Lesson Guide

In
Elementary Mathematics
Grade 3

Chapter IV
Measurement
Capacity

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade III

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3 Ateneo de Manila University

Agnes V. Canilao – Pampanga Pacita E. Hosaka

Josefina S. Abo – Tarlac City
Alma Flores – Bataan Support Staff

Region 4 - A Ferdinand S. Bergado

Ma. Cristina C. Capellan
Cesar Mojica – Regional Office Emilene Judith S. Sison
Marissa J. de Alday – Quezon Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
Region 4 – B Myrna D. Latoza
Felicima Murcia – Palawan Eric S. de Guia - Illustrator

National Capital Region (NCR) Consultants

Laura N. Gonzaga – Quezon City Fr. Bienvenido F. Nebres, SJ – President,

Dionicia Paguirigan – Pasig/San Juan Ateneo de Manila University
Yolita Sangalang – Pasig/San Juan Ms. Carmela C. Oracion – Principal,
Ateneo de Manila University
Bureau of Elementary Education (BEE) High School
Ms. Pacita E. Hosaka – Ateneo de Manila
Elizabeth J. Escaño University
Galileo L. Go
Nerisa M. Beltran
Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol – Chief, Curriculum Development Division
Irene C. Robles – OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Teodosio C. Sangil, Jr. – Undersecretary for Finance and Administration
Jesus G. Galvan – OIC - Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-2-1
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

IV. MEASUREMENTS

A. Capacity

Finding Capacity using Units of Measure ....................................................................... 1

Converting Capacity Measure ......................................................................................... 4
Solving Word Problems................................................................................................... 8

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade III

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
IV. Measurement
A. Comprehension of Capacity
1. Find capacity using standard units of Water conservation Listing Movements (Bodily 
measure Using real objects Kinesthetic)
e.g. small units-milliliter

2. Convert capacity measure from Reduce waste Simplifying the problem Manipulative (Bodily 
smaller to larger units and vice versa kinesthetic) Cooperative
groups(Interpersonal) Global
Theme (Naturalist)

3. Application of measurement of
capacity

3.1 Solve word problems involving Drinking the right amount Acting out the problem Cooperative 
capacity measure following the of water Drawing pictures groups(Interpersonal)
steps in problem solving

v
Finding Capacity using Units of Measure

I. Learning Objectives

Cognitive: Find capacity using standard units of measure

Psychomotor: Measure the capacity of a given container
Affective: Practice ways of conserving water

II. Learning Content

Skill: Finding capacity using units of measure

Reference: BEC PELC IV C 1
Materials: empty medicine and shampoo bottles, cup, glass, medicine dropper
Value: Water conservation

III. Learning Experiences

A. Preparatory Activities

1. Drill

“Listing Down” (Contest between Boys & Girls)

In 3 minutes list down all the liquids that you know.

2. Review

Which can be used as a liquid container? Say Yes if it is, No if it‟s not.

a. basket f. plate
b. glass g. cup
c. kettle h. flower pot
d. bottle i. flower base
e. can j. pitcher

3. Motivation

Put two glasses on your table, one glass with water, the other one empty. Pour a small
amount of water from one glass to the other.

Ask: What is the exact amount of water poured in the empty glass?

What units of measure should be used to determine the amount of liquid in the glass?
Nowadays we suffer from water shortage, what can you do to conserve water? Is there need
for us to campaign? How would you do it?

B. Developmental Activities

1. Presentation

a. The millilitre and litre are units used to measure amounts of liquid.
Show the materials while saying the following:
Say:
This bottle holds 1 litre of fruit juice?
A medicine dropper holds about 1 millilitre of liquid.

1
 b. Get a medicine dropper, glass with water and a small medicine bottle. Show how many
millilitres of water can be put in the bottle? (Pour only some amount then let pupils
guess.)
Get a pail and one litre bottle. Find out how many litres of water can be put in the
pail.
Which container can hold millilitres of liquids? Litres of liquid?

2. Guided Practice

a. What unit of measure will you use in each container. Write your answer on the show-me-
board (Show the bottle/containers)

1. soy sauce bottle

2. shampoo bottle
3. 10 mL medicine bottle
4. 50 mL medicine bottle
5. pail
6. 1.5 litres softdrinks bottle
7. pitcher
8. water jug
9. dipper
10. sprinkler

b. Working in Dyads.

For mL make the following movements

For L make this movement

What unit of measure would you use for each? Explain.

1. water in an acquarium
2. a cup of tea
3. water in the glass
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 4. soup in a small cup
5. a drop of rain
6. juice in a pitcher
7. cologne in a small bottle
8. baby oil in a small bottle
9. a pail of water
10. water in a big flower base

c. Use show-me-board in answering the next activity. Which estimate is better for the
capacity of each?

1. large container of milk

4 L or 9 mL
2. glass of juice - 200 mL or 2 L
3. a dropper of medicine
1 mL or 50 L
4. pot of soup
50 mL or 5 L
5. spoonful of medicine
15 mL or 1L
6. bottle of salad dressing
500 mL or 2 L
7. large can of juice
1 L or 150 mL
8. bottle of cough syrup
200 mL or 1 L
9. bottle of bleach
50 mL or 3 L
10. 1 pail of water
500 mL or 5 L

3. Generalization

How do we find the capacity using standard unit of measure?

When do we use millilitre? Litre?

The millilitre (mL) is a metric unit used to measure the capacity of small containers.
The litre (L) is used to measure the capacities of large containers.

C. Application

A. Choose millilitres or litres to complete each sentence.

1. Carlos put 10 ________ of water in his aquarium.

2. The can holds about 750 _________ of pineapple juice.
3. The squeaky door needs about 2 ________ of oil.
4. The swimming pool holds about 90 000 ________ of water.
5. Tina uses 100 _________ of water in preparing orange juice.

IV. Evaluation

A. Choose the appropriate measurement.

1. A cup holds about _______ of tomato sauce.

a. 200 mL
b. 20 L

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 2. A pitcher holds about ________ of juice.
a. 200 mL
b. 2 L
3. A watering can holds about ________ of water.
a. 10 mL
b. 10 L
4. A drinking glass holds about ________ of milk.
a. 250 mL
b. 250 L
5. A paint can hold about ________of paint.
a. 4 mL
b. 4 L

B. Write mL or L for the unit you would use to measure each.

1. a cup of milk
2. juice in a glass
3. water in a tank
4. a cup of tea
5. honey in a bottle
6. juice in pitcher
7. paint in a bucket
8. water in a pail
9. milk in a glass
10. water in a fish bowl

V. Assignment

Name containers that hold about one litre

Name containers that hold more than 1 litre
Name containers that hold more than 1 mL

Converting Capacity Measure

I. Learning Objectives

Cognitive: Convert capacity measure from smaller to larger units and vice-versa
(mL to L, L to mL)
Psychomotor: Divide/Multiply given numbers by 1000
Affective: Help the government in promoting proper waste management

II. Learning Content

Skill: Converting capacity measure from smaller to larger units and

vice versa
Reference: BEC PELC IV C.2
Materials: 1 litre coke bottle, 4 tetra packs, funnel
Value: Reuse,recycle, reduce waste

4
III. Learning Experiences

A. Preparatory Activities

1. Drill

(Contest between two groups)

Write on the board the correct unit of measure to use.

a. cup f. mineral water bottle (small)

b. small bottles g. glass
c. pail h. pitcher
d. can i. kettle
e. water jug j. jar

2. Review

Find the product.

1 000 1 000 1 000 1 000 1 000
x 5 x 6 x 7 x 8 x 9

Find the quotient.

10 10 000 9 9 000 8 8 000 7 7 000 6 6 000

3. Motivation

Nowadays, there are lots of things that we buy that add waste in our surrounding. Could
you give examples? Empty bottles of mineral water, tetra packs, cans. How can you help
minimize waste in our surrounding? Recycle/Reuse/Reduce waste. Now in our lesson we
will be using empty bottles and tetra packs.

B. Developmental Activities

1. Presentation

a. Divide the class into 3 groups. Each group will perform an activity. Remind first the
pupils the standards to be observed while doing the activity.

ACTIVITY CARD

Materials
4 tetra packs (250 mL each) (cut at the top)
one 1L softdrinks bottle
1 funnel
1 pail with water (¼ of the pail only)

Procedure
1. Pour water in the four-tetra packs.
2. Then transfer the water in the four-tetra packs in the coke bottle.

Answer these questions.

1. How many millilitres of water are there in each tetra pack?

2. How many millilitres in all?
3. How many millilitres of water did you pour in the 1 litre coke bottle?
Thus 1 litre = __________millilitres 5
 b. Let us try solving this problem.

It takes 2 litres of iced tea to fill Cary‟s Thermos. How many millilitres does the
Thermos hold.

What is asked?
What are given?
What operation are we going to use?
What is the number sentence?
2 x 1000 = n

Let us solve.

2 x 1000 = 2000 millilitres

We can also solve the problem this way.

In 1 litre there are 1000 millilitres.
Just add 1000 + 1000 = 2000 ml.

c. Change 5000 millilitres to litre = 5000 ÷ 1000 = 5 litres

Why did we divide 5000 by 1000?

2. Guided Practice

a. Working in Dyads.

Write the missing numbers.

1) 3 L = ______ mL 2) 11 L = _______ mL
3) 34 L = ______mL 4) 59 L = _______ mL
5) 83 L = _______ mL 6) 7 000 mL = _______ L
7) 64 000 mL = _______ L 8) 32 000 mL = _______ L
9) 54 000 mL = _______L 10) 274 000 mL = _______ L

b. Working in Triads. (Use > , < or =)

1) 5L 6 000 mL 2) 10 L 10 000 mL
3) 10 L 9 000 mL 4) 8 L 8 000 mL
5) 2L 3 000 mL 6) 6 L 5 000 mL
7) 3L 2 000 mL 8) 4 L 4 000 mL
9) 9L 8 000 mL 10) 5 L 3 000 mL + 2 000 mL

c. Work individually.

Match Column A with Column B.

1) 16 L a. 7 000 mL
2) 11 L b. 16 000 mL
3) 7 L c. 1 000 mL
4) 1 L d. 4 000 mL
5) 4 L e. 11 000 mL

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 3. Generalization

How do you convert L to mL? mL to L?

To convert L to mL. Multiply the given number by 1000?

To convert mL to L divide the given number by 1000?

C. Application

A. Supply the missing numbers.

1) 1 L, 2 000 mL, ______, 4 000 mL, 5 L, ______
2) 7 000 mL, ______, 9 000 mL, 10 L, ______ 11 000 mL
3) 12 000 mL, 13 L, ______, 15 L
4) 20 L, ______, 22 mL, 23 000 mL
5) 4 000 mL, 5 L, 6 000 mL, ______

B. Read, analyze and solve

1) A big bottle of rubbing alcohol holds 1.5 litre. How many millilitre is this?
2) Ms. Jean needs 250 millilitre of detergent to clean the lab each week. How many litre
of detergent does she need in 2 months?
3) A mineral water company delivers 400 litre of water to homeowners every week.
How many millilitres of water does it deliver?

IV. Evaluation

A. Solve

1) 10 000 mL of water = ________ L

2) 8 litres of gasoline = ________ L
3) 9 000 mL crude oil = ________ L
4) 5 000 mL used oil = ________ L
5) 7 litres petroleum = ________ mL

B. Answer

Which is more?
1) 9 000 mL crude oil or 10 L gasoline
2) 5 L water or 6 0000 mL vinegar
3) 18 000 mL cooking oil or 16 L patis
4) 7 000 mL soy sauce or 7 L cooking oil
5) 8 000 mL cooking oil or 9 L soy sauce

V. Assignment

Supply the missing number.

1) 36 L = _______ mL 2) 12 L = ________ mL
3) 78 L = _______ mL 4) 13 000 mL = _________ L
5) 35 000 mL = _______ L 6) 15 000 mL = _________ L
7) 72 L = ________ mL 8) 17 000 mL = _________ L
9) 55 000 mL = ________ L 10) 21 L = __________ mL

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Solving Word Problems involving Capacity Measures

I. Learning Objectives

Cognitive: Solve word problems involving capacity measure

Psychomotor: Draw/Make illustrations to solve word problem
Affective: Practice to drink right amount of water

II. Learning Content

Skill: Solving word problems involving capacity measures

Reference: BEC PELC IV C 3.1
Materials: chart with problems written on them
Value: Drinking the right amount of water

III. Learning Experiences

A. Preparatory Activities

1. Drill
Choose the appropriate measurement. Write your answer on the show-me-board.

a. A drinking glass holds about _______ of milk.

a. 250 mL b. 250 L

b. A teaspoon holds about ________ of liquid.

a. 5 mL b. 5 L

c. A sprinkler can hold about _________ water

a. 5 mL b. 5 L

d. A small mineral water bottle can hold ________ liquid.

a. 500 mL b. 500 L

e. A pitcher holds about _________ of juice.

a. 200 mL b. 2 L

2. Review

Use >, < or = in the box. Write your answer on the show-me-board.

a. 500 mL water 1 L oil

b. 1 L softdrink 2000 mL juice
c. 2 000 mL mango juice 3 L buko juice
d. 5 000 mL Patis 5 L soy sauce
e. 7 000 mL gasoline 9 L petroleum

3. Motivation

How many glasses of water do you take everyday? How many glasses of water do we
need to take? Why do we need to take such amount of water? What will happen to us if we
don‟t drink the right amount of water?

B. Developmental Activities

1. Presentation

a. Luz drinks 3 litres of water in one day. How many millilitres does she drink in one day?
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 Let‟s draw the problem to know the answer to the question. We will need 6 empty bottles
(500mL each).

What is the answer? (3000mL)

b. Manny bought 2 litres of mineral water. The mineral water comes in 250 mL bottle. How
many bottles did Manny get for the 2 litres?

What is asked?
Let‟s act out the problem. We need 2 actors.
One storekeeper and a buyer. The storekeeper gave the bottle in fours.

2. Guided Practice

a. Working in Triads.
Read and solve.

1. Jeremy drinks 4 000 millilitres of water in one day. How many litres does he drink?
2. Ella buys juice in 1-litre bottles. There are 4 bottles in one case. How many millilitres are
there in one case?
3. A bottled soft drink labeled 1.5 L. How many mL is this?
4. A water container holds 5 000 mL. How many litres is this?
5. For the picnic Julio brought 2 litres of juice. June brought 3000 mL and August brought
1000 mL. Who brought the most juice? Who brought the least?

b. Solve the following problems. You may draw a picture to solve them.

1. A water container can hold 5000 mL of liquid. How many litres can the water container
hold?

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 2. Hesed fetched 5 litres of water, Leo 4 000 mL and Mariam 6 000 mL. Who fetched the
most water? the least?

3. Manny put 20 litres of water in the washing machine. How many millilitres of water did he
put in the washing machine?
4. Each of the five soccer players drank 200 millilitres of juice. How many millilitres of juice
did they drink? How many litres?
5. In the seminar one hundred participants consumed 20 litres of drinking water every meal.
How many millilitres of drinking water did they consume?

3. Generalization

How do we solve word problems involving capacity measure?

Use Polya‟s step. We sometimes draw and make a pattern. We add, subtract, multiply, or
divide depending on the problems.

C. Application

Look at the following containers. Answer the questions that follow.

1. Which container holds most liquid?

2. Which holds least liquid?
3. Guess wisely the total capacity of the following:

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 a. Big bottle and pail in mL? In L?
b. Drum and gallon in mL? In L?
c. Gallon and small bottle in litres? In mL?
d. Gallon and big bottle in litres? In mL?
e. Drum and big bottle in L? in mL?

IV. Evaluation

A. Read and solve.

1. A tall pitcher holds about 2 L of water. A wide basin holds about 2 300 mL of water. Which
holds more?
2. A caterer put 15 small vases on the table. Each vase holds 200mL of water. How much water
is needed for all the vases?
3. A school bus‟ gas tank holds 32 L of gasoline. On Monday 8 L were used. How much
gasoline was left in the tank?
4. Last week it was raining hard. Hesed and Therese put basins outside to collect rainwater.
When the rain stopped Hesed‟s basin was filled with 4 L of rainwater while Therese„s basin
had 3 000 mL. How many litres of rainwater were they able to collect?
5. Teacher Gally went hiking with his 10 pupils. Each of them carried 500 mL water bottle. How
many litres of water did they bring in all?

B. Look at the table below and then answer the questions that follow.

Container Capacity
Pail 5 000 mL
Pitcher 2L
Small bottle 500 mL
Water jug 10 mL
Glass 350 mL

1. What is the total capacity of the glass and the small bottle in millilitres?
2. What is the total capacity of the pail and the water jug in litres? in millilitres?
3. What is the capacity of the water jug and the small bottle in millilitres?
4. What is the total capacity of pitcher, water jug and glass in millilitres?
5. Which holds more? the pail and the pitcher or the water jug and glass?

V. Assignment

Read and solve.

1. A pitcher holds 800 mL. Another one holds 4L. Which pitcher holds more?
2. A jug can hold twice the capacity of the two pitchers. What is its capacity?
3. The content of the jug can fill 48 medium sized cups of the beverage. How much liquid can
fill each cup?
4. Ricky was so thirsty that he was able to drink three cups of the beverage. How much juice
was he able to consume?

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