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The language of capacity
Ed is hosting a picnic. Let's hope he is prepared for his guests!
Learning intention
Students will learn how to:
begin to use the language of volume and capacity.
Success criteria
I will know I have been successful if I can:
- say whether something is full, empty, half full, nearly empty or nearly full
- fill a cup to full, half full, nearly full and nearly empty.
Prerequisites
Basic concept of ‘half’
Language
Reinforce the use of the language of volume and capacity: full, empty, half-full, nearly empty, overflowing, liquid, more, less
Before the video
- Ask the students if they have felt ‘full’ after eating. Ask them what that means to them and how it feels.
- Ask the students if there are other times they use the word ‘full’. What about ‘empty’?
During the video
First viewing:
Watch the video without stopping or pausing. Then, ask the children to explain what happened in the video. Begin to draw out key vocabulary or possible misconceptions.
Second viewing:
| Pause point | Key learning | Action/discussion |
|---|---|---|
| 1:00 | Full | What tells Ed that his cup is full? |
| 1:24 | Overflowing | Why does the liquid pour out? What would happen if Sarah had a larger cup? |
| 2:22 | Half-full | What tells Ed that it is half full? Students should demonstrate where they think the half-way mark is on their own bodies. |
| 4:32 | Nearly empty | Ed says it is nearly empty. Does that mean it is more or less than half full? |
| 5:48 | Less liquid | How does Ed know that Sarah has less liquid than he does? |
After the video
Waterplay:
- ‘Can you make a full cup/ empty cup/ nearly empty cup/ half-full cup/ overflowing cup?’
Mathletics worksheet:
- ‘Fill it up’ worksheet
Capacity café:
- Use the Mathletics capacity café cards to explore the language of volume and capacity. Have students take turns giving orders at the café, eg 1 half-full cup, 3 full cups. Use 5 containers and suitable objects, eg sand, water, cotton wool balls, beads.