Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicators:
5SS4.1 Demonstrate that
1 000 millilitres is equivalent 
to 1 litre by filling a 1 litre 
container using a combination of 
smaller containers.
Gather a series of graduated cylinders with varying capacities less than 
1 L as well as a 1 L container. Use the smaller containers to fill the one 
litre container, recording the amounts added until the 1 L container 
is filled. When students add the amounts which were combined, they 
should realize it takes 1000 mL to equal 1 L. This activity can also be 
done in reverse, starting with a filled 1 litre container and measuring 
what is removed.
5SS4.2 Determine the capacity of 
a given container using materials 
that take the shape of the inside 
of the container and explain the 
strategy.
Discuss with students their strategies and decisions involving which 
containers to use. Prompt discussion of strategy and justification for 
choosing particular labelled containers to estimate the capacity of an 
unlabeled container. Students could use liquid, sand, rice, beads, etc.
Ask: Why did you choose this container to determine that the bowl 
contains 750 mL? How did you use it? A student might reply “I chose 
the 250 mL container to determine that the bowl contains 750 mL 
because I could fit 3 scoops of sand (250 mL each) in the bowl, so its 
capacity is 750 mL.”

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101
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MEASUREMENT
General Outcome: Use Direct or Indirect Measurement to Solve Problems
Authorized Resource
Math Focus 5
Lesson 8: Exploring Millilitres and 
Litres
TR: pp. 48-50
SB: p. 281
Performance
• 
Students may be given a variety of containers (scoops, cups, and 
spoons) and asked to estimate how many of one container it would 
take to fill another. To determine if their estimation was correct, 
students would fill the large container from the smaller to check, or 
empy the larger container by repeatedly removing contents using the 
smaller container.
(5SS4.1)
• 
Ask students to estimate the number of pieces of popcorn a 1L 
container would hold. Fill the container and determine the actual 
capacity.
(5SS4.2)
Paper and Pencil
• 
Students could use a Frayer model to consolidate their 
understanding of capacity. A sample follows: