Begin by selecting 5 or 6 containers of various sizes and shapes. ![]() ![]() by ship, waka, plane etc.) or looking at planning the amount of food and drink needed for a school camp. To ignite interest in this session, begin with a discussion around why it is important to know the amount that can be held in a container/ Possible contexts for framing this discussion could include looking at the ways in which people travelled to New Zealand (e.g. Te reo Māori vocabulary terms such as mehua (measure), rita (litre), kītanga (capacity), rōrahi (volume), whakatau tata (estimate), mita pūtoru (cubic metre), mitarau pūtoru (cubic centimetre) and ritamano (millilitre) could be introduced in this unit and used throughout other mathematical learning.įor this session you will need plenty of bottles and containers of a range of sizes, including several that hold 1 litre. Fruit juice bottles, shampoo bottles, and yoghurt containers are particularly good containers for this task. You could either ask students to bring bottles and containers to school with them or collect them yourself. Suitable examples are tissue boxes, cereal packets, Milo or biscuit tins, milk or fruit juice bottles, and toy buckets. Use a range of objects and containers that are familiar to your students to encourage engagement. This unit is focussed on measuring the volume of containers. providing opportunities for students to use fractional parts of 1 litre to describe volume, rather than millilitres e.g., one quarter of a litre rather than 250 ml.providing opportunities for students to measure the volume of containers to confirm whether they hold more, less, or about the same as 1 litre after their initial estimates.providing a smaller number of containers for students to work with, and ensure there are clear differences in the volumes of the containers provided.The learning opportunities in this unit can be differentiated by altering the difficulty of the tasks to make the learning opportunities accessible to a range of learners. Milli is the prefix for 1/1000 so 1 millilitre (1 mL) is 1/1000th of 1 litre and has a volume of 1 cm 3. This unit supports students to develop personal benchmarks for 1, 100 or 1000 cubic centimetres, 1 litre and ½ litre, and also strengthens students’ understandings of the relationship between litres and millilitres. Often these benchmarks are linked to familiar items such as a one litre milk bottle or a Pyrex jug. ![]() A benchmark is an understanding or a “feel” for the size of a measurement unit, which is useful when working with measures in daily life. Students need to develop personal measurement benchmarks. In the measurement strand of the New Zealand Curriculum, volume and capacity are used as interchangeable terms (although the glossary describes capacity as the interior volume of an object). The space within a container is known as its capacity but as the thickness of many containers is negligible, it has become acceptable to refer to the space inside a container as volume too. Volume is the measure of space taken up by a three-dimensional object.
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