# YEAR 5 MATHS FOCUS

## MEASUREMENT AND GEOMETRY

Volume & Capacity

Learning Experiences

Volume & Capacity

## VOLUME & CAPACITY

OUTCOME

A student:

MA3-11MG:

selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity

TEACHING POINTS | The attribute of volume is the amount of space occupied by an object or substance and is usually measured in cubic units, eg cubic centimetres (cm^3) and cubic metres (m^3). |

Capacity refers to the amount a container can hold and is measured in units, such as millilitres (mL), litres (L) and kilolitres (kL). Capacity is only used in relation to containers and generally refers to liquid measurement. The capacity of a closed container will be slightly less than its volume – capacity is based on the inside dimensions, while volume is determined by the outside dimensions of the container. It is not necessary to refer to these definitions with students (capacity is not taught as a concept separate from volume until Stage 4). | |

Once students are able to measure efficiently and effectively using formal units, they could use centimetre cubes to construct rectangular prisms, counting the number of cubes to determine volume, and then begin to generalise their method for calculating the volume. | |

The cubic metre can be related to the metre as a unit to measure length and the square metre as a unit to measure area. It is important that students are given opportunities to reflect on their understanding of length and area so that they can use this to calculate volume. |

LANGUAGE | Students should be able to communicate using the following language: capacity, container, volume, layers, cubic centimetre, cubic metre, measure, estimate. |

The abbreviation m^3 is read as ‘cubic metre(s)’ and not ‘metre(s) cubed’. |

## EXPECTATIONS OF ATTAINMENT

Choose appropriate units of measurement for volume and capacity (ACMMG108) | select and use appropriate units to measure the capacities of a variety of containers, e.g. millilitres for a drinking glass, litres for a water urn |

measure the volumes of rectangular containers by packing them with cubic-centimetre blocks | |

– explain the advantages and disadvantages of using cubic-centimetre blocks as a unit to measure volume {Communicating, Reasoning, Critical and creative thinking} | |

– describe arrangements of cubic-centimetre blocks in containers in terms of layers, eg 5 layers of 8 cubic-centimetre blocks {Problem Solving} | |

recognise the need for a formal unit larger than the cubic centimetre | |

construct and use the cubic metre as a unit to measure larger volumes | |

– explain why volume is measured in cubic metres in certain situations, e.g. wood bark, soil, concrete {Communicating, Reasoning, Critical and creative thinking} | |

– recognise that a cubic metre can have dimensions other than a cube of side 1 metre, e.g. 2 metres by 1/2 metre by 1 metre {Problem Solving, Critical and creative thinking} | |

record volumes using the abbreviation for cubic metres (m^3) {Literacy} | |

estimate the size of a cubic metre, half a cubic metre and two cubic metres | |

select and use appropriate units to estimate the volumes of a variety of objects, e.g. cubic centimetres for a lolly jar, cubic metres for the classroom |

Learning Experiences

To be added