Volume and capacity

Volume and capacity

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about volume and capacity.
How to do this task
This is a diagram of a container that can hold exactly 250 ml of water.



   

volume: 5 × 10 × 5 = 250 cm3 capacity: 5 × 10 × 5 = 250 ml

a)		  
Make a model of this container using the net you are given. Cut it out in one piece, then fold it and stick it together. Use lots of sellotape so the water doesn't leak out.
   
b) Draw a diagram of a container that can hold exactly 500 ml of water. Label the measurements of its height, width, and length.
   
c)
Make a model of the 500 ml container with the cardboard you are given.
Cut it out in one piece, then fold it and stick it together. Test it to see if it will hold 500 ml of water.
    
d)
If it holds 500 ml of water, explain how you knew what size to make your container.
 
 
 
 
 
If it doesn't hold 500 ml of water, explain how you would make it differently.

 

 

 

 
 

 

Task administration: 
This task is completed with pencil and paper, and other equipment.
 
Equipment:
A3 cardboard; sellotape; ruler; scissors; 500 ml container; access to a sink; paper for recording.
Level:
4
Curriculum info: 
Maths, Geometry and Measurement, Measurement
Key Competencies: 
Thinking
Keywords: 
volume, capacity, model construction, problem solving
Description of task: 
In this practical task, students use their understanding of the link between capacity and volume to make cardboard containers that hold 250ml and 500ml of water.
Curriculum Links: 
This resource can help to identify students' understanding of measurement units of capacity and volume (Measurement) and multiplicative strategies (Number strategies).
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Geometric thinking, sets 4-5
Measurement sense, sets 6-7
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
   
1 mark a) Cuts the net out in one piece, then folds it and sticks it together to make a model of the container.
3 marks
or
2 marks
or
1 mark		 b) Draws a diagram of a container and labels the measurements 10 × 5 × 10
or any combination of numbers that multiply to 500.
Draws a diagram of a container and labels it with measurements greater
than the model given, but which multiply to less than 1000.
Draws a diagram of a container and labels it with measurements greater
than the model given.
1 mark c) Makes a model of their diagram by drawing a net, cutting it out in one piece, then folding it and sticking it together.
1 mark d) Any 1 of:

  • Explains that a container that holds 500 ml needs a volume of 500cm3, i.e., the height × width × length of the container must equal 500.
  • Explains that one of the sides of the original model needed to be doubled to double the volume.
  • Correctly explains the changes that need to be made to the measurements.

NOTE: Answers will vary.

NOTE:   Teachers may want to let students who realise their container is the wrong size have the opportunity to revise their measurements before marking.

Diagnostic and formative information: 
  

Likely error

Likely reason

b)

20 × 10 × 10 cuboid

Doubles all dimensions.
Next steps: 
Students who want to explore this further could make a one litre container or make a 500 ml container using a different net pattern.