Summer - Block 5
Volume
©White Rose Maths
Year 5 | Summer Term | Week 12 – Measurement: Volume
Overview
Small Steps Notes for 2020/21
What is volume?
Here children are
Compare volume reintroduced to the idea of
volume but in a more formal
Estimate volume
way than they have seen
Estimate capacity previously.
98 ©White Rose Maths
Year 5 | Summer Term | Week 12 – Measurement: Volume
What is Volume?
Notes and Guidance Varied Fluency
Children understand that volume is the amount of solid space Take 4 cubes of length 1 cm. How many different solids can you
something takes up. They look at how volume is different to make? What’s the same? What’s different?
capacity, as capacity is related to the amount a container can
Make these shapes.
hold.
Children could use centimetre cubes to make solid shapes.
Through this, they recognise the conservation of volume by
building different solids using the same amount of centimetre Complete the table to describe your shapes.
cubes.
Mathematical Talk
Does your shape always have 4 centimetre cubes? Do they
take up the same amount of space?
How can this help us understand what volume is? Compare the capacity and the volume. Use the sentence stems to
help you.
If the solid shapes are made up of 1 cm cubes, can you
complete the table? Container ___ has a
Look at shape A, B and C. What’s the same and what’s capacity of ____ ml
different? The volume of water in
container ___ is ___ cm3
How is capacity different to volume?
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Year 5 | Summer Term | Week 12 – Measurement: Volume
What is Volume?
Reasoning and Problem Solving
How many possible ways can you make a Possible solutions: My shape is made up of 10 centimetre Possible solutions
cuboid that has a volume of 12 cm³? cubes. include:
The height and length are the same size.
What could my shape look like?
Create your own shape and write some
clues for a partner.
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Compare Volume
Notes and Guidance Varied Fluency
Children use their understanding of volume (the amount of Work out the volume of each solid.
solid space taken up by an object) to compare and order Shape A Shape B
different solids that are made of cubes. Shape A has a volume of ___ cm3
Shape B has a volume of ___ cm3
They develop their understanding of volume by building Which has the greatest volume?
shapes made from centimetre cubes and directly comparing
two or more shapes. Look at the 4 solids below. Put the shapes in ascending order based
on their volume.
Mathematical Talk
Count the cubes to find the volume of the shapes and use ‘greater
What does volume mean? than’, ‘less than’ or ‘equal to’ to make the statements correct.
What does cm3 mean?
How can we find the volume of this shape?
Which shape has the greatest volume?
Which shape has the smallest volume?
Do we always have to count the cubes to find the volume?
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Compare Volume
Reasoning and Problem Solving
Shape A has a height of 12 cm. Shape B Dora is incorrect Eva has built this solid: Eva is incorrect,
has a height of 4 cm. e.g. both solids have
Dora says Shape A must have a greater Shape A an equal volume
volume. 12 cm × 1 cm × 2
of 10 cm³.
cm = 24 cm3
Is she correct? Explain your answer. Children might
Shape B want to build this
4 cm × 9 cm × 2 to see it.
cm = 72 cm3 Tommy has built this solid:
Amir, Whitney and Mo all build a shape The volume of
using cubes. Amir’s shape is 56
Mo has lost his shape, but knows that it’s cm3 Eva thinks that her shape must have the
volume was greater than Whitney’s, but The volume of greatest volume because it is taller.
less than Amir’s. Whitney’s shape is Do you agree?
Amir’s Whitney’s 36 cm3 Explain your answer.
The volume of
Mo’s shape can be
anywhere
What could the volume of Mo’s shape between.
be?
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Estimate Volume
Notes and Guidance Varied Fluency
Children estimate volume and capacity of different solids and Estimate and match the object to the correct capacity.
objects.
They build cubes and cuboids to aid their estimates.
Children need to choose the most suitable unit of measure for
different objects e.g. using m3 for the volume of a room.
Children should understand that volume is the amount of solid
space taken up by an object, whereas capacity is the amount a
container can hold.
3,600 cm3 1,000 cm3 187,500 cm3
Mathematical Talk Use a box or drawer from your classroom.
Use cubes to estimate the volume of the box or drawer when it is
What is the difference between volume and capacity? full.
Do you need to fill the whole box with cubes to estimate its
volume?
Would unit to measure would you use to estimate the volume
of the classroom? Estimate then work out the capacity of your classroom.
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Estimate Volume
Reasoning and Problem Solving
Any variation of Jack is using cubes to estimate the Jack is incorrect
cubes drawn volume of his money box. because he has
between the not taken into
following:
account the depth
of the money box.
The approximate
volume would be
80 cm3
Each of the cubes have a volume of 1 m3
The volume of the whole shape is
between 64 m3 and 96 m3 He says the volume will be 20 cm3
What could the shape look like?
Do you agree with Jack?
Explain your answer.
What would the approximate volume of
the money box be?
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Estimate Capacity
Notes and Guidance Varied Fluency
Children estimate capacity using practical equipment such as Use five identical tumblers and some rice.
water and rice. • Fill a tumbler half full.
• Fill a tumbler one quarter full.
Children explore how containers can be different shapes but • Fill a tumbler three quarters full.
still hold the same capacity. • Fill a tumbler, leaving one third empty.
• Fill a tumbler that has more than the first but less than the third,
Children will understand that we often use the word capacity what fraction could be filled?
when referring to liquid, rather than volume. Show children 5 different containers.
Which containers has the largest/smallest capacity?
Mathematical Talk Can we order the containers?
If I had ___ ml/l, which container would I need and why?
Fill each container with rice/water and estimate then measure how
Can I fill the tumbler so it is ___ full?
much each holds.
Compare two tumblers, which tumbler has more/less
volume? Do they have the same capacity? Match the containers to their estimated capacity.
Can we order the containers?
If I had ___ ml or litres, which container would I need and why? 5,000 ml 500 ml 5 ml
How much rice/water is in this container? How do you know? Use this to help you compare other containers. Use ‘more’ and ‘less’
to help you.
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Year 5 | Summer Term | Week 12 – Measurement: Volume
Estimate Capacity
Reasoning and Problem Solving
Give children a container. Possible response: Give children a container. Various different
Using rice, water and cotton wool balls, Explore how Using rice/water and a different container answers.
can children estimate how much of each cotton wool can be e.g. cups, discuss how many cups of
they will need to fill it? squashed and rice/water we will need to fill the
does not fill the containers.
Discuss what is the same and what is space, whereas Link this to the capacity of the containers.
different. water and rice fill
Will everyone have the same amount of the container
cotton wool? more.
Will everyone have the same amount of
rice?
Will everyone have the same amount of
water?
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