Day 4- Volume Instruction and Scoot Game Inductive Topic: Volume Instruction and Scoot Game Duration: 50 minutes Materials: Measuring cup, water, white boards, markers, scoot cards, game board and pencils. Standards: 3.0A.1 Interpret products of whole numbers, e.g, interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (I).1 Add, subtract, multiply, or divide to solve one-step word 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: Students will be able to estimate and measure liquid volume in liters and milliliters using the vertical number line, Students will be able to solve mixed word problems involving all four operations with grams, kilograms, liters, and milliliters given the same units. Purpose: Students will practice solving different types of problems involving estimation, measuring, and solving equations of mass and volume. Anticipatory Set: | wil fill a measuring cup up with a certain amount of water and have students read the volume. Next, I will pour out some water and have students read the next value. Students will write and solve the equation to determine how much water I poured out. Exploration: | wiil give students a few different problems using volume to add, subtract, multiply and divide. I will also explain which objects are large enough to measure with liters and which objects are too small and should be measured with milliliters. When students feel ready, we will move on. Metacognition: | will have students turn to a neighbor on the carpet and discuss how working with mass and volume and similar and different. Apply new learning: Students will begin the “Scoot game.” There will be question cards placed on each desk and students get a game card to write down their answer.Iwill give students a minute to solve each question and they may use their whiteboard and marker to work on it, When the timer goes off, they rotate to the ext station and complete the next problem until they have gotten to all of the stations. ‘Checking for Understanding: | will monitor how the activity is going and if students need more time, | am willing to increase or decrease the time for each station by 15 or 30 seconds if needed. Assessment: After the game is complete, | will allow students to correct their own work as I will project the answer key on the Smartboard and walk them through the solutions. Closure: Students will look at the problem on their desk and give it either a draw a smiley face or a frown face on the card. The smiley shows that they liked this problem and would like it to be included in the next day's activities and the frown. will show that they did not like it. Adaptations/Differentiation: Students who need movement throughout the day will absolutely love the freedom to move every minute in this activity. The constant changes help the children who have a hard time staying focused for long periods of time. Homework: Lesson 10 Exit Ticket