (only use one size container
for this lesson) using cups to measure
Children make predictions about how much they think will fit in the container and record
in the “How Many Cups (prediction) column”, they then physically try it, and record in the
“How Many Cups (actual)” on their capacity prediction charts
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Share Time
(5 mins)
Assessment
Online quiz for tool time
http://arithmeticforkids.com/members/Quizzes/Measurement/Capacity%20hold%20more%20or%20less/measurements.html
Capacity Prediction Center Booklet
Container
Objects to fill e.g. water, sand, cubes etc
Cups to fill container
Mixed ability
“What is one new thing you learnt today in maths?” or “What good maths strategies did you use
today?”
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Anecdotal notes from children’s responses in share time (documented in a table)
Observation/Constant roving/Taking photographs of students’ work
Lesson Evaluation
Pupil Achievement:
 Demonstration/modelling was engaging as it actively involved students, they
were excited to participate in their own measuring experiments
 Students understood the importance of filling cups right to the top to provide
accuracy when measuring
 All students worked collaboratively and cooperatively within groups, equal
participation
Teacher Effectiveness:
 Good duration for ‘whole class’ and ‘tuning in’, much better time
management
 Modelling follow up activity was vital to scaffold learning
 Next time: put students in groups first, logistics of grouping/setting to work
stations wasted a bit of time