Discussion in 'Primary' started by lauren291, Jun 26, 2007.

1. ### lauren291

Hi

I have got an observation tommorow within my numeracy lesson. The person observing me specialises in maths so this has got to be a really good lesson! Does anyone know of any great capacity activities to do with YEAR 1 on CAPACITY???? I am just looking at my planning and the lesson looks pretty flat!

2. ### lauren291

Hi

I have got an observation tommorow within my numeracy lesson. The person observing me specialises in maths so this has got to be a really good lesson! Does anyone know of any great capacity activities to do with YEAR 1 on CAPACITY???? I am just looking at my planning and the lesson looks pretty flat!

3. ### jog_onNew commenter

Give them a recipe and get them to make it up - fruit punch or something like that. Talk about how important it is to get measurements accurate. I would do this as a guided session, obviously. The plenary means you could talk about putting more or less in - e.g. what is an amount less than 100ml?

You have to make it really active and lively!

Good luck!

4. ### bluerose

quick search shows some good ideas on here

Use poster paints and mix up liquids for capacity, frogs blood, bats snot, caterpillar sick, kids love the horrible names and really enjoy pouring the different liquids into the container to make a brown yucky mixture. this was to make a witches potion which you could create a story around

| Posted by: teachem at 18 May 2007 16:14

How about concocting "cocktails" where children have to work out how many cup fulls of liquid will fill their beaker ( plastic cup) then they choose from water, blackcurrant and orange etc deciding how many cup fulls of each they would like. They then get to drink their creations.

3 | Posted by: BestEffort at 18 May 2007 16:25

Taught capacity to year 2, but what I found worked really well (if you can turn a blind eye to the mess) is a carousel of activities. On 1 table, have litre containers of differing shapes; on another have litre bottles filled to half litre marked off with an elastic band: the chn can then see that the half litre is still half a litre even when tipped on its side; another table could have yogurt pots which can be used to fill litre jugs (to see how many yog pots it takes to do so - good for estimation too). It is messy, but the kids love it. Don't forget to go over any misconceptions about measuring first (should be done on a flat surface - why? Use another container to fill the litre jug - why?) as well as vocab.
Hope that helps!
BE x
Posted by: papadia at 15 May 2007 22:46

hi, I did capacity today with Y1. we did use water yesterday, each table had a tray with water, various containers according to task. Messy, fair amount of water spilt, but they learned LOADS! Our theme is pirates, so I told them they were trying to find suitable containers for the cups, punch bowl etc for the pirate party! Today we looked at carrying loot back to the ship: non-standard units by counting the number of gold coins a container holds, and standard units by filling marked containers with gold dust (sand!). They loved it, the variety held their interest, and clearing up the sand was really really easy. Only one table got it everywhere, which they regretted when they had to get it sorted.
I had all 5 groups do the investigations both days. No recording yesterday - couldn't picture it with water, but today they all managed, even the LA.

5. ### lauren291

thanks they are great ideas!!!

The objective that I have been given for tommorow is direct comparisson of 2 capacites and then the measuring using standard and non-standrad on Thursday.

So any ideas for direct comparison?????

Anyone?

Thanks so much

6. ### lauren291

Also how would you go about the 'behaviour' side of it with the excitement of working with water!!??

I have a few very lively children in the class! was thinking of having HAP and AAP working on practical activities today whilst LAP do some written/ picture work and then LAP working on practical work tommorow whilst AAP do their recording. what do you think?

7. ### bluerose

presuming LAP are less able wont they find it hard to not be doing it in observation think id leave middle group to do something else if thats the way to go and stay close to less able.

why didnt you post the objective in original post?

This is where you need lots of different shaped and sized containers with same capactity i think so can see that a long tall container can hold same as short squat one. Not sure what else youre meant to do for this objective is that all it says? Did you only find out about this today?

8. ### bluerose

just need a range of containers, take turns to choose one and decide before hand if more or less in it than the container youve chosen as starting one. Then check by filling their chosen container and pouring it into your container if it overflows theirs holds more if it doesnt fill it yours holds more. More able group could try to order small number of containers using this method

9. ### Trude

I did a lesson where they had to find a container for daddy bear, mummy bear and baby bear using direct comparison. I started it by playing the teddy bear's picnic song and setting out a picnic blanket and things for a picnic. The kids then had different containers such as tea pots, cups and bottles to find the one for the bears to use. In the plenary we set the containers out for the bears.