Year Level: Prep
Period/Lesson: Maths Topic: Volume
LESSON PLAN
Date: 28 th March 2011
Curriculum Outcomes and Essential Learnings: MGi Measurement + Volume
Time: 11.40
Length: 1 hour 30 mins
Foundation Year – Measurement and Geometry (ACARA):
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
1.
comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
2.
using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, ‘holds more’ and ‘holds less’
Lesson Outcomes: Students will be able to (know – cognitive processes AND do – demonstrate ):
Volume: full/empty, oveflows, fills, almost full.
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
Formative Assessment + Reflection
11.55
11.40
LESSON
Time: Teacher direction/ activity / instruction:
Introduce the word Volume on plain whiteboard.
“Today we’re going to learn about volume.”
Write Volume on board.
Volume is how much stuff can fit inside something else.
What’s this? (It’s a Cup)
Is there anything inside this Cup? (No)
That’s right. It’s empty. But what I’m going to do is fill it with cubes.
How many of these cubes do you think it will take to fill the cup? (10! 3!) [write answers on the board]
Ok guys, we’re going to count together. (1-2-3…20!) Who was the closest?
So how many cubes did we need to fill the cup? (20!)
So 20 cubes is the volume of the cup. It’s how much we can fit inside something until it’s full.
Introduce another container. “Which one do you think has more Volume – this one or this one? Put your hand up – let’s vote.” Ok, let’s count the cubes that fit in this one. So which one has the bigger volume? How do we know which one has the bigger volume? Because we counted.
Ok, so now we’re going to use some water instead of cubes. I have a container here and I have a cup. Let’s see, why don’t
I try 2 cups. That’s not enough. How many cups of water do you think will fill this container? Who can guess?
Let’s try. [No, that’s not enough – it’s almost full. Oh no, that’s too much – it’s overflowing!] Let’s try 4 cups. Great, it’s full. So the Volume of the container is 4 cups of water!
Student activity / what students are doing:
Check for understanding / key questions / manage the learning:
Resources:
Board
Cup
Cubes
Container
Trough
Containers
Water
Teddy Bear

12.20
12.35
Ok, I bought my friend along, Mr Bear. And what I want to do is fill up a new container, until it’s full, but I want to make sure that it doesn’t overflow. Otherwise, Mr Bear is going to get wet. Let’s use a new container.
Move class to whiteboard. Do the whiteboard Volume exercise: http://pbskids.org/cyberchase/games/liquidvolume/
Activity – worksheet. Have 2 containers ready + scissors and glue.
Show them two containers. One is full one is empty. Ask them which one is full and which one is empty.
Point out the word Full. Ask them to repeat – Full.
Point out the word Empty. Ask them to repeat it – Empty.
Explain to them their task – to cut out the pictures of things that are full and paste them in the correct box; then cut out the pictures of things that are empty and paste them in the other box.
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1.10
Cut out a picture and ask them whether it is full or empty.
When they answer correctly, paste it into the correct box.
Do another scaffold example.
Ask them if they think they can do it on their own. Direct them to the tables, and hand out sheets, glue and Scissors.
[Keep Which Are Full worksheet for early finishers.]
Reflection
Students must complete the sentence:
Today I learned about __________ (Volume)
Then they draw a picture of their activity/lesson
Finish / summing up / link to the next lesson:
Homework:
Evaluation:
Student: Outcomes met / engaged / on task / learning My teaching: Strengths / Weaknesses / Changes
Whiteboard
Scissors
Glue
Worksheets
Worksheets
Pencils

Foundation Year – Measurement and Geometry
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
3.
comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
4.
using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and
‘heavier’, ‘holds more’ and ‘holds less’