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    Srmeas 008

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    Capacity of a container is the amount it will hold when full. The capacity of the juice bottle is still 1L even though some of the juice has been poured out. Look around you. List the objects you could use to measure the capacity of containers.

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    Srmeas 008

    Uploaded by

    api-302847078
    109 views10 pages
    Capacity of a container is the amount it will hold when full. The capacity of the juice bottle is still 1L even though some of the juice has been poured out. Look around you. List the objects you could use to measure the capacity of containers.

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    srmeas008

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    Capacity of a container is the amount it will hold when full. The capacity of the juice bottle is still 1L even though some of the juice has been poured out. Look around you. List the objects you could use to measure the capacity of containers.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    109 views10 pages

    Srmeas 008

    Uploaded by

    api-302847078
    Capacity of a container is the amount it will hold when full. The capacity of the juice bottle is still 1L even though some of the juice has been poured out. Look around you. List the objects you could use to measure the capacity of containers.

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    © All Rights Reserved
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    Student resource: Using informal units to measure capacity

    Communicating
    Measurements

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    1
    Licensed for NEALS

    The capacity of a container is the amount it will hold when full. The capacity of a container never
    changes.

    The capacity of the juice bottle


    is still 1L even though some of
    the juice has been poured out.

    Activity one
    1.1 Look around you. Take two minutes to list the objects you could use to measure the
    capacity of containers. The object you will probably think of first is a cup.

    Objects for measuring small containers like a jug:

    Objects for measuring large containers like a bathtub:

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    1.2 Draw a line to match the object to the most suitable container for measuring its capacity.

    1.3 Two students were arguing over the results of their maths activity.
    Aramis argued that it took thirty-five teaspoons of water to fill the container and Claudia was
    certain that it took eleven jar lids of water to fill the container.
    Both students had their work marked as correct by their teacher. Explain how this is possible
    when their answers were not the same.

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    Activity two
    2.1 Collect the following drinking vessels: a mug, teacup and a tall drinking glass. You also need
    a large bowl and sand, rice or water.
    A bowl shaped like this
    would be perfect.

    For this task, you will estimate and then measure the capacity of the bowl, using three different
    containers.
    a) Before you begin to measure the capacity of the bowl using the three containers, estimate
    how many of each container will be needed to fill the bowl.
    b)

    Place a line across the graph below to show your estimate of the number of containers.
    If you think that 8 mugs of water, rice or sand are needed
    to fill the bowl, then place a thick coloured line across the
    line labelled 8 on the vertical axis.

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    c)

    Measure the capacity of the bowl with the different containers.

    Make sure that each container is


    full to the brim.

    d)

    As you measure, tally how many of each container is needed to fill the bowl.

    Drinking vessel

    Tally

    Measurement

    Mug

    full mugs

    Teacup

    full teacups

    Glass

    full glasses

    e) Colour the blocks to graph your results showing the number of containers used. Were your
    estimates close to the actual measures?

    f) Instead of making estimations of the three containers at one time, explain how you could
    improve the accuracy of your estimations.

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    2.2 Now that you have measured the capacity of the bowl with three different measures,
    choose a different drink container. Draw a picture of the container on the graph.

    Use what you have learned about the capacity of the bowl to estimate how many of this
    container will be needed to fill the bowl. Mark your estimate on the graph.
    Measure and record the results as a tally and on the graph.

    Was your estimation more accurate this time?

    Explain the reason for this.

    Activity three

    3.1 For this activity, you will make a measuring jug. You need two different shaped plastic
    bottles, a cup, paper streamer, sticky tape and a marker.
    Tape the strip of paper to the outside of the bottle, making sure that the strip starts at the
    bottom.

    Use the cup as one unit. Pour in one cupful of water, rice or sand and mark the level of water,
    rice or sand in the bottle onto the paper strip. Repeat this step until the bottle is full.
    Take the paper strip and tape it to the second bottle.
    Use the same cup as a unit of measure and test whether the scale works for the second bottle.

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    Do the one-cup measurements you marked on the strip of paper work for the new bottle?

    Explain why or why not.

    What difference does it make if one of the bottles is wider?

    What does this tell you about the markings used on measuring instruments?

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    Feedback and solutions


    Activity one
    1.1
    Answers will vary. Some ideas include:
    Objects for small containers:
    lids
    eggcups
    glass
    mug
    cup
    plastic container
    small bottle
    jar
    ladle
    handfuls
    Objects for large containers:
    bucket
    saucepan
    bowl
    measuring jug
    flowerpot
    watering can

    1.2

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    1.3
    The two students used different units to measure the capacity. This explains why they had
    different answers.
    This is one of the reasons formal units are used to measure.
    Everyone has a common understanding of how much each unit represents.

    Activity two
    2.1
    Answers will vary.
    Make sure that you have included a mark across each column to show your estimation.
    You can improve estimates by estimating and measuring in turn. By doing this you can adjust
    each estimate based on your previous result.
    You can show more precise measurement by showing whether the container is more than
    one whole unit. For example, you can say that the capacity of the bowl is three and a half
    mugs full or five and a quarter glasses full.
    Your graph could look like this:

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    Your table could look like this:

    2.2
    Answers will vary.

    Activity three
    3.1
    The measurements would not work for both bottles unless they were the same shape and
    size.
    Scale markings on measuring jugs are specific to the jug unlike a ruler, which shows
    centimetres as a constant measure.

    SRMEAS008 | Student resource: Using informal units to measure capacity


    Department of Education WA 2012
    Reprinted with permission from WestOne Services

    10

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