Instruction Day 2

Instruction Day 2
14-5/14-5: Estimate & Measure Liquid Volume
Lesson Plan Date: 3/23/18
Revised plan: Everything red is part of our revised plan after teaching the last class.
Nothing was deleted from original plan we only added to the
plan.
CO-Teaching Plan:
Team teaching after last class we determined that this may be better so that we can
better assist the students and give one on one care. We will alternate instructional
blocks and freely share instruction with the other teacher.
Environment: Teach in a classroom near a sink because we need the sink. Today in the
gym the class had a hard time focusing.
Expectations:
-Students will not pour water on each other, they will only pour water into the containers.
-Students will raise their hands and wait to be called on.
Standards: 3.MD.A.2 “Measure and estimate liquid volumes using standard units of
grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-
step work problems involving masses or volumes that are given in the same units, e.g.,
by using drawings (such as a beaker with a measurement scale) to represent the
problem.
Objectives: Use standard units to estimate and measure liquid volume.

Student-friendly objective: Students will estimate and measure volume using
containers.
Materials/Supplies:
4 graduated cylinders (500 mL)
6 containers of different volumes (mug, cereal bowl, soup can, empty soda bottle, empty
milk carton)
Scissors for each student
Tape
Dice
Anticipatory Set: 10 minutes Barrick (will teach Pyper will assist)

Vocabulary: volume, beaker, liter (review from previous lesson)
Ask students what it means to estimate. Show students a liter beaker and a small cup.
Ask students which one has a higher volume. Volume is the amount of space something
takes up, especially in an enclosed container.
What is the relationship between milliliters and liters? How many milliliters are in a liter?
{milli=1000} Discuss the metric system and that it is modeled on base-ten.
Brainstorm a list of things you would measure using milliliters and liters (Ex: water bottle,
bathtub, cup, pot, syringe, soda, ink in a pen, water cooler, sink,a pool, a bottle of glue,
etc.)
Have students complete the cut and paste activity
(http://www.teachersnotebook.com/product/kingvirtue/measurement-liquid-volume-cut-
and-paste-activity-milliliters-and-liters)
Assessment: 3-5 minutes (We will both help students)

Distribute worksheets and have students complete as practice reading a beaker.
https://www.mathinenglish.com/PWkS/grade3/BeakersProblemsP3(1).pd
Guided Practice: 5 minutes (Pyper teach Barrick assist)

Ask students to explain how they think they can use a beaker to measure the volume of
other containers. “What is the first thing you can do?” (Possible answer: fill the beaker
and pour it into another container and see how much the container holds”) Ask students
how the markings on the beaker help them measure volume. Using the milk carton,
demonstrate how to measure volume of a container. Fill the beaker to 1 liter. Pour into
the milk carton. Ask students if the carton is full (it will not be entirely full). Fill the beaker
again and pour into carton. When the carton is full, ask a student how many times you
poured the full beaker into the carton. Ask another student how much water is left in the
beaker. Have them subtract that amount from 1000 mL. Ask a third student to add that
difference to the amount of milliliters poured into the carton from full beakers. Ask
another student to explain how you used a beaker to measure the volume of another
container.
Independent Practice: 10-12 minutes

Divide the students into groups of three (Anne should be in a group of two). Give each
group one containers and one cylinder. Have them practice measuring the volume of the
containers. Students will make a chart recording the volume of each container. The chart
will have three columns and five rows. The first row will say “container” in the left
column, “estimated volume” in the middle column and “actual volume” in the right
column. Before students begin measuring, they will each make a prediction of the
volume of each container and record it on their chart. One student will fill the beaker and
pour and the other student will record. In the group of three students, one student can fill
the beaker, one can pour, and the third can record. After each group has measured their
container, they will rotate containers and repeat the process. If one group finishes before
the other, they can measure the volume of the teacher’s water bottle or find another
container in the classroom to estimate and measure. After all containers have been
measured
Review: 5 minutes
Gather students together and review their estimates compared to their predictions.
Which container held the most water? Which of their estimates was closest to the actual
volume? How did they estimate the volume?
Closure: 10 minutes (Pyper will teach Barrick will assist)

Play the ‘Toss and Talk’ game on page 760 in teacher manual
Assessment(s):
-Worksheets
-Volume chart
Reflection:
Today went a lot better!! The students were engaged working on the worksheets which
is interesting to me in the pre-assessment majority said that they liked worksheets so we
thought we would put that to the test. A problem we had was that we planned early
finishers but the students did not do it once they were done with their worksheets. They
played with their friends it was as if they felt as if the early finishers was not important.
For our next lesson the challenge will be to make that important to them. They were very
engaged in pouring the water and trying to figure out how much water fits into each
container. As I watched them play I gathered lots of data in my head as they were
pouring the water. They met the objective they know how many milliliters are in a litter.
They know how to measure it and when to use milliliters and liters to measure. They
made very good estimates they also were very precise in their measurement. If I could
go back and do it again, I would allow them more time to pour the water and to figure out
how much water was in there and maybe even have had that as the first activity. It
worked very well to have us both teach together and to have a big group. We were able
to assist the students and the one observing was able to understand if the students were
understanding or not.

Instruction Day 2

Uploaded by

Copyright:

Available Formats

Instruction Day 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Instruction Day 2

Uploaded by

Copyright:

Available Formats

Instruction Day 2

14-5/14-5: Estimate & Measure Liquid Volume

Lesson Plan Date: 3/23/18

Objectives: Use standard units to estimate and measure liquid volume.

Anticipatory Set: 10 minutes Barrick (will teach Pyper will assist)

Assessment: 3-5 minutes (We will both help students)

Guided Practice: 5 minutes (Pyper teach Barrick assist)

Independent Practice: 10-12 minutes

Closure: 10 minutes (Pyper will teach Barrick will assist)

You might also like