The purpose of this activity is for students to estimate the volume of containers in liters. First, students consider the number of liters it could take to fill a bathtub. Then students match a variety of containers to their volumes. Students use their experience from the previous lesson to support their reasoning.

In order to solve these problems, students rely on their experience as well as information provided by the photos of different objects. Students also rely on their ability to make reasoned estimates (MP4). The activity provides students an opportunity to share their thinking and critique the reasoning of others (MP3).  

• Select previously identified students to share their responses and reasoning.
• “¿Qué estrategias les ayudaron a estimar el volumen de los recipientes?” // “What strategies were useful as you estimated the volume of the containers?” (I thought about how much 1 liter was and how many times it could be poured into the container before it was full. I thought about the marks on the container we filled and whether the container would be more or less.)

The purpose of this activity is for students to measure the volume of liquids using liters. Students compare the liter marks on a container for measuring volume to the marks on a ruler before they use images of containers marked in liters to determine or show the volume of liquid in each container.

• “Mira las marcas del recipiente D. ¿Qué número está en la mitad entre 2 y 4 o en la mitad entre 4 y 6?” // “Look at the marks on Container D. What number is halfway between 2 and 4, or between 4 and 6?”
• “Mira las marcas del recipiente F. Hay 4 marcas entre 10 y 15 que están separadas por la misma distancia. ¿Qué números podrían representar?” // “Look at the marks on Container F. There are 4 tick marks that are equally spaced between 10 and 15. What numbers could they represent?”

• “Si el nivel del líquido estaba entre dos números, ¿cómo averiguaron lo que representaban las marcas?” // “If the level of the liquid was between two numbers, how did you figure out what the marks represented?” (I thought about what was between the numbers. I knew that 7 was between 6 and 8, but is between 3 and 4. For the last one, I saw that the numbers went up by 5, so I thought each mark would be 1 liter.)