Detailed lesson plan: Mathematics By: Daniel Lang

Year level: 6/7 Duration: 65 minutes

STRANDS
Making Responding

Convert between common metric units of length, Learning Intention: To review our understanding of
mass and capacity (ACMMG136). volume and capacity.

Connect volume and capacity and their units of Success criteria:

measurement (ACMMG138).
 To understand the difference between
volume and capacity.
 To attempt a series of questions relating to
volume and capacity.

Learning power habit:

 Metacognition.
 Persistence and stick ability.
GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES
 Literacy  Ethical understanding  Aboriginal and Torres Strait Islander
histories and cultures
 Numeracy  Personal and social competence  Asia and Australia’s engagement with
Asia
 ICT Competence  Intercultural understanding  Sustainability
 Critical and creative thinking

 Students will learn about volume and capacity.

Content  Students will see the difference between the two through definitions, visuals and
Description example questions.
(what are the big
concepts and why  Students will engage with a hands on activity that will help cement knowledge of
is the learning
important?) capacity.
 Engage with a series of questions that will enable me to understand their current
knowledge and where they may need further assistance.

1. Introduction (10 mins):

 Begin by explaining the learning intention, along with the success criteria and
learning power habit. Students will copy these into their workbooks.
 Ask students to quietly consider what they already know about volume. They will
be given 2-3 minutes to think. Repeat this step by ask students what they know
Learning about capacity. Students will write this in their books so I can assess their level of
Activities knowledge at the beginning of the unit.

2. Development (50 mins):

 Randomly ask students to share their responses that will allow me to assess rough
levels of understanding and their confidence in the topic.
 Go through what is capacity, providing a definition and a corresponding image.
Following this I will ask two questions of the class to get them thinking about
 capacity.
 Go through what is volume, providing a definition and an image of what volume is
and how we measure it. Following this is a visual questions where students will be
required to write down the volume of liquid in a container. We will go through the
answers as a group.
 Students will then engage in an interactive activity. I will line up 8 water bottles,
and each one will be labeled A-H. Students will firstly draw the bottles into their
workbooks, and then estimate how much capacity each bottle has. Once they have
all come up to the front and made an estimate, we will go through the answers.
 Following this activity, students will complete a series of questions on volume and
capacity. This will allow students to share their knowledge and as a teacher, plan
to help overcome any misconceptions.

3. Reflection/Closure (5 mins):

 Provide students the chance to complete the worksheet.

 Explain to students that I will go through their questions and provide feedback on
their work.

 Assessment of their worksheet will enable me to gain an understanding of how

Assessment they have grasped these concepts. I will be able to use this work as a guide of
which students would require further help to clarify ideas.

 Bottles (pre-labelled)
Preparation /  PowerPoint presentation ready to begin the lesson.
Equipment  Students to have their workbooks out to begin lesson.
 Copies of the volume and capacity questions.

Resources  Bottles.