Lesson | Loading...

Activity 1

15 mins

Estimemos el volumen de recipientes

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

None

Activity Narrative

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).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking

Launch

Groups of 2
“Hoy vamos a pensar en algunos recipientes que podemos llenar con líquidos. ¿Qué recipientes llenos con líquidos han visto?” // “Today we’re going to think about some containers that can be filled with liquids. What are some containers that you've seen filled with liquid?” (cups, bowls, buckets, sinks, milk cartons, a pool)
30 seconds: quiet think time
Share responses.
Display the image and Clare, Jada, and Kiran’s ideas about how much water it takes to fill the bathtub.
“Tómense un momento para pensar en cuántos litros de agua se necesitan para llenar la bañera y con cuál razonamiento están de acuerdo” // “Take a moment to think about how many liters of water it takes to fill the bathtub and whose reasoning you agree with.” (See Student Responses)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Podemos decir que el volumen de la bañera es de aproximadamente 200 litros” // “We can say the volume of the bathtub is about 200 liters.”
“¿Qué otros recipientes tienen un volumen de aproximadamente 200 litros?” // “What are other containers that have a volume of about 200 liters of water?” (a larger trash can, a kiddie pool)
Share responses.

Activity

“Ahora, con su compañero, estimen el volumen de otros recipientes” // “Now, work with your partner to estimate the volume of different containers.”
5–7 minutes: partner work time
Monitor for students who refer back to the experiences in the previous lesson as they reason about the volume of each container.

Student Task Statement

Clare dice que se necesitan aproximadamente 2 litros de agua para llenar la bañera.

Jada dice que se necesitan aproximadamente 20 litros de agua para llenar la bañera.

Kiran dice que se necesitan aproximadamente 200 litros de agua para llenar la bañera.

¿Quién crees que tiene la mejor estimación? Explica o muestra cómo razonaste.
¿Aproximadamente cuántos litros se necesitan para llenar cada recipiente? Marca tu estimación. Explica cómo lo sabes.
1. 2 litros 20 litros 200 litros
2. 2 litros 20 litros 200 litros
Empareja cada recipiente con su volumen. Prepárate para explicar cómo razonaste.
recipiente
1. lavabo
2. piscina para niños
3. olla
4. tanque del inodoro
número de litros
- 4 litros
- 6 litros
- 500 litros
- 10 litros

Activity Synthesis

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.)

Activity 2

20 mins

Midamos el volumen de líquidos

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

None

Activity Narrative

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.

Engagement: Provide Access by Recruiting Interest. Leverage choice around perceived challenge. Invite students to select 6 out of the 8 parts of problem 1 and 3 out of the 5 parts of problem 2 to complete.
Supports accessibility for: Organization, Attention, Social-emotional skills

Launch

Groups of 2
Display the images.
“¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (The ruler and the containers have marks for measuring. The marks are equally spaced. The marks on the ruler go side to side, but the marks on the containers go up and down. They all show 0, but on the ruler there is a 0 mark, and for the containers, it’s just the bottom. What is the diagram supposed to be? Could we use a ruler to measure volume?)
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
“¿En qué se parecen las marcas del recipiente y las marcas de la regla? ¿En qué son diferentes?” // “How are the marks on the container and the marks on the ruler alike? How are they different?” (They are all used to measure. The ruler measures length, but the containers measure volume. The scale on the containers is vertical, but the ruler's scale is horizontal.)
1 minute: partner discussion
Share responses.
If no students mention the zero mark, ask “¿En qué parte de los recipientes está el cero?” // “Where is zero on the containers?”

Activity

“El recipiente de cada imagen tiene marcas de litros. Con su compañero, encuentren el volumen si se muestra el líquido y muestren el líquido si les dan el volumen” // “The container in each image is marked in liters. Work with your partner to find the volume of the liquid when the liquid is shown, and to show the liquid when the volume of the liquid is given.”
7–10 minutes: partner work time
If students finish early, have them answer the following questions:
- “¿Cuántos litros obtendrían si juntaran los líquidos de los dos recipientes que tienen la mayor cantidad de líquido? Muestren o expliquen cómo razonaron” //“How many liters would you have if you combined the two containers with the most liquid? Show or explain your reasoning.”
- “Encuentren en esta actividad una combinación de volúmenes de líquidos que sirva para llenar el recipiente más grande hasta la marca superior” // “Find a combination of volumes of liquids in the activity that would fill the largest container to the top mark.”

Activity Synthesis

“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.)