Natalie Ihlow
S00160315
Class: Year 1/2- Stage 1
Key Learning Area: Mathematics
Recent Prior Experience: Students have recently been learning about Area. Students know that the area of a shape is the space inside a shape. Students are
no aware of volume and capacity.
Syllabus Outcome(s):
MA1-1WM: describes mathematical
situations and methods using everyday
and some mathematical language,
actions, materials, diagrams and
symbols.
MA1-11MG: measures, records,
compares and estimates volumes and
capacities using uniform informal units
Any safety issues to be considered:
Mathematics- Volume and Capacity
Date: 20/ 06/ 2016 Time: 40-50 mins
Lesson Topic: Volume and capacity
Indicators of Learning for this lesson: By the end of this Assessment:
lesson, the students will:
- Observation of participation and Ss
engagement during discussion
- Determine which measuring device is best in certain
- Amount of work completed during
situations math activities
- Compare the capacities of two or more containers using - Check for understanding when in
appropriate uniform informal units small group activities- through
questioning
- List containers volume/ capacity from smallest to largest and
largest to smallest
- Represent 1 cup of water as a fish to show how many cups
of water are in a tank
Resources:
- Volume and capacity document printed and laminated
 Natalie Ihlow
S00160315

- Blue tack
- Space and seating
- Whiteboard
- Good air circulation - Whiteboard markers
- The words smallest and largest written on the board
- Ss to wear paint shirts - How many fish in the tank printed and laminated cards
- Will an elephant slide show
- Sleeves on uniform rolled up

LESSON SEQUENCE

Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)

INTRODUCTION

Volume: the amount of space taken by an
object or substance and can be measured
10 mins
in cubic units, eg cubic centimetres (cm3)
and cubic metres (m3). Volume is
determined by the outside dimensions of the
container
Introduction:
T will begin lesson by gathering ideas of what Ss already know - Whiteboard
- Whiteboard marker (in case
or dont know about volume and capacity:
T needs to write on the
- What do you think volume and capacity is? board)
- Where/ how do you think we use volume and capacity - Will an elephant slide show

Capacity: the amount a container can hold, T will go through the Will an elephant slide show asking Ss
questions.
and can be measured in millilitres (mL)
and/or litres (L). Capacity is based on the
inside dimension

DEVELOPMENT
 Natalie Ihlow
S00160315

Development:

Language to use: Whole class: Whole class:

10 mins - Volume and capacity
- Capacity Smallest to largest activity document printed and
- Container - List items on the side of the whiteboard with blue tack laminated
- Liquid - T will choose Ss to put an item from smallest to - Blue tack
- Full - Whiteboard
largest. (Not just by the size of the shape, but by the
- Empty - Whiteboard markers
- Volume amount thatll fit inside the container)
- The words smallest and
- Gap - Repeat until all items have been placed in the line.
largest written on the board
- Measure - During activity, T will question Ss why did you choose
- Estimate. that item

T will ask Ss the following questions:

- Why do you think ____ is the smallest Maths group:
- Why do you think ____ is the largest - How many fish in the tank
Math groups will run for 5 mins each group printed and laminated cards

Maths groups: Main activity on the floor with T

Organisation:
25 mins Note: T needs to ensure that Ss are in
- Ss are to determine how many cups of water are in the correct groups and on task. T needs
tank. to make sure that Ss are learning to
- 1 fish represents 1 cup of water freeze when they hear the timer.
Once they have shown their work,
- Each fish needs 1 cup of water to fit into the tank. E.g.
Ss are not to move to the next
if 2 fish are in the tank, its size is two cups of water. station until T has told them to do
- This activity may be used to be after the first game so.
depending on Ss understanding of the topic

Before starting the activity, T will ask Ss what they know about
volume and capacity
 Natalie Ihlow
S00160315

Game 1:
- Order the fish tanks from smallest to largest

Game 2:
- Choose two cards
- Compare which tank is the smallest and which is the
largest
During these activities, T will be utilising questioning such as:
- How did you get that answer
- What did you do to get your answer
- Why did do you think that (relating to certain answers)

Ss are to complete math groups as normal- mins each:

After the timer goes off, Ss are to stop what they are dong and
freeze. T may use a clapping or stop, look and listen
approach to gain Ss attention.

CLOSURE

To conclude: Organisation:
5 mins - T asks Ss to sit on the mat in their spots T is to ensure Ss are in correct
- T asks Ss what they learnt in mathematics today spots on the mat and are listening
- T asks Ss what they learnt about volume and capacity when others are speaking.
(specific) today