Math-Measurement 4/12/11 Introduction: -Lesson: Volume -Length of Lesson: 60 minutes -SOLs: SOL 4.

12 The student will identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons). Learning Objectives: Students will: -identify units of measurement for liquid volume and the system to which they belong -understand that cups, pints, and quarts can be combined to measure gallons -identify gallons as the largest unit of measurement for measuring liquid volume Materials: gallon man/study guide worksheet for volume, superinch, metal bin, measurement containers (5 gallon, 5 pints, 5 quarts, 5 cups) Teaching and Learning Sequence: Introduction/Anticipatory Set
1. Homework check (10 minutes) 2. Calendar time (10 minutes) 3. Review a few benchmark questions (measurement or fractions) on ELMO. 4. Have students independently create a superinch and gallon man. Have students tell you how these can help. 5. Remind students that we started measuring volume. Do a quick review of the units?

Lesson Development
1. Tell students that you have a problem. You need 3 gallons of water to make a special mystery drink for the guests at a party, but you don t remember how much water that has been collected. 2. Remind students what a gallon jug looks like and have them predict whether you have enough water to make enough mystery drink for the guests.

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3. Ask students what units of measurement are reasonable for determining the amount of volume in this case (cups, pints, quarts). Ask why milliliters would not be a reasonable unit to use. 4. Directions: 1) each table will either be assigned cups or pint size containers and will use gallon jugs in the middle of their tables as a deposit container 2) one student from each table will walk over and collect water from the storage bin and return to their table to pour it into the gallon jug 3) one person at each table will be responsible for collecting the data (tally marks) 5. Students are to take turns retrieving water. Continue until all liquid has been collected. 6. Give students a chance to figure out how much they have collected all together (write this data on the board as whole group). Direct students and encourage them to see the equivalence of units using gallon man (trade smaller units in for bigger units). 7. Have students determine from the class data if their predictions were correct. Do we have enough water to make the mystery drink? What unit would have been the best to use to figure out the problem (quarts)? How many quarts does it take to make a gallon? Pints? Cups?

Closure -Ask students if they were surprised by the results. -What is something students may have realized or discovered while doing this activity? Assessment
Formative- observe students and take note of those who are having difficulties with creating superinch or gallon man. Watch and listen to students as they work through group activity and make conversions.

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Instructional Content and Strategies Organizer Instructional Content U.S. customary-cups -pints -quarts -gallon Metric-milliliter -liter

Instructional Modifications to ASSIST Weakest Students 1. Provide one on one or small group assistance with superinch and gallon man. 2. Ask additional questions to ensure understanding of concept. Allow students to refer to gallon man for answering follow-up questions.

Major Instructional Strategies 1. 2. Students will create superinch and gallon man. Students will record and observe the measurement/collection of liquid. Discuss other units that make up the gallon.

Instructional Modifications to CHALLENGE Strongest Students

1.

Students will create superinch and gallon man. 2. Students will explain why it is important to use the right unit when measuring liquid. When might we see gallons used in real life?