Holds less Equal/same as Capacity. Quarts. Funnel Milliliters Liter Kiloliter Holds more. 1 gallon Graduated cylinder Measuring cup

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1 This comprehensive kit is designed to help students grasp measurement essentials, including choosing and using appropriate tools, understanding different units of measure, and making comparisons and estimates. We ve included many ready-to-use teaching tools and resources that support national math standards such as detailed activity cards, reproducibles, a conversion chart, essential vocabulary, and a comprehensive assessment. Plus, we ve included lots of background information about each topic, so you can jump in and get started right away! Note: Each activity card features a list of necessary materials. Most of those materials are provided with this kit. However, some activities require materials that you will need to provide such as rice or lentils. What s Included 10 activity cards Conversion chart (customary and metric units) 2-page reproducible assessment (answers shown here) Metric measurement tools: Measuring cup (1 liter 4 cups) Graduated cylinder (10 ml) Funnel Customary measurement tools: Cup Quart Gallon Pint 1 2 gallon Measuring cup (1 liter 4 cups) Getting Started Spend time introducing the different tools in this kit. It is important that students understand how to accurately measure out a specific amount. Explain to students that the customary measurement tools are intended to be used only with small dry goods such as lentils or rice. Liquids cannot be used. Model for students how to accurately measure out the dry goods. Make sure that the contents settle flush with the marked measurement line. Here are some of the vocabulary terms they will need to know to complete the activities.. Metric units Ounces Customary units Cups Pints Designed to meet these objectives: Mathematics Students will estimate, measure, and compare the capacity of items in customary and metric units using different measurement tools. Students will perform conversions in both customary and metric units. Students will identify appropriate units of measure for items of different capacities. Students will learn the different abbreviations for different units of capacity. Quarts 1 2 gallon 1 gallon Graduated cylinder Measuring cup Funnel Milliliters Liter Kiloliter Holds more Holds less Equal/same as Capacity 2008 Lakeshore DD558 (800) Ages 6+ Printed in China

2 Using the KWL Chart Use a KWL chart to assess what students know about capacity as well as what they want to learn. The last column in the KWL chart can be used to record what students learn along the way. Explain to students that they will be studying a topic in math called capacity. Have students discuss in pairs what they already Know about capacity as well as what they Want to know. Bring the class back together. Have a member from each pair share their responses. Write down their responses on the KWL chart. Keep the class chart available so that students can add to the What Did We Learn? column throughout the unit. What Do We Know? Capacity What Do We Want To Know? What Did We Learn? Activity Cards Card #1 - Using Customary Units In this activity, students estimate, and then measure how many cups fill a 1 2 gallon container. Students will need the funnel, the measuring cup, the 1 2 gallon container, and dry goods. The 1-cup container can be substituted in place of the measuring cup; however, the measuring cup allows students to measure out amounts from 1 to 4 cups. Do NOT use water or any other liquid to fill the 1 2 gallon container. It is designed to be used with dry goods only. Dry goods such as lentils or rice work well because they pour freely through the funnel and spout on the 1 2 gallon container. Model for students how to accurately measure out 1-4 cups using the measuring cup. Make sure students measure out the dry goods until the amount is flush with the correct marking. Another important skill that students need to be familiar with is keeping track of the number of cups they use as they fill the 1 2 gallon container. One way of keeping track is for students to draw a tally mark for every 1 cup that is poured. Example: If 2 cups are poured into the 1/2 gallon container, students draw the following tally marks: If another 3 cups are poured into the 1/2 gallon container, students would draw three more tally marks: Students can also write simple numerical equations to record the number of pours they use along the way such as: 2 cups + 3 cups + Note: You may want to hold onto the conversion chart until students complete their measurements so that they do not peek at the answer ahead of time. 2

3 Card #2 - Using Metric Units In this activity, students explore and compare the relationship between metric units milliliters and liters. Model for students how to pour the dry goods into the graduated cylinder up to the 10 ml measurement mark. Since the graduated cylinder, funnel, and measuring cup are made of plastic, liquid can also be substituted in place of the dry goods. Review the different ways to keep track of the number of 10 ml pours students use. Card #3 - Cups & Gallons 16 In this activity, students explore and compare the relationship between the customary units cups and gallons. Model for students how to accurately measure out dry goods using the measuring cup. The gallon container is intended for dry measurement only. Review the different ways to keep track of the number of cups students use to fill the gallon container. Card #4 - Greater, Less Than, or Equal (customary units) In this activity, students compare two sets of customary capacities and identify which is greater than, less than, or equal. If students use the conversion chart to solve the problems, it is important that they understand how to convert the capacities into the same units of measure. Discuss the example problem that compares 4 pints and 1 gallon. Explain that one way to compare the two sets of capacities is to convert them into the same units of measure. The example converts gallons into pints. The conversion chart shows that 1 gallon is equal to 4 quarts. The chart also indicates that 1 quart is equal to 2 pints. So, if 1 quart equals 2 pints, then 4 quarts equals 8 pints. If 1 gallon equals 4 quarts, then 1 gallon is also equal to 8 pints. Now that the 1-gallon container has been converted into pints, it is simple to compare 4 pints to 1 gallon. 4 pints is less than 1 gallon because 4 pints is less than 8 pints. Another way to compare the two sets of capacities is to use the measuring tools and compare the amount each set can hold. In the example problems, students can use the 1-pint container and pour 4 pints of dry goods into the 1-gallon container. Students will then discover that 4 pints is less than 1 gallon. 3

4 Card #5 - Greater, Less Than, or Equal (metric units) In this activity, students compare two sets of metric capacities and identify which is greater than, less than, or equal. Discuss the example problem that compares ml graduated cylinders to a measuring cup filled to 300 ml. Explain that one way to compare the two sets of capacities is to measure out 10 ml in the graduated cylinder and pour that amount of dry goods into the measuring cup 15 times. Students can then compare the total number of milliliters from ml pours to the 300 ml in the measuring cup shown in the example problem. Students will find that ml pours is equal to 150 ml. Therefore, 15 graduated cylinders filled to 10 ml are less than 300 ml in the measuring cup. Students can represent their finding in the number sentence: 150 ml < 300 ml. Students can also calculate the total number of milliliters in 15 graduated cylinders by either counting by 10s fifteen times or multiplying 15 x 10 ml. > < = > Card #6 - Measuring the Capacity of Classroom Objects (customary units) In this activity, students will measure the capacity of various items in the classroom using one of the customary measuring tools. Afterward, students will categorize the object they measured in the table on the bottom of the activity card based on its capacity. Note: Depending on the amount of dry goods you have available, you may want to limit the size of the classroom objects students choose to measure. Discuss the example with students. The example involves measuring the capacity of a pencil box. Explain that students need to choose a customary measuring tool to help them measure the capacity of the pencil box. In the example, the quart container is chosen because the pencil box appears to hold more than a cup or pint, but less than 1 2 gallon. After pouring 1 quart into the pencil box, there is still room left, but not enough for a 2nd quart. There is enough information to categorize the pencil box in the table under the category 1 quart 1 2 gallon. Card #7 - Measuring the Capacity of Classroom Objects (metric units) This activity is very similar to the activity on card #6. This time students are measuring and categorizing the capacity of different classroom objects using metric units. Students will choose a classroom object, estimate its capacity, and measure out the estimated amount in the measuring cup. In the example, it is estimated that the paper cup is about 100 ml. One hundred milliliters of dry goods is measured out in the measuring cup and then poured into the paper cup. Afterward, the paper cup is about half full indicating that the cup holds more than 100 ml. Point out the capacity categories on the table. The first capacity range is 0 ml 999 ml. Since 100 ml of dry goods filled half of the paper cup, it can be estimated that the paper cup holds around 200 ml and can be categorized under the 0 ml ml range. 4 ry. ll va s wi er Answ

5 Card #8 - Customary Conversions In this activity, students will practice making customary conversions. Students will use either the measurement tools or the conversion chart to help them solve the problems from the activity card. You may want to solve #1 as an example ( 1 2 gallon = cups). Students can use the 1-cup measuring tool and count the number of pours it takes to fill the 1 2-gallon container. Students can also use the conversion chart to solve the problem. Card #9 - Metric Conversions In this activity, students will practice making metric conversions. Students will use either the measurement tools or the conversion chart to help them solve the problems from the activity card. Some problems such as #1, #4, and #6 can be solved using either the measuring tools or the conversion chart. Problems #2, #3, and #5 can be solved using the conversion chart, but not with the measurement tools. Card #10 - Using Recipes In this activity, students will use measurement tools and the conversion chart to solve problems in the context of an applesauce recipe. Read and discuss the problems, making sure students understand what is being asked of them. Make available to students the customary measuring tools and the conversion chart. Meeting Individual Needs ELL Review the instructions with students in advance. Point out the components necessary for the activity, reviewing key vocabulary, and discussing the goal(s) of the activity. Check for understanding by having students give an overall summary of the activity. Write key words and provide corresponding visuals for key words that are unfamiliar to students. 5

6 Here is a fun and effective way for students to practice and learn vocabulary related to the different components. Create a set of vocabulary cards for the different measurement tools in the kit. In a small group, pass out 2-3 tools to each student. After the items are distributed, read and show one of the vocabulary cards. For example, 1 gallon.who has the 1 gallon container? The student who has the 1 gallon container shows that item and responds, I have the 1 gallon container. Reteach/Extra Support Choose an activity card that addresses a particular concept or skill that you want to review with a small group of students. Work through the activity with students and address mistakes and misconceptions along the way. Some common skills that students may have difficulty with are measuring capacity with accuracy, keeping track of how many pours they have used, and making conversions. For students who have difficulty measuring accurately, model how to pour the dry goods flush to the measurement line. Make sure to point out that the surface of the dry goods should be level and not angled up or down. For students who lose track of the number of pours they use, model how to use tally marks as a way of keeping track of their pours. For students who have difficulty with conversions, first review the conversion chart. Review simple conversions that can be easily solved by referring to the conversion chart such as 1 cup (c) = fluid ounces (fl oz). Once students are comfortable with these simple conversions, move onto more challenging conversions such as 1 2 gallon = cups. The conversion chart does not provide a direct equivalence between gallons and cups, only between gallons and quarts or pints. Model for students how to use equivalences between pints and cups to figure out how many cups there are in 1 2 gallon. For example: 1) 1 2 gallon = 4 pints 2) 1 pint = 2 cups 3) I need to know how many cups are in 4 pints (4 pints = 8 cups). 4) Now I know that 1 2 gallon = 8 cups. In addition to calculating this conversion, have students use the measurement tools to solve the conversion by recording the number of cups needed to fill a 1 2 gallon. Challenge Students can create and play a capacity guessing contest. Have students bring clean, empty containers from home. Consumer labels indicating the capacity of the container should be removed beforehand. Students measure the capacity of their container in secret (in customary units) and share the measured capacity with only the teacher. The teacher keeps a secret record of the capacity of each student s container. Display the different containers around the classroom along with a recording sheet. Students can then look at the different containers, estimate the capacities of each, and record their name and their guess on the corresponding recording sheets. When all estimating and recording is finished, students will reveal the actual capacity of the container they brought. The student whose guess is closest to the actual capacity wins. Note: You may want to set a limit on the size of the containers students can bring in. 6

7 Capacity Assessment Name Date Match the vocabulary words with their definitions. 1. a measurement tool that shows both customary and metric units, often a. capacity used for measuring ingredients for cooking recipes 2. the amount of solid, liquid, or gas that can be contained b. 1 gallon 3. equal to 4 quarts / the largest container of milk is sold in this size c. kiloliter 4. a metric unit used to measure capacities greater than or equal to 1000 L d. measuring cup 5. 1 pint = ounces a. 4 ounces b. 8 ounces c. 12 ounces d. 16 ounces 6. Which item holds about 2 liters? a. b. teaspoon teacup c. d. soda bottle eye dropper 7. Which of the following equations is NOT true? a. 1 gallon = 4 quarts b. 1 gallon = 6 pints c. 1 gallon = 16 cups d. 1 gallon = gallons 8. Write the correct symbol ( >, <, = ) in the blank that makes this statement true. 2 quarts 7 cups 9. A recipe calls for 4 cups of milk. Which amount below will NOT provide enough milk for the recipe? a. 32 ounces b. 1 pint c. 1 quart d 1 2 gallon 7

8 Capacity Assessment Name Date 1 cup 1 pint 1 quart 1 2 gallon 1 gallon Write the correct symbol ( >, <, = ) in the blank that makes this statement true ml Graduated Cylinder Measuring Cup 12. Write the correct symbol ( >, <, = ) in the blank that makes this statement true Write the missing number in the box to make this statement true. = 14. List the following customary units of measure from least to greatest capacity: cup 1 2 gallon gallon ounce pint quart