Lesson+1+(Week+7)

=**Lesson 1: The Volume and Capacity of a Rectangular Prism**= || //MS3.3// Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. //Applying Strategies// Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations. //Communicating// Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions //Reasoning// Gives a valid reason for supporting one possible solution over another //Reflecting// Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content. |||| **Assessment:** Formative: Summative:
 * =[[file:Lesson 1.doc]] FINAL LESSON PLAN DOC :)=
 * Aim - To determine the students’ prior knowledge on volume and capacity and explore how students can predict and measure the volume and capacity of certain objects. ||
 * **Outcomes:**
 * Working Mathematically**
 * Thorough observation of students’ participation in discussion and group interaction throughout the lesson using an observational checklist. Writing more detailed comments of individual students’ understanding when they are solving problems and recording data.
 * The completed ‘test your understanding worksheet’ and recording sheet will be used to assess students’ understanding and achievement of the lessons outcomes. ||
 * **Teaching and Learning** || **Indicators** || **Significant Questions** || **Resources** ||
 * **Introduction: What do we know about volume and capacity?**

= = Students will work collaboratively and apply their previous knowledge on volume and capacity to design a poster. They will write words, statements and draw pictures to demonstrate their understanding of volume and capacity. || * Demonstrates current understanding of volume and capacity (//Communicating)//
 * Aim:** to understand students’ prior knowledge on capacity and volume.
 * Explains the reasons for including specific information (//Reasoning)// || * Tell me about what you remember being taught previously on volume and capacity.
 * How would you explain volume and capacity in your own words?
 * How does this image/text represent volume or capacity? || * Poster paper
 * Coloured Textas ||
 * **Activity 1: Pip**

**Aim:** to engage students attention, in a quick game using scenario questions Students will be given two signs each, one with 'Volume' and one with 'Capacity', a scenario will be read out, and students will show their sign in which category they think it comes under. || * identifies what volume is **Aim:** to enable students to understand volume and capacity concepts through hands-on/practical activities Using the 'Volume' and 'Capacity' signs in activity 1, provide scenarios demonstrating volume and scenarios demonstrating capacity. Students take turns reading the scenario to themselves and acting it out for the rest of their peers to evaluate whether it is demonstrating a volume concept or a capacity concept. || * Recognises volume concepts within a scenario
 * identifies what capacity is
 * Able to explains why a scenario is representing a volume concept
 * Able to explain what scenario is representing a capacity concept || * Measuring in liquid measurement such as mililitres or litres refers to? V**/C**
 * An object that displaces 300 mL of water has a **volume**/capacity of 300 cubic centimetres
 * For a rectangular prism, packing it with cubic centimetre blocks would be an example of **V**/c
 * **Capacity**/volume is similar to
 * mass because the spatial structure of liquid measurement units is not important || * Volume signs X3
 * Capacity signs X3 ||
 * **Activity 2: Lia**
 * Able to explains why a scenario is representing a volume concept
 * Recognises capacity concepts within a scenario
 * Able to explain why a scenario is representing capacity concept || * How is the scenario demonstrating volume?
 * How/Why is the scenario demonstrating capacity?
 * Can you think of other scenarios that demonstrate volume or capacity? || * Volume signs X3
 * Capacity signs X3
 * Scenarios
 * Water
 * Containers
 * Sand ||
 * **Activity 3: Julia**

**Aim:** to estimate then calculate the volume of a rectangular prism in cubic centimetres, given the volume of one layer and the number of layers

One student is picked to make a rectangular prism of their choice. they are then to give instructions to the students in their group which will include the structure of the array for the base and the number of layers.

Group members are then to record calculations of the volume of the prism in cubic centimetres. Students then check their model against the complete prism || * Demonstrates current understanding of volume (communicating)
 * Selecting and applying problem solving strategies in determining the volume of a rectangular prism (applying strategies) || * Think about what rectangular prism you want to make? Think of different ways to make a rectangular prism
 * How do you calculate the volume of a rectangular prism?
 * Did you calculations match up to the volume of the rectangular? If it didn't, where do you think you went wrong? || * Centimetre blocks
 * Pencils
 * Paper ||
 * **Activity 4: Measuring volume by investigating displacement**


 * Aim:** to understand how volume is affected when water is displaced.

Students will use a container (with included measurements) to record what happens to the water level when a centimetre cube is dropped in. They will record results on their worksheet and comment on the relationship between 1cm3 and 1mL. Students will then make a rectangular prism out of the centimetre cubes and drop it in the water. The relationship between the units of capacity and volume will be discussed. || * Explains the advantages of using a cube as a unit to measure volume //(Communicating,Reasoning)//
 * Constructs a rectangular prism using centimetre cubes and counts to determine volume
 * Demonstrates that a cube size of 1 cm will displace 1ml of water
 * Recognises that a cube size of 10 cm will displace 1L of water //(Reflecting)//
 * Equates 1 cubic centimetre to 1 millilitre and 1000 cubic centimetres to 1 litre || * What do you notice about the water level when the cube is dropped in?
 * Tell me about the relationship between the displacement of water and the volume of the centimetre cube.
 * What do you think will happen when the rectangular prism in placed in water? Why do you think this will happen?
 * What if a 10 cm cube is placed in the water, how much water will be displaced? || * Investigating displacement worksheet (see appendix 1)
 * Pens
 * Container (with included measurements)
 * Centimetre cubes ||
 * **Conclusion: Test your understanding**


 * Aim:** to demonstrate understanding about the key concepts covered in the lesson.

Students will individually complete the worksheet “What have you discovered about volume and capacity?” Once finished, the group will discuss any questions that may arise relating to the lesson. || * Reflects on different concepts about volume and capacity (//Reflecting)//
 * Recognises the differences between volume and capacity
 * Understands the correct units to measure volume and capacity || * What have you discovered about the unit to measure volume?
 * How do you know?
 * How did you find that out? || * Test your understanding worksheet (see appendix 2)
 * Pens ||