Weekly plans and lesson plans

Learning Experience Plan 4 (LEP): Week 8 Tuesday

Year level(s)
2

Duration
45 mins

Focus
Capacity

Implementation date(s)
2015

Curriculum area(s)
Mathematics

Prior knowledge:
LMQ1 - What does the learner already know?
Read and write numbers
Understanding that objects come in different sizes and weights
Knowledge of different standards of measurement
Learning outcomes/standards:
DOL 2 LMQ2 - Where does the learner need/want to be?
Knowledge & understanding:
(declarative)
Skills:
(procedural/do)
There are different units of measurement
Reading measurements
Capacity is the space that needs to be filled
Comparing amounts
Estimating
Recording information
ACARA: Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units
(ACMMG037)
Collect, check and classify data (ACMSP049)
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Learning processes:
LMQ3 - How does the learner best learn?
DoL 1: Use a variety of ways to engage student in classroom tasks.
DoL 5: Critical thinking: be accurate and seek accuracy.
Students will enjoy hands on learning and playing with water to When estimating the capacity of each container students should aim to
measure capacity. Students will be playing and learning at the same be as accurate as possible and make educated guesses on size and
time!
capacity. When measuring the containers they need to fill with water
and measure accurately to get the right measurements.

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Weekly plans and lesson plans

Time

Learning procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?

Dimension of
Learning (DoL)
strategies

Resources
LMQ4
What
resource do
I have at my
disposal?

Assessment & feedback

LMQ7 - How will I check to see
the learner has achieved the
learning outcomes?
LMQ8 How will I inform
others?

Intro
10mins
Teacher will display brainstorm from previous lesson
about different ways to measure capacity. Teacher will
point to the word litre Today we are going to look at how
we can measure in litres just like we talked about last
lesson
The teacher shows students a clearly labelled measuring
jug and explains the measuring scales used to determine
capacity, pointing to each number (e.g. litre, 1 litre, 2
litres). Walk around with the measuring jug so all students
can see.

25mins

IWB
Brainstorm
page

Measuring jug

Container

Clarify that students remember

the concept of capacity/
Give examples of 1 litre that
they can relate to. (milk,
cordial, softdrink)

Worksheet
Books
Pencils
Measuring jugs

Body
Students remain seated at their desks. The teacher will
hand to students a set of containers (4-5). Students
estimate the capacity of each container and record their
estimates in a table.
DoL 5: Critical
thinking: be
accurate and
seek accuracy

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Help students to understand they

are capable of doing the task
Monitoring how long students stay
at each activity and if they are full
engaged with each station

What did we discuss this lesson?

Teacher will demonstrate to students what is expected of
them and what language they should be using. Word such
as estimating the capacity, I now know the container
holds a little less/more than 3litres.

What other measurement did we

brainstorm?

Activity 1: After estimating the capacity of each container,

students use the measuring jug to find the actual capacity
of each container and record it in above table.
IWB
Activity 2: Students are given a variety of unmarked
containers of various shapes and sizes. Students then
select the container which they think will have a capacity
of 1 litre. Students test their prediction by pouring 1 litre
of water into the container and record the capacity as
being more than, equal to or less than 1 litre.
Activity 3: Students collect a variety of containers with a
capacity which is marked and less than 1 litre. Students
then estimate the number of times this container will
have to be filled to equal 1 litre. Students check their

DoL 1:
Frequently and
systematically
use activities
that involve
physical
movement.

Can students estimate and

identify containers for the
right apactiy?
Can students measure their
containers efficiently and
accurately?
Do students understand
concept of full and half full?

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estimate by filling and pouring into a 1 litre measuring

container.

10mins

DoL 2:
Construct
Conclusion
Meaning
Bring up brainstorm, discuss that we have talked about create
litres this lesson but remember there are still many other opportunities
unit we can measure in such a, millilitres,
for student to
Do transition activity as a group, pointing out the different discover or
way each unit of measurement is represented.
figure out the
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ft information by
p/ks2/maths/measures/index.htm
themself.

Do students understand
capacity?
Can students list other forms
of measurement?

DoL 3:
Comparing
Reflection:
LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?
Assessment
Observe and note students ability to work alone on tasks at own pace. Check for accuracy in recoding findings.
Do students understand capacity?
Are students able to use their understanding and knowledge to estimate correct or close measurements of capacities?

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