Capacity
(gallon,
quart, pint, cup)
PEPE
Lesson Plan Format
(
Written
by: Trina F. Horton,
Graphics,
editing, and formatting by:
Dr. Beth McCulloch Vinson
I. Preparing (to plan for instruction)
·
Materials:
Alabama Course of Study: Mathematics, page 31, numbers 39 and 42;
children’s literature: Capacity by Henry Pluckrose; computer; visual
projector; PowerPoint slideshow; three differently shaped gallon containers, quart
containers, pint containers and cup containers; Measurement Chart; dry beans; C.
P. Q. Gallon (gallon boy); one gallon pitcher; water; sugar; one package of
Kool-Aid, paper cups, worksheets
·
Objectives: The student will:
·
(Knowledge) identify gallons, quarts, pints, and cups,
·
(Analysis) determine equivalent measurements for capacity
using customary measuring tools, and,
·
(Evaluation) compare gallons, quarts, pints, and cups.
·
Grade
Level: third
II.
Orienting (to establish purpose, build background, sustain
motivation, and provide directions)
·
Anticipatory
Set:
The teacher will
read the book Capacity. The
teacher will express to the students that they will be learning about how much
containers hold. The teacher will ask
how many students have had Kool-Aid to drink with a meal. The teacher will say: “Boys and girls, how does your Mom or Dad
determine how much sugar and water to add, so that your Kool-Aid is not too
sweet or too sour? How do they decide
what size pitcher to mix the sugar, water, and Kool-Aid?” The teacher will say, “Today we will discuss
how much a container holds. This is
called its capacity. Listen closely and you will be able to make perfect
Kool-Aid at home for dinner. You will
know what size container to use and just how much water and sugar to use.”
·
Purpose:
The teacher will say: “ The
purpose of this lesson is to help you identify customary units for
measuring. We will identify gallons,
quarts, pints, and cups. You will
discover that differently shaped containers can hold the same amount. We will compare gallons, quarts, pints, and
cups.”
·
Connection to
previous learning/Build background knowledge
The teacher will point to
the Measuring Chart and say, “Boys and girl we have discussed the
III. Presenting (to use
sequential direct instruction)
·
Teaching
Procedures:
·
The teacher will say, “Capacity is how much a container
will hold.” The teacher will show the
“Capacity,” PowerPoint slide presentation.
·
The teacher will display various containers. The teacher will identify gallons, quarts,
pints, and cups. The teacher will say,
“Some containers have different shapes but hold the same amount.”
·
The teacher will ask, “Which container will hold the
most? Which container will hold the
least amount?”
·
The teacher will say, “It takes two cups to equal one
pint.” The teacher will ask a student to
measure two cups of beans and pour them into a pint container.
+ 
= 
·
The teacher will say, “It takes two pints to equal a
quart.” The teacher will ask a student
to measure two pints of beans and pour them into a quart container. The teacher will say, “It takes four quarts
to equal one gallon.”
+ 
= 
·
The teacher will measure four quarts of beans and pour them
into a one-gallon container. The teacher
will say, “Boys and girls, help me count the quarts.”
+
+
+
=
·
The teacher will introduce C.P.Q. Gallon.
The teacher will say, “C.P.Q.
Gallon will help us remember the units for measuring.”
·
The teacher will place C.P.Q. Gallon’s head and body on the
board. The teacher will ask, “How many
quarts are in a gallon?” (four) The teacher will attach four quarts to C.P.Q.
Gallon’s body as legs and arms.
·
The teacher will ask, “How many pints are in a quart?” (two)
The teacher will attach two pints to every quart.
·
The teacher will ask, “How many cups are in a pint?” (two)
The teacher will attach two cups to every pint.
·
The teacher will say, “Now let’s see if we can use what we
have just learned to make Kool-Aid.” The
teacher will read the directions for making Kool-Aid.
·
The teacher will use a gallon pitcher to make
Kool-Aid. The teacher will measure one
cup of sugar. The teacher will say, “Add
one cup of sugar.” The teacher will pour one cup of sugar into
the pitcher. The teacher will empty a
package of the Kool-Aid into the pitcher.
·
The teacher will say, “It’s time to add the water. The directions say to add two quarts of water. This is a gallon container. How many
quarts will this pitcher hold?
(four) Should we fill it to the
top?”
·
The teacher will pour the water into a gallon pitcher and
ask the students to count the quarts aloud as the liquid rises. The teacher will stir the mixture.
IV. Practicing and
Summarizing (to reinforce and extend ideas)
·
Review
·
(Knowledge) The
teacher will ask, “What are the four units for measuring capacity?”
·
(Analysis) The
teacher will say, “Suppose you had two containers of different shapes, how could
you determine which container holds more?”
·
(Comprehension) The
teacher will choose four containers of different capacities and ask a volunteer
to put them in order from the one that holds the most to the one that holds the
least.
·
Guided
Practice
·
The teacher will say, “We can learn a lot from C.P.Q.
Gallon.” The teacher will hold up a
gallon container and ask, “How many pints are in a gallon?” The teacher will point to C.P.Q. Gallon and
count the number of pints.
·
The teacher will say there are eight pints in a
gallon. The teacher will write on the
board, one gallon equals eight pints. (1
gallon = 8 pints)
·
The teacher will say there are four quarts in a
gallon. The teacher will point to C.P.Q.
Gallon and count the quarts. The teacher
will write on the board, one gallon equals four quarts. (1 gallon = 4 quarts)
·
Independent Practice:
·
The teacher will give each student a copy of C.P.Q.
Gallon. The teacher will say, “Please,
color, cut out, and paste C.P.Q. Gallon on construction paper. You will use C.P.Q. Gallon to answer
questions.”
·
The teacher will give students a worksheet containing
problems in converting measurements to different customary measuring units.
Example Problems:
How many cups
are in a gallon? How many pints are in a
gallon? If you want to give each child in the class (twenty students) one cup of
Kool-Aid will one gallon be
enough? Will two gallons be enough? Explain.
·
The teacher will say, “Remember to use C.P.Q. Gallon when
answering the questions.”
·
Summarizing:
·
The teacher will say, “Today we have learned the
·
The teacher will say, “Tomorrow we will talk about
measuring capacity in other countries.”
The teacher will invite the students to come up one at a time to have a cup
of Kool-Aid.”
V. Assessment: (to check
for attainment of objectives)
·
The teacher will use a checklist to assess the students’
work. The checklist will have the
objectives listed in column headings.
Checks and minuses will be used to determine attainment.
·
For enrichment, those students will be asked to determine
the number of cups, pints, and quarts in three gallons. They will be asked to
determine how many gallons of Kool-Aid would be needed to give each student
(twenty students) two cups of Kool-Aid.
·
For remediation, those students will stay on the concrete
level by using containers labeled gallon, quart, pint, and cup to determine
capacity by measuring beans.
Also, see the
"Capacity & Volume" Slide Show at:
http://www.athens.edu/pt3/vinson/capacity.ppt