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Small group activities help students understand and estimate the measurement of volume.
Pigs in the Pantry; Fun with Math and Cooking, by Amy Axelrod; ISBN 0-689-80665-5
Volume and capacity are the measurements used to describe the inside of a container. The definition of volume is the measurement of space occupied by anything. The definition of capacity is the amount a container holds. An object such as a rock or a brick has volume but no capacity. People began measuring volume, as they did with mass and weight, using natural objects like eggshells. The problem was that eggshells could differ in size. It became necessary for people to develop a standard unit of measurement.
The Babylonians were the first to develop a standard unit for measuring capacity. They used a hollow cube with specific linear measurements filled with water. This gave them the first unit of capacity. Today, a cube filled with water is still used as a standard unit of capacity.
1. Demonstrate a positive learning attitude.
2. Develop social skills and ethical responsibility.
Invitation to Learn
Have the students correct silly sentences. They can record their corrections in their Math Journals.
Curriculum Extensions/Adaptations/ Integration
Rommel-Esham, K., (October, 2007). How Much Popcorn Will Our Classroom Hold? Science and Children 45(2) 22-26.
How much popcorn will our classroom hold? This intriguing question sparked a terrific integrated science and math exploration conducted with fifth and sixth-grade students. In the process of finding the classrooms volume, students developed science-process skills (e.g., developing a plan, measurement, collecting and interpreting data, prediction, inference, communication, and using number relationships) and applied mathematical processes (determining an estimate, using benchmarks, measuring, mapping, etc.) in a meaningful way-getting an authentic glimpse of how these two subjects are inextricably linked.
Downey, J.A., Cobbs, G.A., (January 2007). I Actually Learned A Lot from This: A Field Assignment to Prepare Future Preservice Math Teachers for Culturally Diverse Classrooms. School Science and Mathematics 107(1) 391-403.
Teacher education programs are cognizant of the need to prepare preservice teachers (PTs) to work effectively with children from diverse cultural backgrounds. Well-constructed field experiences can help PTs develop awareness and gain understanding of important cultural considerations related to effective teaching and learning (Sleeter, 2001). This paper describes a unique field assignment created for an Elementary Math Methods course in which 61 PTs were trained to conduct a semi-structured interview with a student whose cultural background was different than their own. PTs transcribed their own interviews and completed a guided reflection on their experiences. Reflections were submitted and analyzed for emerging themes. Analyses suggest that the structured interview component of this field assignment provided PTs with increased insight into mathematics instruction and the learning needs of diverse students. It also discusses the value and limitations of this instructional innovation and propose avenues by which to continue to help PTs grow toward becoming culturally relevant pedagogies (Irvine, 2003).