1. family and parenting
2. children

Objectives
To provide experiences with relationships among
units of capacity and identifying equivalent measures of capacity.
1
materials
Teaching the Lesson
Key Activities
Children name and order units of capacity, observe relationships
among units of capacity, and name equivalent measures of capacity.
Key Concepts and Skills
• Explore equivalent measures. [Number and Numeration Goal 5]
• Compare numbers. [Number and Numeration Goal 7]
• Solve measurement equivalency problems involving a rule.
ⵧ Math Journal 2, p. 224
ⵧ My Reference Book, p. 67 (optional) and p. 70
ⵧ Home Link 9 7
ⵧ containers for demonstration purposes: half-pint (cup),
pint, quart, half-gallon, gallon, liter, and optional liter cube
ⵧ funnel; tray; 1 gallon of water, rice, or sand
䉬
ⵧ Table of Equivalent Measures (started in Lesson 9 2)
䉬
[Patterns, Functions, and Algebra Goal 1]
Key Vocabulary capacity • cup • pint • quart • gallon • liter
Ongoing Assessment: Informing Instruction See page 701.
Ongoing Assessment: Recognizing Student Achievement
Use journal page 224. [Patterns, Functions, and Algebra Goal 1]
2
Ongoing Learning & Practice
Children practice reading a line plot.
Children practice and maintain skills through Math Boxes
and Home Link activities.
3
Differentiation Options
ENRICHMENT
Children measure the capacities
of irregular containers.
EXTRA PRACTICE
Children solve number stories
involving capacity.
materials
ⵧ Math Journal 2, p. 225
ⵧ My Reference Book,
pp. 41, 45, and 46
ⵧ Home Link Master
(Math Masters, p. 285)
ⵧ stick-on notes
materials
ⵧ Teaching Masters (Math
Masters, pp. 286 and
287)
ⵧ Minute Math ®+, pp. 131
and 143
ⵧ open-mouth half-gallon
container (such as
plastic milk or juice
container with the top
cut off)
Additional Information
Advance Preparation For the optional Enrichment activity in Part 3, set up one or more
workstations with the materials listed above. Math Masters, page 286 provides directions for
the activity. Copy it unless you plan to guide children through the activity.
ⵧ water-resistant, write-on
tape; pen or marker
ⵧ half-cup (4 oz) container;
pitcher of water; tray;
irregular containers
See Advance Preparation
Technology
Assessment Management System
Journal page 224, Problems 4 and 5
See the iTLG.
Lesson 9 8
䉬
699
Getting Started
Mental Math and Reflexes
Math Message
Encourage children to refer to the Table of Equivalent
Measures or My Reference Book, page 67 as necessary.
Write some of the units of measure you have
seen on milk cartons, soft-drink cans, bottles,
and other containers. For example: quart
How many inches are in 1 foot? 12
1
How many inches are in 2 of a foot? 6
How many inches are in 1 yard? 36
1
How many inches are in 2 of a yard? 18
How many inches are in 4 feet? 48
How many inches are in 2 yards? 72
Home Link 9 7 Follow-Up
䉬
Have children share strategies for one or two of
the Practice problems.
1 Teaching the Lesson
䉴 Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
(My Reference Book, p. 70)
Ask children to name the units on their lists while you write them
on the board. Together, name and list things that can be measured
using these units. The list might include water, milk, juice, and
soft drinks. Focus on the units of capacity. Tell children that
these units are used in measuring how much liquid or other
pourable substance (such as macaroni, rice, or sand) a container
can hold. Read about capacity with your class on page 70 of My
Reference Book.
Circle the U.S. customary units of capacity on the list. Ask
children to put the U.S. customary units of capacity in order from
smallest to largest. Write their list on the board. If they name
some of the units out of order, do not correct them at this time.
Student Page
Show the half-pint (or cup), pint, quart, half-gallon, and gallon
containers. Point out the labels. Ask the class to check the list and
to make corrections if some units are out of order.
Measurement
Capacity and Weight
Read It Together
NOTE You may want to point out that although fluid ounce sounds like a unit of
The amount a container can hold is called
its capacity.
You can use these tools to measure capacity.
measuring cup
measuring spoons
What could you
use a measuring
cup for?
4 gallons
3 gallons
2 gallons
1 gallon
My Reference Book, p. 70
700
Unit 9 Measurement
䉴 Demonstrating Equivalent
WHOLE-CLASS
ACTIVITY
U.S. Customary Units
of Capacity
(Math Journal 2, p. 224)
5 gallons
graduated cylinder
weight, it is actually a unit of capacity.
5-gallon bucket
You will need at least 1 gallon of water or other pourable substance
for the following demonstration. You might place a tray under the
containers to make it easier to clean up spills.
Do the following steps to show equivalent measures:
Student Page
Date
1. Begin with the half-pint and pint containers. Tell children
that cup is another name for half-pint.
2. Fill the half-pint (cup) container with the pourable
substance. Pour the substance from the half-pint carton
into the pint carton. Do this again to demonstrate that
1 pint is equivalent to 2 cups.
3. Add this equivalency to the Table of Equivalent Measures
on the Class Data Pad while children record it on journal
page 224.
4. Repeat the demonstration, using the pint and quart
containers.
5. Repeat the demonstration, using the quart and half-gallon
containers and then the half-gallon and gallon containers.
6. Continue to record the equivalencies in the Table of
Equivalent Measures. Children continue to record the
equivalencies in their journals.
Time
LESSON
Equivalent Units of Capacity
9 8
䉬
Complete.
U.S. Customary Units of Capacity
1
2
pint 1 cup
2
1 pint Metric Units of Capacity
1 liter 1
2
cups
2
pints 1 quart
2
quarts 1 half-gallon
2
half-gallons 1 gallon
2. How many cups are in 1 quart?
8
In a half-gallon?
cups
4
8
夹
milliliters
quarts
In 1 gallon?
4
16
cups
pints
pints
“What’s My Rule?”
qt
pt
Rule
2
1 qt 2 pt
3
4
6
5
10
8
16
4.
500
cups
3. How many pints are in a half-gallon?
In a gallon?
milliliters
liter 4
1. How many quarts are in 1 gallon?
1,000
夹
gal
5.
pt
3
16
24
5
10
80
Rule
2
1 gal 8 pt
40
Answers vary.
Answers vary.
Math Journal 2, p. 224
Links to the Future
By using the Table of Equivalent Measures, children are applying rules and
1
continuing simple numerical patterns (for example, 1 cup 2 pint,
so 2 cups ?). This lesson includes a beginning exposure to identifying
equivalent measures of capacity in the U.S. customary system. Identifying
equivalent measures of capacity is a Grade 4 Goal.
Ongoing Assessment: Informing Instruction
Table of Equivalent Measures
U.S. Customary Units of Capacity
1 cup (c) =
1
2
pint
1 pint (pt) = 2 cups
1 quart (qt) = 2 pints
1
1 half-gallon (2 gal) = 2 quarts
1 gallon (gal) = 4 quarts
Watch for children who have difficulty remembering equivalencies. Use the
following sketch to help them:
The G represents gallon. The Q represents quart.
The P represents pint. The C represents cup.
Lesson 9 8
䉬
701
NOTE You might want to do this
demonstration at another time.
䉴 Reviewing Equivalent Metric
WHOLE-CLASS
ACTIVITY
Units of Capacity
(Math Journal 2, p. 224)
Metric Units of Capacity
1 liter (L) = 1,000 milliliters (mL)
1
– liter= 500 milliliters
2
Update the Table of Equivalent Measures on the
Class Data Pad.
Display and identify a liter bottle and ask which U.S. customary
unit seems to be closest to the liter in size. The quart Ask: Is
1 liter more or less than 1 quart? more Check children’s guesses
by filling the quart or liter container with a pourable substance
and then pouring the contents into the empty container.
Mention that the other commonly used metric unit of capacity is
the milliliter. Remind children that they have seen the prefix
milli- before.
●
How many milliliters are in 1 liter? 1,000
●
How many milliliters are in half of a liter? 500
Add these equivalencies to the Table of Equivalent Measures
while children record them in their journals.
ELL
Adjusting the Activity
If available, demonstrate using a liter cube. A liter cube measures 10 cm
10 cm 10 cm and holds 1 liter. Therefore, 1 cubic decimeter (10 cm 1 dm)
is equivalent to 1 liter, and 1 cubic centimeter is equivalent to 1 milliliter.
A U D I T O R Y
䉬
K I N E S T H E T I C
䉬
T A C T I L E
䉴 Completing “What’s My Rule?”
䉬
V I S U A L
INDEPENDENT
ACTIVITY
Tables of Equivalent Measures
of Capacity
(Math Journal 2, p. 224)
Student Page
Data and Chance
Children complete “What’s My Rule?” tables in Problems 4 and 5.
Remind children that the last row of each table is blank and that
they are to make up their own entries according to the given rule.
Describing Data
Read It Together
Here are some numbers that describe data.
The mode is the number that occurs most often.
The mode of pockets at the lunch table is 2.
More children have 2 pockets than any other number
of pockets.
The maximum is the largest number.
The maximum number of pockets at the lunch table is 5.
One child has 5 pockets.
The minimum is the smallest number.
The minimum number of pockets at the lunch table is 1.
One child has 1 pocket.
The range is the difference between the largest and
smallest numbers. Subtract the minimum from the
maximum to find the range.
maximum
minimum
range
5 pockets
1 pocket
4 pockets
The range of the number of pockets is 4.
My Reference Book, p. 45
702
Unit 9 Measurement
Ongoing Assessment:
Recognizing Student Achievement
Journal page 224
Problems
4 and 5
夹
Use journal page 224, Problems 4 and 5 to assess children’s ability to continue
numerical patterns. Children are making adequate progress if they can complete
the first two rows in each table. Some children may be able to complete both
“What’s My Rule?” tables correctly.
[Patterns, Functions, and Algebra Goal 1]
Student Page
Date
2 Ongoing Learning & Practice
Time
LESSON
Math Boxes
9 8
䉬
1. Write 5 names for 130.
130
䉴 Reviewing Line Plot Routine
(My Reference Book, pp. 41, 45, and 46)
98
94
103
104 108
99
89
98 99
16
3. Solve. Show your work.
4.
49
23
2 cm
2 cm
2 cm
72
2 cm
2 cm
2 cm
Perimeter 5. Estimate. Then solve.
60
䉯 The minimum number of siblings 0 siblings
cm
68
pay with a $5 bill. How much
change do you get?
50
Fill in the circle next to the
best answer.
110
57
48
䉯 The mode 2 siblings
12
6. The total cost is $1.50. You
Estimate:
䉯 The maximum number of siblings 5 siblings
105
䉯 The range 5 siblings
4
9
missing
numbers.
Sample answers:
100 30, 200 70,
ciento treinta,
one hundred thirty,
65 2
WHOLE-CLASS
ACTIVITY
Use pages 41, 45, and 46 in My Reference Book to review line
plots and data landmarks. Prepare a line plot on the board using
stick-on notes and this data: 0, 0, 0, 1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 3,
3, 3, 3, 4, 4, 5. (See below.) To provide a context for the children,
suggest that the line plot shows the number of siblings children
have in a second grade classroom. Ask children to identify the
following values from the line-plot data:
2. Fill in the
A $6.50
B
$2.50
C $4.00
D
$3.50
Math Journal 2, p. 225
Next, ask children to think of another way to find the median
without removing the stick-on notes from the line plot. If no one
suggests it, have volunteers cross out the last stick-on note from
each end of the line plot over and over until one or two remain—
this is the median. 2 siblings
0
1
2
3
4
5
Line Plot of Number of Siblings
0
1
2
3
4
5
The median number is 2 siblings.
Home Link Master
Name
Date
HOME LINK
98
䉬
Family
Note
䉴 Math Boxes 9 8
䉬
INDEPENDENT
ACTIVITY
Time
Capacity
Today children discussed units of capacity. Capacity is a measure of the amount of space
something occupies or contains. Your child recorded equivalent U.S. customary units of capacity
(cup, pint, quart, half-gallon, gallon) and equivalent metric units of capacity (milliliter, liter).
Please help your child pick out a recipe and identify the units of capacity in the list of ingredients.
Please return this Home Link to school tomorrow.
Ask someone at home to help you find a recipe that uses units
of capacity. Copy those ingredients and the amounts that are
used in the recipe. Bring your list to school.
(Math Journal 2, p. 225)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 9-6. The skill in Problem 6 previews
Unit 10 content.
Example:
3
4
cup of milk
Answers vary.
“What’s My Rule?”
䉴 Home Link 9 8
䉬
INDEPENDENT
ACTIVITY
Rule
1 gal 4 qt
(Math Masters, p. 285)
gal
qt
2
8
4
16
6
24
40
10
Home Connection Children copy units of capacity found
in recipes and complete a “What’s My Rule?” table.
Answers vary.
Practice
1.
27
56
83
2.
92
58
34
Math Masters, p. 285
Lesson 9 8
䉬
703
Teaching Master
Name
Date
LESSON
98
䉬
Time
3 Differentiation Options
Measuring Capacity
Materials 䊐 half-gallon container
䊐 tape
䊐 measuring cup
ENRICHMENT
䊐 pitcher of water
䉴 Measuring the Capacity of
1. Make a measuring container.
䉬
Attach a piece of tape from the
bottom to the top of an empty
half-gallon container.
1
Fill a measuring cup with a
half-cup of water.
c
䉬
Pour the water into the container.
Do all of your pouring on a tray
to catch the drips.
䉬
Mark the tape to show how
high the water is inside
the container.
䉬
Write c next to the mark.
䉬
Pour another half-cup of water into the container.
p
2
15–30 Min
Irregular Containers
up
1
䉬
SMALL-GROUP
ACTIVITY
cu
(Math Masters, pp. 286 and 287)
To explore measures of capacity, have children estimate and verify
the capacities of irregularly shaped containers. Children take
turns at the workstations that have been set up. They complete
the steps on Math Masters, pages 286 and 287 to make a
measuring container, estimate the capacities of irregularly
shaped containers, and use the measuring container to verify
their estimates.
4c
1
32 c
3c
1
22 c
2c
1
12 c
1c
1
2 c
1
2
䉬
Mark the tape and write 1 c next to the mark.
䉬
Continue. Mark the tape 1 c to show 3 half-cups,
2
2 c for 4 half-cups, and so on. Fill the container.
䉬
Pour the water back into the pitcher.
1
NOTE As children do this activity, show them how to position themselves to
keep the top of the liquid at eye level as they read and mark off their measuring
containers. This will help make their marks more accurate.
Math Masters, p. 286
EXTRA PRACTICE
䉴 Minute Mathⴙ
SMALL-GROUP
ACTIVITY
5–15 Min
To offer children more experience with capacity, see the following
pages in Minute Math: pp. 131 and 143.
Planning Ahead
In Lesson 9-9, you will need a set of measuring spoons and
measuring cups for the Follow-Up to Home Link 9-8, as well as a
spring scale (or letter scale or diet scale) and a bath scale for the
activities. Collect a variety of objects for each workstation that
weigh less than 1 pound each, such as an apple, orange,
chalkboard eraser, deck of cards, or calculator.
Teaching Master
Name
LESSON
98
䉬
Date
Measuring Capacity
Time
continued
2. In the first column of the table below, write the names or
draw pictures of several containers in the Measures All
Around Museum. In the second column, estimate the
capacity of each container. Answers vary.
Container
(description or picture)
Estimated
Capacity
Measured
Capacity
c
c
c
c
c
c
c
c
3. Measure the capacity of each container.
䉬
Fill the container with water.
䉬
Pour the water into your measuring container.
䉬
See how high the water is on the tape. Write the number
of the nearest mark in the third column above.
䉬
Pour the water back into the pitcher.
Math Masters, p. 287
704
Unit 9 Measurement
Lesson 9-9 also calls for children to weigh pennies on a spring
scale. Attach a paper or plastic cup to a spring scale to hold the
pennies. Each group will need about 40 pennies.