Customary Units Of Capacity – Day 1 Focus
Customary Units of Capacity – Day 1Focus: The student will identify objects that hold about a cup, pint, quart, and gallon.Background for teachers: Capacity is the measure of the amount of liquid a container canhold. Different units can be used to estimate or measure capacity. The most appropriate unitto use for measuring is often the one with which the measurement can be expressed usingthe smallest whole number. The purpose of students comparing the sizes of the containers inthe following activity is to use a common unit (cup) to estimate the amount of liquid, sand,or rice each container will hold. It is not required that third grade students memorizeconversions between units of measurements, this is a 4th and 5th grade TEK. Estimatingcapacity and using benchmarks lays the foundation for students to convert units ofmeasurement in 4th and 5th grades.Materials: Measuring containers that hold a cup, pint, quart, and gallon (enough for smallgroups to each have a set), copies of Recording Sheet, water, rice, or sand for pouring intocontainers, random containers of different sizes including one that holds approximately 2quarts (enough for each group of students to have 3 - 4 each); examples would be milkcartons from the cafeteria, water bottles of different sizes, Gatorade bottles, gallon milkcartons, potsActivity:1. Remind students they have already learned to measure the volume of solid figures.Today, you will learn how to measure how much liquid a container will hold.2. Show students the container that holds one cup. Explain that this container holds onecup. Ask students to talk with their group members to brainstorm what othercontainers hold about a cup. Discuss responses with the class. Sample responses mayinclude a juice box, coffee cup, or a glass.3. Hold up the cup container again, along with a 2-quart container. Remind students thatthe smaller container holds one cup of liquid. Ask students to estimate how many cupswould fit in the 2-quart container and write their answers on their copy of theattached Recording Sheet. How could we find how many cups would fit into the 2quart container? Allow students to work with their group to find how many cups ofwater, rice, or sand will fit in the 2-quart container.
Customary Units of Capacity – Day 14. When most students are finished exploring, explain that the amount a container willhold is its capacity and that a cup is a customary unit of capacity.5. Discuss how students found the amount of cups that would fit in the 2-quartcontainer, demonstrating as you are discussing with the class. Students should fill inthe actual measurement on their recording sheet when the class has decided thecorrect amount.6. Repeat the activity, comparing how many cups each of the pint, quart, and galloncontainers hold. Ask students to record their estimates on their Recording Sheetbefore measuring each of the items. Students may also find the capacity of othercontainers you have in the classroom.7. Discuss estimates and measurements as students finish the investigation. Create ananchor chart to show how many cups a pint, quart, and gallon will hold. Remember,students do not need to memorize these. They will only need for benchmark purposes.Capacity BenchmarksPint 2 cupsQuart 4 cupsGallon 16 cups8. Homework: Customary Units of Capacity
Customary Units of Capacity – Day 1Recording SheetHow many cups does each container hold?ContainerEstimateActual Measurement
NameReteaching18-2Customary Units of CapacityCapacity is the amount of liquid a container can hold. Thecontainers show the different units of customary capacity.pint (pt)1 pt 2 cquart (qt)1 qt 2 ptReteaching 18-2cup (c)gallon (gal)1 gal 4 qtChoose the better estimate for each.1.2.1 c or 1 gal4. small water bottle1 pt or 1 gal3.1 qt or 1 gal5. bucket1 c or 1 gal1 c or 1 qt6. bathroom sink2 c or 2 gal Pearson Education, Inc. 37. Reasoning Suppose you want to fill a pot with 1 gallon of water.You can use a measuring cup the size of a cup or a quart.Which would be best to use? Explain your reasoning.Topic 1833
Customary Units of Capacity – Day 2Focus: The student will identify objects that hold about a cup, pint, quart, and gallon.Materials: Measuring containers that hold a cup, pint, quart, and gallon (enough for smallgroups to each have a set), containers from the previous dayActivity:1. Ask each group of students to place their set of containers in order from the one thathas the greatest capacity to the one that has the least capacity. Discuss placement ofthe containers with the class.2. Read and discuss Room for Ripley with the class. Teacher should take plenty of timewhen discussing the equivalency chart in the book. If needed, show students how thecomparisons are true by asking students to use containers to prove. Do not requirestudents to memorize the equivalencies.3. Students will play Capacity Compare with a partner. After students complete theactivity, discuss which comparisons are more difficult than others.4. Students will complete the daily practice sheet individually, Customary Units ofCapacity.5. Homework: Texas Student Activity Book, pp. 24, 60 and/or attached page.
Customary Units of Capacity – Day 2Capacity CompareMaterialsDeck of cards, one set per pairPencilsRecording SheetDirections:1. Teacher should review the cards with students to ensure they know what picture is oneach card.2. Shuffle the cards.3. Deal out all of the cards. Each student may have their own deck of cards for the gameto last longer.4. Each player turns over one card at the same time.5. Compare the two measures.6. Record the comparison on your Capacity Compare Recording Sheet.7. Repeat directions 3-5.8. Play until time runs out or until the recording sheet is full.
Customary Units of Capacity – Day 2Capacity Compare Cards124578369
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Customary Units of Capacity – Day 2Capacity Compare Recording SheetYour card numberCompareYour partner’scard numberWrite three comparisons of your own using words.ObjectCompareObjectExample: cup water bottle
NamePractice18-2Customary Units of CapacityChoose the better estimate for each.1.2.5. coffee pot1 c or 1 gal3 qt or 3 gal6. bowl of soup1 pt or 1 gal4.1 pt or 1 gal7. thermos1 qt or 1 gal10 qt or 10 gal8. small milk carton1 c or 1 galChoose the better unit to measure the capacity of each.9. hot tubqt or gal10. shampoo bottle 11. bucketpt or galc or gal12. sports coolerqt or gal13. Reasonableness John has 4 cups filled with fruit juice. He saidthat he has a gallon of fruit juice. Is his statement reasonable?Explain why or why not.14. Estimation Which measurement best describesthe capacity of a kitchen sink?5 quarts5 pints5 cups5 gallons Pearson Education, Inc. 3Practice 18-21 c or 1 gal3.34Topic 18Day 159 Daily Practice
NameQuick CheckAnswer the questions below.18-21. Which is NOT a customary unit used to measure capacity?pintcubequart2. Which of these objects probably holds about 1 pint?bath tubsoup potcoffee potteaspoon3. Which measurement best describes the capacity of a juice box you mightbring with your lunch?1 cup1 pint1 quart1 gallon4. Writing to Explain Felix has a goldfish bowl. He wonders about itscapacity. He has two tools he might use to find out: a 1-cup mug anda 1-gallon jug. Which tool should he use to find the capacity of the bowl?Explain your thinking. Pearson Education, Inc. 3Quick Check 18-2gallon32Topic 18Day 159 Homework
Metric Units of CapacityFocus: The student will estimate and measure the capacity of various containers usingmetric units.Background for teachers: Capacity is the measure of the amount of liquid a container canhold. Different units can be used to estimate or measure capacity. The most appropriate unitto use for measuring is often the one with which the measurement can be expressed usingthe smallest whole number. The purpose of students comparing the sizes of the containers inthe following activity is to use a common unit to estimate the amount of liquid, sand, or riceeach container will hold. A milliliter is one thousandth of a liter. The relationship commonlygiven to third and fourth graders is 1,000 milliliters 1 liter so they can better understandthe relative sizes of the units. However, they are not expected to convert measurementsfrom one unit to the other. Estimating capacity and using benchmarks lays the foundation forstudents to convert units of measurement in 4th and 5th grades.Materials: Several measuring containers that hold a liter or more (example would be awater bottle), 4-liter containers, and small containers that hold less than half of a liter(enough for small groups to each have a set), water, rice, or sand for pouring intocontainers, recording sheetActivity:1. Remind students they have already learned to find the approximate capacity ofcontainers using customary units. Today, you will learn how to find the capacity ofcontainers using metric units.2. Show students the one liter water bottle and ask students to name something that hasa capacity about the same as the water bottle. Students should talk with groupmembers to brainstorm any answers. Sample response may be a shampoo bottle.Discuss all responses with the class.3. Hold up the liter container again, along with the 4-liter container. This water bottle hasa capacity of about 1 unit. How can you use this water bottle to estimate the capacityof the larger container? How can you check your estimate? Allow students to workwith their group to find how many liters of water, rice, or sand will fit in the 4-litercontainer.4. When most students are finished exploring, explain that two metric units of capacityare liter and milliliter. Write the metric units on the board with their abbreviations.There are 1,000 milliliters in a liter. Which unit is smaller? Explain there areapproximately 20 drops from an eyedropper in a milliliter or about a spoonful. Do youthink a container would hold more milliliters or more liters?
Metric Units of Capacity5. Discuss how students found the amount of liters that would filled the 4-liter container,demonstrating as you discuss with the class. Students should fill in the actualmeasurement on their recording sheet when the class has decided the correct amount.6. Have students work in pairs to estimate and find the capacity of larger containers.7. Discuss estimates and measurements as students finish the investigation. Show a fewcontainers to students and ask if they should use milliliters or liters to measure thecapacity.8. Show students the pictures attached. Would you measure the capacity using millilitersor liters? About how many units do you think would fit inside this container? Create ananchor chart to show the relationship between a milliliter and liter. Teacher mightwant to glue each picture under the appropriate unit for visual support.Capacity Benchmarks1,000 milliliters 1 liter1,000 mL 1 L9. Students will play Toss and Talk with a partner. See directions on attached page.10. Homework – Metric Units of Capacity
Metric Units of CapacityRecording SheetHow many liters does each container hold?ContainerEstimateActual Measurement
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Metric Units of Capacity – Day 2Capacity Compare Cards101316111214151718
IVa Pearson Education#VgZdg ndjg i ] c c\ l] aZ ndj lGet StartedorGet 10 squares in one color and 10 in another color.Get two number cubes. Take turns with another player or team.Talk about math as you play!At YourTurnToss two number cubes. Add the dots. Find your toss below.Follow the directions. Explain your thinking. Cover the answer.If the answer is taken, lose your turn. Have fun!TossRead the name of the container.Tell if its capacity is more than1 liter or less than 1 liter. Explain.27bucketbathroom sink8lake3bathtub9paper cup4swimming pool10ketchup bottle5juice glass11soup pot6soup bowl12mug 3H]more than1 literless than 1 literless than 1 litermore than1 literless than 1 literless than 1 litermore than1 literless than 1 litermore than1 literless than 1 litermore than1 litermore than1 litermore than1 literless than 1 litermore than1 literless than 1 literHow toWinYou win if you are the first to get four connected rectangles, like:If you havemore timePlay again!Center Activity 18-4Center Activity 18-4EVg icZgTopic 187
NameReteaching18-4Metric Units of CapacityTwo units of capacity in the metric system are milliliters (mL)and liters (L).1 liter 1,000 millilitersMilliliters are used to measure verysmall amounts of liquid.A liter is slightly larger than a quart.Many beverages are sold in 1-liter and2-liter bottles.1 teaspoon 5 millilitersReteaching 18-4Choose the better estimate for each.1.2.350 mL or 35 L4. small milk carton250 mL or 25 L3.100 mL or 10 L5. soup can500 mL or 5 L30 mL or 3 L6. sports cooler4 L or 40 L Pearson Education, Inc. 37. Reasonableness Which is the better unit to use to measure thecapacity of a bathtub: milliliters or liters? Explain your choice.Day16018HomeworkTopic45
Metric Units of Capacity, Day 2Focus: The student will estimate and measure the capacity of various containers usingmetric units.Materials: Assorted containers: one set of 4 – 5 containers for each group of 3 – 4students, water, rice, or sand for pouring into containers, Toss and Talk pages (one per pair)Activity:1. Discuss homework from the previous lesson to clarify any questions.2. Ask each group of students to place their set of containers in order from the one thathas the greatest capacity to the one that has the least capacity. Discuss placement ofthe containers with the class.3. Students will play Toss and Talk with a partner. After students complete the activity,discuss which capacity estimates were more difficult than others.4. Students will complete Metric Units of Capacity.5. Homework: Texas Student Activity Book, pp. 25, 30, or 61
EVg icZgCenter Activity 18-4 IVa H]#VgZdg ndjg i ] c c\ l] aZ ndj lGet StartedorGet 10 squares in one color and 10 in another color.Get two number cubes. Take turns with another player or team.Talk about math as you play!At YourTurnToss two number cubes. Add the dots. Find your toss below.Follow the directions. Explain your thinking. Cover the answer.If the answer is taken, lose your turn. Have fun!TossRead the question. Choose the betterestimate. Explain your answer.7Is the capacity of a bathtub about150 milliliters or 150 liters?2Is the capacity of a pen cap about1 milliliter, or 1 liter?8Is the capacity of a baby bottle about150 milliliters or 150 liters?3Is the capacity of a thermos about1 milliliter, or 1 liter?9Is the capacity of a mug about250 milliliters or 25 liters?4Is the capacity of a pitcher about1 milliliter, or 1 liter?10Is the capacity of a teacup about250 milliliters or 25 liters?5Is the capacity of a glass of waterabout 250 milliliters, or 25 liters?11Is the capacity of a measuring spoonabout 25 milliliters or 25 liters?6Is the capacity of a fish tank about250 milliliters, or 25 liters?12Is the capacity of a soup ladle about150 milliliters or 150 liters?250 mL150 L1L150 mL250 mL1 mL250 mL25 mL1L150 L25 L250 mL150 mL250 mL150 mLHow toWin8Topic 18You win if you are the first to get four connected rectangles, like:If you havemore timePlay again!Center Activity 18-4 Pearson Education325 L
NamePractice18-4Metric Units of CapacityChoose the better estimate for each.1.2.2 mL or 2 L2 mL or 2 L4.5 mL or 5 L6. coffee cup7. thermos250 mL or 25 L2 L or 20 L1 mL or 1 L8. pitcher40 mL or 4 LChoose the better unit to measure the capacity of each.9. tea cupmL or L10. bath tubmL or L11. glass of juicemL or L12. washing machinemL or L13. Reasoning A liter is equal to 100 centiliters. Is a centilitera greater measure than a milliliter? Explain.14. Estimation Which is the best estimate forthe capacity of a large bottle of water?FreshSpringsWater1L46Topic 18400 mL4L40 mLDaily Practice, Day 161 Pearson Education, Inc. 3Practice 18-45. kitchen sink2 L or 20 L3.
conversions between units of measurements, this is a 4th and 5th grade TEK. Estimating capacity and using benchmarks lays the foundation for students to convert units of measurement in 4th and 5th grades. Materials: Measuring containers that
These specifications are cited as "FP-03 U.S. Customary Units" indicating “Federal Project” Standard Specifications issued in 2003 and converted to United States customary measure units. U.S customary units were previ
The title of this thesis is: The Customary Law of Intestate Succession. The African customary law relating to intestate succession has always been known to discriminate against women. The thesis therefore focuses on the customary law of intestate succession in the countries
1 Freezer 93 units 3 2 Reach-in freezer 21 units Reach-in refrigerator 21 units 4 Refrigerator, 7 cu. ft. 543 units 5 Refrigerator (for Artificial Insemination) 51 units 6 Upright Freezer 316 units Lot 4: Information Technology Devices and Accessories 1 Computer, Laptop 4,721 units 3 Plotter 29 units Printer 411 units 4 Smart TV 213 units
Mar 16, 2016 · CLEANSE DAY OPTIONS/SUPPORT: 2 Isagenix Snacks† . CLEANSING CALENDAR (START ON ANY DAY OF THE WEEK) Track Your Progress MEASUREMENT TRACKER S Day 1 S Day 2 S Day 3 S Day 4 S Day 5 S Day 6 C Day 7 S Day 8 S Day 9 S Day 10 S Day 11 S Day 12 S Day 13 C Day 14 S
CLEANSE DAY OPTIONS/SUPPORT: 2 Isagenix Snacks† . CLEANSING CALENDAR (START ON ANY DAY OF THE WEEK) Track Your Progress MEASUREMENT TRACKER S Day 1 S Day 2 S Day 3 S Day 4 S Day 5 S Day 6 C Day 7 S Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 C Day 14 S
Transport Stock Chaser Personnel Carrier Burden Carrier BSC BUV BBC 4-wheel Cushion Walkie Reach StackerWalkie Reach Stacker 5,500lb capacity 4,500lb capacity 6,500lb capacity 6,500lb capacity 10,000lb towing capacity 4,400 - 5,500lb capacity 600lb capacity 1,000lb capacity . MAY 2014
modern state generated laws. Thus, the study of traditional legal institutions in general and customary law systems in particular is very much important in the Ethiopian context. The material is organized into four units. Unit 1 outlines foundational concepts such as the definition of customary law, legal system and legal transplantation.
conversion steps learned in lesson 1 to convert Problem of the Day—convert 15 ft. to inches Problem of the Day— gallons to pints Problems of the Day—one conversion problem from customary length, capacity, and weight Problem of the Day— metric unit
