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Students will be able to compare the capacity of different containers based on the container's attributes.
- Gather the students together and show them your cup of water, tea, or coffee.
- Ask the students to think-pair-share what the maximum amount of liquid your cup can hold is called.
- Allow a few students to share their ideas with the rest of the class.
- Explain to the students that the maximum amount of liquid your cup can hold is called its capacity.
- Tell the students that today they will be comparing the capacity of different containers based on the container's attributes.
Explicit Instruction/Teacher modeling(15 minutes)
- Put the students in small groups of 5–6 students. Pass out the plastic coverings and ask students to tape/drape the coverings over their tables.
- Give each small group 3–5 different containers including pudding containers, applesauce containers, rectangular tupperware containers, yogurt containers, and tin cans. Each small group needs the same containers.
- Provide each group with a scoop of some kind, such as a measuring cup (1/2 cup or 1 cup). Make sure each small group has the same size scoop.
- Place the bucket of water on each table.
- Explain to the students that in their small groups, they will first predict how many scoops they think each container will hold (e.g. The tin can will hold ____ scoops of water.) They should record this information in their math journals.
- Model completing a prediction to support students in understanding the task.
Guided Practice(5 minutes)
- Ask a small group to model the process and orally share their prediction with the rest of the class.
- Give students five minutes to make their predictions. Rotate around the classroom and support students as needed.
Independent working time(10 minutes)
- Instruct students to figure out how many scoops of water each object holds and record their findings in their math journals.
- Provide sentence frames to support students in writing down their findings, such as:
- My prediction was right/wrong because the ____ (object) held ____ (number) scoops. I thought the ____ (object) would hold ____ scoops.
Enrichment: Advanced students may want to measure the capacity of more objects or oddly shaped objects.
Support: Struggling students may benefit from working with a partner.
- Have students indicate which container has the greatest capacity and which container has the least capacity.
- Ask students to answer these questions in their journal: Which container has the greatest capacity? How do you know?
Review and closing(5 minutes)
- Allow a few students to share out their findings.
- Hold a discussion about how the attributes of the objects might have caused them to predict the capacity would be less or more than its actual capacity.