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Introduce the learning objective of the lesson and explain what students will be able to do by the end of the lesson.

What do you already know about measuring liquids?

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Define what a litre is and explain how it relates to millilitres. Provide examples of common items that are measured in litres.

Define what a millilitre is and explain how it relates to litres. Provide examples of common items that are measured in millilitres.

Demonstrate how to measure in litres using a measuring jug. Show students how to read the markings on the side of the jug.

Demonstrate how to measure in millilitres using a measuring cylinder. Show students how to read the markings on the side of the cylinder.

Explain the process for converting between litres and millilitres. Provide examples and allow students to practice the conversions.

Ask students to convert 3 litres to millilitres. Provide the answer and explain how to arrive at the answer.

Ask students to convert 5000 millilitres to litres. Provide the answer and explain how to arrive at the answer.

Show an image of a water bottle with the capacity labelled in millilitres. Ask students to identify how much liquid the bottle can hold.

Show an image of a milk carton with the capacity labelled in litres. Ask students to identify how much liquid the carton can hold.

Create a quiz question to test students' understanding of the difference between litres and millilitres.

Create a quiz question to test students' ability to convert between litres and millilitres.

Summarize the key points of the lesson and remind students of what they learned.

Encourage students to practice measuring liquids using various containers and volumes to reinforce their understanding.

Encourage students to research how liquids are measured in other parts of the world and how different cultures use different measuring systems.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.