Excerpt from Lesson Plan - Exploring Capacity in Prep Mathematics

Syllabus

Time

Content/learning experiences

elaborations/

Teaching

Class

Assessment

strategies

organisation

techniques

Resources

content
Introduction:

Formative:

Students use

10

Sort students into small groups of three and instruct

Direct

Whole class

Observe

Whiteboard,

suitable language

min.

them to sit in these groups. Remind them about what

instruction,

discussion

students

whiteboard

associated with

occurred in the previous lesson, making reference to

modelling,

(floor in

initial

markers, two

measurement

the comparative measurement of 2D objects. Ask

use of visual/

small

understand-

containers,

attributes, such

students to consider other contexts in which they

kinaesthetic

groups)

ing of the

small blocks/

as tall and

measure things, and direct their responses to the

stimulus

concept of

counters

taller, heavy

measurement of 3D objects, referred to as capacity.

and heavier,

After a brief discussion, show them two containers

holds more and

that are fairly similar in size. Ask students to theorise

holds less.

which will hold the most small blocks/counters (or

other form of informal measurement). Inform them that
while it is possible to estimate in this way, conducting
an experiment can attain greater certainty. Fill the
larger of the containers with the blocks/counters and
then transfer them to the smaller one. There will be
some blocks/counters left over. Ask students what this
means, with the intention of allowing them to
understand that when a container holds fewer items, it
has less capacity.
Body:

capacity

Students

10

Give each small group three different sized containers

Whole class

Multiple

compare objects

min.

and an iPad with which to photograph and film their

discussion,

containers

directly, by

experiences. Inform students that they are going to

movement to

(three for

placing one

work together to determine which container has the

sandpit

each group),

object against

greatest capacity. Remind them of the technique of

outside

iPads

another to

transferral they have just observed, and that they will

determine which

be doing the same thing with sand. When the class is

is longer or by

settled and aware of what they need to do, move

pouring from one

outside to the sandpit.

container into the

other to see

20

When in the sandpit, ensure that each small group

Student-

Group work

Take note of

Multiple

which one holds

min.

has their own space to work and compare the

centred and

(three

students use

containers

capacities of their containers. Move around to the

cooperative

students) in

of the

(three for

different groups, observing the processes they are

learning

sandpit

transferral

each group),

using and making suggestions when necessary. When

outside,

process to

sandpit

each group has compared all three of their containers,

movement to

determine

move back to the classroom and instruct students to

classroom

capacity

more.

sit in a circle on the floor with their group.

Conclusion:
10

Move around the sharing circle, asking each group to

Reflection

Whole class

min.

reflect on how they determined which of their

and sharing

discussion

containers had the greatest capacity. They may show

(circle on the

photos/videos on the iPad. As a result of this lessons

floor)

learning, encourage students to provide a definition of

the term capacity. Collect the containers and iPads.