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2nd Grade Unit 13: / Capacity / Suggested Time Frame: / 10 daysTAKS Objectives: / 4 / TEKS: / 2.9C
Unit Overview
Needing to choose a pitcher to make Kool-Aid will become easier for students as they experiment with a variety of containers while estimating, measuring and checking the capacity.
Enduring Understandings
· Capacity is the amount a container can hold.
· Containers of different shapes and sizes can have the same capacity / Essential Questions
· What is capacity?
· How can capacity be measured?
· Can estimation be used to determine the capacity of a container? / Mathematics Skills/Process
2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
2.12A identify the mathematics in everyday situations;
2.12B solve problems with guidance, that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
Including
· Use manipulatives to represent problem situations.
· Encourage different ways to solve a problem.
· Have students verbalize observations.
2.12C select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
Including
· Encourage different ways to solve a problem
2.12D use tools such as real objects, manipulatives, and technology to solve problems.
2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:
2.13A explain and record observations using objects, words, pictures, numbers, and technology; and
2.13B relate informal language to mathematical language and symbols.
2.14 Underlying processes and mathematical tools. The student uses logical reasoning.
2.14A The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
(Ask: “How do you know that is the answer? If someone said they didn’t think it was right, how could you convince them?”)
Facts
· Explore different shapes and sizes of containers and determine their capacity.
· Understand that capacity measures the amount of liquid a container can hold.
· Realize that containers of different shapes and sizes can have the same capacity.
· Order containers according to capacity.
· Measuring is often the only way to be sure of a container’s capacity. / Relationships and/or Connections that should emerge
· Finding capacity will help students with judgments and estimations in real life situations, such as what size container should be used to make Kool-Aid.
Products students will develop
· After determining the capacity of different sized containers labeled A, B, C, D, students draw the results in order from least to greatest.
Language of Instruction
capacity
compare
container
cup
gallon
liquid
liter
nonstandard
pint
quart
volume
Tools
· Different shapes and sizes of containers
· Materials with which to fill the containers such as rice, sand, beans, water / Mathematical Connections to Literature
Mr. Archimede's Bath
By Pamela Allen
A House For Birdie
By Stuart J. Murphy
2nd
TAKS Objectives: / 4 / TEKS: / 2.9C
Unit Overview
Needing to choose a pitcher to make Kool-Aid will become easier for students as they experiment with a variety of containers while estimating, measuring and checking the capacity.
Text Resources
Making Connections With Measurement Grade 2 TEKS by Region 4
Capacity Unit
Silver Burdett Ginn
Measure Works
Motivation Math
Math Essentials / Technology & Electronic Resources
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks
II. Open-ended
III. Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII. Model / Map / Video
VIII. Oral / Visual / Multimedia Presentation
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
4 True/False test
· UPS Checks
· Teacher Observation
· SBG pages
Collaborative Student Explorations
Second Grade Mathematics Unit 13 Overview
In this brief summary, the dates will fluctuate according to your students, calendar, and special events.
Structure
Unit Thirteen: Capacity
Suggested 10 days
· Use non-standard units of measure to measure the capacity of a given number.
8/27/2007 DRAFT 3