Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

 
 
 
NON EXAMPLES 
 
Capacity is not used in the following: 

fencing around a garden 

lace around a tablecloth 

painting walls 

tiling floors 

covering countertops 
Capacity 

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102
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MEASUREMENT
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Measurement)
5SS4 Continued...
Solving problems rooted in real life situations by allowing students 
hands-on experience with capacity will help them realize that
1L = 1 000 mL. Centres are useful for facilitating this type of learning. 
• 
Tell students that Jim has to make a recipe in which he has to use two 
litres of orange juice. He only has a 500 mL container to measure 
the juice. How could he use the 500 mL container to measure two 
litres of orange juice? Explain using numbers, pictures and words.
• 
Ask students to draw and label three smaller containers whose 
capacity, when added together, would equal one L. Ask them to 
explain their choices.
• 
Ask students to choose, from a series of containers (5 mL, 75 mL,
200 mL, etc.), a combination that will create a total capacity of one 
litre.
Achievement Indicators:
5SS4.3 Relate mL and L in 
problem solving situations.
Aside from familiar referents such as 1 L milk cartons and water bottles, 
students should realize that a large base ten cube hollowed out would 
have the capacity to hold 1 L.
5SS4.4 Provide a referent for a 
litre and explain the choice.
A useful referent for a millilitre would be a unit base ten cube. Since 
the millilitre is so small, students should use referents that represent 
millilitre units like 5 mL =1 tsp or 15 mL= 1 tbsp. Use a medicine 
dropper that shows a 1 mL marking. Talk about how small babies often 
receive medicine in this unit. Also, eye and ear drops are often given in 
quantities even less than a millilitre.
5SS4.5 Provide a referent for a 
millilitre and explain the choice.
Ask students to bring from home a variety of containers to serve 
as referents for exploring the concept of capacity, Using a series of 
different containers, ask students to decide, with justification, whether 
each would be better measured in mL or L. Examples might include 
a glass of milk, a container of laundry detergent, etc. Students would 
estimate the capacity using the units selected and use a litre container to 
check their estimates.
5SS4.6 Determine which capacity 
unit is represented by a given 
referent.
Review the referents for a cm and a metre and ask students to suggest 
a suitable referent for 1 mL. Ask them to explain why it would be 
suitable. Students should use their referent to determine the capacity of 
a small container.
5SS4.7 Estimate the capacity of 
a given container using personal 
referents.

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