Monday, December 9th 2019 

Title   Let’s Make a Container  Grade Level  Grade 1 
 
Subject  Math  Time Frame  December 9th, 2019 
11:50am-12:20pm 
Developed By  Paige Belisle  
 
Learning Outcomes 
What relevant goals will this unit address?  
(include all relevant GLO(s) & SLO(s) 
 
Math GLO’s:  
● Shape and Space: Use direct and indirect measurement to solve problems. 
Math SLO’s:  
● Demonstrate an understanding of measurement as a process of comparing 
by:  
● identifying attributes that can be compared  
○ ordering objects  
○ making statements of comparison  
○ filling, covering or matching. [C, CN, PS, R, V] 
 
Essential Questions 
What provocative questions will foster inquiry into the content?​ ​(open-ended 
questions that stimulate thought and inquiry linked to the content of the enduring 
understanding) 
- Will students remember anything from last week’s lesson? 
- Can they construct their own boxes that match the requirements? 
- Will the students understand the link to capacity that this lesson has? 

Knowledge:  Skills 
What knowledge will students acquire as a  What skills will students acquire as a 
result of this unit? This content knowledge  result of this unit? List the skills 
may come from the indicators, or might  and/or behaviours that students will 
also address prerequisite knowledge that  be able to exhibit as a result of their 
students will need for this unit.  work in this unit. These will come 
  from the indicators. 
Students will know...  Students will be able to… 
- That different containers have  - Understand how to build their 
different capacities   own containers out of paper 
- Containers with bigger capacities  - Know the general size a 
can hold more and containers with  container needs to be to make 
smaller capacities can hold less  the needed capacity  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
Capacities 
1: Desired Results 
General Learning  Math GLO’s: ​Shape and Space: Use direct and indirect 
Outcome(s)  measurement to solve problems. 
Math SLO’s:  
Demonstrate an understanding of measurement as a process of 
comparing by:  
Specific Learning  ● identifying attributes that can be compared  
Outcome(s)  ○ ordering objects  
○ making statements of comparison  
○ filling, covering or matching. [C, CN, PS, R, V] 
 
Learning  I can put my knowledge of capacity to the test and work with my 
Objective(s)  class to make a container that fits 10 blocks 
 
Stage 2: Assessment Evidence 
No Summative  Students will work together with 
Summative  Formative 
Assessment 
Assessment  Assessment 
the teacher to make a container 
Required  that has a capacity of 10 blocks  
 
Stage 3: Learning Experience 

Tech  to  Construction paper, 

No Tech Required   Resources  
to Do  Bring  Tape, Scissors,  
Time  Content/Description  Notes 
Discussion: 
● “Can I have everyone sitting at the blue 
carpet?” 
● “So last week we talked about capacity 
where we filled up a bunch of containers 
with blocks, does anyone remember what 
capacity means?” 
11:20 am 
5 minutes 
● “So if a container could hold 3 blocks would   
it have a big capacity or a small capacity?” 
● What about a container that could hold 100 
blocks? Would that container have a big 
capacity or a small capacity?” 
● “Well today we are going to get into two 
teams and try to make containers that can 
fit 20 blocks” 
11:25 am 
10 minutes 
Let’s Make a Container Together:   
 ● Trace and cut out how big we want the  ** I do not 
bottom of our container to be on  know how long 
construction paper  this activity 
● Build the walls out of strips of paper and  will take, 
tape them together.   because it 
● Once we have our container made, we will  depends on 
test out our box and see how many blocks  how certain 
it can fit.   the students 
● We will then see how right we were:  are about their 
○ Did we make the box too big?  choices. 
○ Did we make the box too small?  Activity #3 is 
○ What could we have done differently  only if the first 
to make the box have a better  activity takes 
capacity?  10 minutes or 
less 
 
Students Make a Container: 
● Divide the Class up into two “teams” 
● Each team will get 3 pieces of construction 
paper, some tape and enough scissors and 
pencils for every student 
● They must use the techniques I taught  Make sure both 
11:35 am  them to make their own box that can fit 20  groups are 
10 minutes  blocks  equal in 
● After both teams have made their  numbers  
containers, we will see the capacities of 
both of them  
● Whoever has the closest to a 20 block 
capacity, “wins” 
 
Closing Discussion:  
If we cannot 
● “Why do we think ___________’s container 
get to this 
worked better for this assignment?” 
step, it will be 
● “What team’s container had the bigger 
11:45 am  in my next 
capacity?” 
5 minutes   lesson, because 
● “How did you guys know?” 
I like the idea 
● “What team’s container had the smallest 
of hands on 
capacity?” 
creating 
● “How did you guys know?” 
 
  
 
 
Reflections   
and Follow Up