Estimating and Measuring Liquid Volume

Subject: Math Grade: Third Date: 3/21/2018

Teacher: Miss Valerie Carrillo School: Lowell Joint School District

1. Common Core Learning Standards Addressed:

Measurement and Data

3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker
with a measurement scale) to represent the problem.

2.Learning Target(s): (What will students know & be able to do as a result of this lesson?)

I will be able to estimate and measure liquid volume in metric units.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world?
Why are these outcomes essential for future learning?)

 Students will be given the example of how when we get a new pet such as a turtle of fish
we need to be able to ask some questions about how much water they will need. We
can’t just go to the store without an idea of how much we would need.
 Students will then be given a real-life problem to solve. The principal as decided to get a
Betta Fish for her office. Will show them the container she will be using, and they will
be responsible for finding how many liters of water she need to appropriately fill the
tank.

4. Formative Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lesson’s outcomes look like?)

1. Students will be able to explain to a partner what estimation means.

2. Students will be able to make reasonable estimates about liters using Quizizz.
3. Students will pass Quizizz with 75% accuracy.
4. Students will be able to collaboratively solve the real-world problem.

5. Activities/ Tasks: (What learning experiences will students engage in? How will you use
these learning experiences or the student products as formative assessment
opportunities?)

Teacher Students
 Teacher will ask students to take  Students will take necessary
out their book and pencil and have supplies out.
it at the corner of their desk. (2
 min)

 Teacher will then open Google  Students will repeat the standards
slides and introduce the topic of and learning objectives chorally.
the lesson. We will go over the
standard being addressed and
learning intentions. (2 min.)

 Teacher will tell students they  Students will tell their partner
have a couple of minutes to tell what the learning intentions are
their partner one of the learning for the day,
objectives for the day while I walk
around and listen to
conversations. (2 min.)

 Teacher will then explain that to  Students will brainstorm ideas

estimate we must know what it with their partner and then share
means. I will ask students to come with the class
up with a definition and a time we
might use estimation. Teacher will
listen and guide conversations
where needed. (2 min.)

 Teacher will then show students a  Students made observations about

liter bottle, a two-liter bottle, and a what kind of containers they are
half liter bottle. (2 min.) and where they have seen them
before.

 Teacher will then begin a  Students will share their

demonstration where I take a responses and work through why
large round container and pour a they think one container has more
liter of water into it. I then take a water or vice versa.
smaller round container and pour
two half liters inside if it. I then
will pose a question to the
students. Which container has
more water? Teacher will help
guide discussion if students don’t
realize that they both have the
same amount of water inside. (5
min.)

 Students will then be given a real-  Students will give input to the
 world problem. Our principal Mrs. question I posed. They will take
Wissman has decided to get a part in the class discussion.
Betta Fish for her office. She has
asked us to help her figure out
how much water she will need to
buy to fill her fish tank as well as
how much money she needs to set
aside to buy it. I will show
students the fish bowl and ask
them What are some things that
we need to take into consideration
before starting this? I am looking
for responses such as: How much
water does this fish need? How
high should we fill the bowl. (5
min.)

 Teacher will break the students up
into 4 groups and tell them that
we are going to be doing rotations.
Teacher will explain what will
happen at each station. Teacher
will be walking around the room
making sure all students are on
task and engaged. (20-25 min.)
 Station 1: Estimate the amount of water
we will need to fill Mrs. Wissman’s fish
bowl using terms: more than__liters,
about __ liters, or less than__liters.
 Station 2: Hands on work. We will be
using half liter, liter, and two-liter bottle
to find how much water we need to fill
the fish bowl.
 Station 3: Students will be given the cost
per liter of water and be challenged to
find an estimate of how much money Mrs.
Wissman should take with her to buy her
water. They will be using a think board
and markers to work together.
 Station 4: will be completing a workbook
page in estimating liters in their
workbook.

 Teacher will ask students to wrap  Students will share their answers and
up and meet back at their desks. what strategies they used to find them.
We will discuss what results they
found and compare them to the
actual answer rather than the
estimate. (5 min)

 Teacher will ask students to log  Students will take a 4-question quiz using
into Quizizz to take their exit mages and estimates to show that they
ticket. Quizizz will show instant understand the concept.
classroom percentage on the skill
 and I can give them immediate
feedback on how they did. We will
take a few minutes to reflect on
the lesson. (5 min.)
 Teacher will let students know
that this was the last lesson in our
chapter and we will be doing test
prep the following day and then
we will head to lunch

6. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)

 Chromebooks
 Math workbook
 Pencil
 Think mats
 Whiteboard markers
 Estimation slips
 Half liter, liter, and 2-liter bottles
 Clear containers of varied sizes

7. Differentiated instruction: (How will you ensure that all students have access to and are
able to engage appropriately in this lesson? Consider all aspects of student diversity.)

Kinesthetic learners/the antsy student: Students will be up working collaboratively in groups

ELL students: This lesson is filled with pictures and visuals to aid the students in understanding what
a liter looks like. Academic vocabulary is also supported in this lesson.

Advanced students: These students will be challenged with an extension of the lesson. All of students
will attempt the extension, but these students will serve as leaders in their groups.

The struggling student: These students will be supported by me within the groups. They will be
asked questions to guide their thinking as well as working with their peers to observe different
strategies to completing the problems.