Capacity Measure Multiplication and Division in Litres Primary 4 Third Term Lesson Notes Mathematics Week 8

Detailed Lesson Plan Presentation

Subject: Mathematics
Class: Primary 4
Term: Third Term
Week: 8
Topic: Capacity: Basic Unit of Measurement, Multiplication, and Division in Litres
Duration: 60 minutes

Behavioural Objectives

• Students will understand the basic unit of measurement for capacity, which is litres.
• Students will perform multiplication to find the total capacity of multiple containers.
• Students will perform division to distribute a given quantity of liquid equally among containers.
• Students will solve word problems related to multiplication and division of litres.
• Students will apply the concept of capacity measures to real-life situations.

Key Words

• Capacity, Litre, Multiplication, Division, Word Problems

Entry Behaviour

• Students have prior knowledge of addition, subtraction, and basic arithmetic.

Learning Resources and Materials

• Measuring jugs
• Bottles of different sizes
• Flashcards with word problems
• Worksheets

Building Background / Connection to Prior Knowledge

• Review previous lessons on addition and subtraction.
• Discuss how students use containers to measure liquids at home.

Embedded Core Skills

• Critical thinking
• Problem-solving
• Application of mathematical concepts

Learning Materials

• Lagos State Scheme of Work
• Lagos State Mathematics Textbook for Primary 4

Instructional Materials

• Real measuring jugs and bottles
• Flashcards with word problems
• Interactive whiteboard

Content and Presentation

Class Activity Discussion on Capacity, Multiplication, and Division in Litres

1. Q: What is the basic unit of measurement for capacity?
   • A: The basic unit is litres (L).
2. Q: How do we use multiplication with litres?
   • A: We use it to find the total capacity when we have multiple containers with the same volume.
3. Q: What is the purpose of division involving litres?
   • A: It helps us distribute a given quantity of liquid equally among containers.
4. Q: Can you give an example of a word problem involving multiplication of litres?
   • A: Sure! If there are 4 bottles, each holding 3 litres, how much water is there in total?
5. Q: How do we apply the concept of capacity measures to real-life situations?
   • A: We use it in activities like cooking, filling water bottles, or sharing drinks at a party.
6. Q: What does multiplication with litres help us find?
   • A: It helps us find the total volume when we have multiple containers of the same size.
7. Q: Why is division involving litres important?
   • A: It allows us to distribute a given quantity of liquid equally among different containers.
8. Q: How do we solve word problems related to division of litres?
   • A: We divide the total quantity of liquid by the number of containers to find the amount in each.
9. Q: How do we solve word problems involving litres?
   • A: We read the problem carefully, identify the information given, and use multiplication or division to find the solution.
10. Q: Can you explain how to find the total capacity using multiplication with litres?
    • A: Sure! We multiply the volume of one container by the number of containers.
11. Q: How do we know when to use multiplication or division with litres?
    • A: We use multiplication when finding the total volume and division when distributing a quantity equally.
12. Q: What symbol represents multiplication with litres?
    • A: The symbol “×” represents multiplication.
13. Q: What symbol represents division with litres?
    • A: The symbol “÷” represents division.
14. Q: Can you give an example of a real-life situation where we use capacity measures?
    • A: Sure! When baking, we measure ingredients like flour and water in litres.
15. Q: How do we check if our answer to a word problem involving litres is correct?
    • A: We can re-read the problem and make sure our solution makes sense in the context of the problem.

Evaluation for grade 4 pupils on the topic of capacity, multiplication, and division in litres:

1. The basic unit of measurement for capacity is _____. a) meters
   b) kilograms
   c) litres
   d) seconds
2. Multiplication with litres helps us find the _____ capacity. a) total
   b) weight
   c) length
   d) time
3. If a bottle holds 3 litres and there are 4 bottles, the total capacity is _____ litres. a) 7
   b) 9
   c) 10
   d) 12
4. Division with litres helps us distribute a given quantity of liquid _____ among containers. a) equally
   b) randomly
   c) unequally
   d) quickly
5. If we have 9 litres of juice and want to pour it into 3 bottles, each bottle will get _____ litres. a) 2
   b) 3
   c) 4
   d) 6
6. Understanding capacity helps us in real-life situations like _____. a) swimming
   b) cooking
   c) cycling
   d) running
7. Multiplication with litres is represented by the symbol _____. a) +
   b) –
   c) ×
   d) ÷
8. If there are 6 cups and we pour 12 litres of milk into them, each cup will get _____ litres. a) 1
   b) 2
   c) 3
   d) 4
9. To find the total capacity, we _____ litres by the number of containers. a) add
   b) subtract
   c) multiply
   d) divide
10. If each jug holds 5 litres of water and there are 4 jugs, how much water is there in total? a) 16 litres
    b) 20 litres
    c) 24 litres
    d) 30 litres
11. Division with litres is represented by the symbol _____. a) +
    b) –
    c) ×
    d) ÷
12. If we have 15 litres of juice and want to pour it into 5 bottles, each bottle will get _____ litres. a) 2
    b) 3
    c) 4
    d) 5
13. Solving word problems involving litres helps us _____. a) read
    b) write
    c) understand
    d) draw
14. If there are 8 cups and we pour 24 litres of water into them, each cup will get _____ litres. a) 2
    b) 3
    c) 4
    d) 5
15. Applying the concept of capacity to real-life situations helps us _____. a) cook
    b) dance
    c) sing
    d) swim

Review of First Half Work Third Mid Term Test Primary 4 Third Term Lesson Notes Mathematics Week 7

Step 1: Revision of Previous Topic

• Teacher’s Activity: Review the previous lesson on basic addition and subtraction.
• Learners’ Activity: Answer questions related to capacity and measurement.

Step 2: Introduction of the New Topic

• Teacher’s Activity: Introduce the topic of capacity and explain the basic unit of measurement, which is litres.
• Learners’ Activity: Listen attentively and ask questions to clarify understanding.

Step 3: Explaining Multiplication with Litres

• Teacher’s Activity: Demonstrate how to multiply volumes to find the total capacity of multiple containers.
• Learners’ Activity: Practice multiplication with guidance from the teacher.

Step 4: Explaining Division with Litres

• Teacher’s Activity: Explain how to distribute a given quantity of liquid equally among containers using division.
• Learners’ Activity: Practice division with examples provided by the teacher.

Step 5: Solving Word Problems

• Teacher’s Activity: Present word problems related to multiplication and division of litres.
• Learners’ Activity: Solve word problems individually or in groups, using multiplication and division skills.

Step 6: Applying the Concept to Real-Life Situations

• Teacher’s Activity: Discuss real-life scenarios where knowledge of capacity measures is useful.
• Learners’ Activity: Share their own experiences and identify situations where they use capacity measures.

Teacher’s Activities

• Review previous topics and introduce the new concept of capacity measures.
• Demonstrate multiplication and division with litres using real-life examples.
• Provide guidance and support during practice activities.

Learners’ Activities

• Participate actively in discussions and activities.
• Practice multiplication and division of litres individually and in groups.
• Solve word problems and apply mathematical concepts to real-life situations.

Assessment

• Observe students’ understanding during class activities and discussions.
• Evaluate students’ ability to solve word problems related to capacity measures.

Evaluation Questions

1. What is the basic unit of measurement for capacity?
2. How do you perform multiplication with litres?
3. What is the purpose of division involving litres?
4. Can you give an example of a word problem involving multiplication of litres?
5. How do we apply the concept of capacity measures to real-life situations?
6. What symbol represents multiplication with litres?
7. What symbol represents division with litres?
8. How do we solve word problems related to division of litres?
9. How do we check if our answer to a word problem involving litres is correct?
10. Can you explain how to find the total capacity using multiplication with litres?

Conclusion

• Teacher’s Activity: Go around the class to assess students’ understanding and provide feedback.
• Learners’ Activity: Complete worksheets and review key concepts covered in the lesson.

References

• Lagos State Scheme of Work
• Lagos State Mathematics Textbook for Primary 4

This lesson plan aims to equip students with the necessary skills to understand and apply capacity measures in various contexts, including real-life situations.

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