They may notice that the area rule is included (L × W).
Students should understand that the volume of irregular shape can also be found if the area of the base of the shape is known.Īsk students to examine the formula to notice what part may be familiar. Students may have already been exposed to the formula for the volume of a rectangular prism, (Volume (V) = Length (L) × Base (B) × Height (H)) however, it is important for students to have a conceptual understanding of volume before using the rule. For example, a cup, bowl, laundry hamper, a container, a pillow, a stadium and so on. Only objects with a shape that can fit other things inside have a capacity. All three-dimensional objects have a volume but not all will have capacity.įor example, the following items have a volume, but they do not have a capacity: a mathematics textbook, ruler, calculator, iPad, table, chair and elephant. Capacity is measured in litres (L) and millilitres (mL). It is often used in relation to volume of liquids. Capacity is used to describe how much a container will hold.
Students often confuse volume and capacity and it is important for students to understand that there is a difference between the two. A common misconception is that if nothing can be put inside the object then it doesn’t have a volume. To support student understanding of volume, brainstorm a variety of objects and discuss whether they have a volume (does the object take up space?). This process can be used to establish the general rule for the volume of a rectangular prism. Previously students have explored the volume of different objects by counting the number of 1 cm cubes that make up the shape. Students will understand that volume is the amount of space occupied by a three-dimensional object and is measured in cubic units. At this level, students will investigate and establish the volume of a rectangular prism.
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