How to Teach Children Capacity and Volume

Teaching volume and capacity requires a hands-on approach to lessons.

Volume and capacity refer to measurements of three-dimensional areas. Two types of units measure volume and capacity: solids and containers. Teaching volume and capacity requires two different situational learning experiences; one involves how much space a three-dimensional object occupies, and the other involves liquid measures. You can use common items to provide these learning experiences: plastic caps, bottles and cups; other plastic containers; wooden blocks; cardboard boxes; liquids, such as water; rice, sand and other pourable solids -- all are appropriate for teaching capacity and volume.

Things You'll Need

• Plastic containers (different sizes)
• Sand
• Paper
• Measuring cups
• Water

Instructions

1. 

   During science investigations, teachers serve as guides for students' investigative efforts.

   Write this activity's investigation on the board: In what order do the containers, from greatest to least, hold liquid and pourable solids? Have students identify possible experiments to use to conduct this investigation, and record suggestions on the board. Next, inform students they will be using water and rice to measure the volume and capacity of six different containers, and place the containers in order from the one that holds the least to the one that holds the most liquid and pourable solids.

2. Divide students into work groups. Distribute materials: measuring cups; six containers of different sizes; bag of rice, paper, container of water. Inform students that they will predict how many scoops of water are needed to fill each of the three containers first; then, test their predictions by using the scooper or measuring cup for an actual measurement. Next, inform students that they will conduct the same investigation with a pourable solid (rice or sand). Students write down their guess before testing and record final results.

3. Bring the class back together from groups, and perform the task in front of them, verbalizing the thinking process. This is the think-aloud strategy that models the thinking process for students. Say to the group, "I think this container is the smallest and holds about six scoops of water. Let me test this one first. One, two, three, four. Four is the number of scoops. My estimation was two scoops off. Let me write that down." Test each container in the same way.

4. 

   Student engagment is significantly higher in science classes using hands-on investigations.

   Discuss the results as one large group. Compare individual predictions with actual measurements. Allow students to reflect on the investigation through reflection writing; this requires thinking about the processes used during the task and identifying errors for self-correction. Finally, use the following questions as an assessment at the end of the lesson or as homework: What is capacity? How do you know when a container is full? What determines the capacity of a container?

Tips & Warnings

• Allow students to work in groups to encourage collaboration, which promotes deeper understanding of concepts. Monitor students' progress during group work periods. Provide ample time for students to share results and compare findings in a whole-group lesson closing; this allows for students to review and reflect on their work.

• Opt for plastic containers. Avoiding glass serves as a proactive step in increasing safety in the science classroom. When using liquids for measuring volume and capacity, choose water. Monitor students' use of materials, and ensure cooperation in groups through constant monitoring of students' progress. Avoid doing anything students can do for themselves in completing the task assigned.

References

• Pearson Education; Teaching Student-Centered Mathematics: Grades 3-5, Measuring Capacity and Volume; Teachervision.com; Van de Walle, et al.; 2006.
• New Zealand Ministry of Education: Volume and Capacity Units of Work; 2010.
• EducatorPages.com; Volume and Capacity Lesson Plans; Which Container Should Jimmy Choose? March 2009.