# in video clips shows comparing same volume of liquid using the same container. In this video, it shows that pupils may have misconceptions about volume of liquid if using different container. Pupils may think that if the taller the container will have the more liquid even the liquid came from the same container which is shorter. In this lesson, teacher should teach pupils concept and give example how to tackle this situation and make correction in pupils’ knowledge. Teacher can give lots of ideas and do comparing same and different container so that pupils will know volume of liquid actually the same as long as the volume can be fill in the container. Teacher has to tell pupils that different containers affect the volume height but still the same amount of volume in the container.
Friday, November 26, 2010
Volume of Liquid - Non-standard liquid measurement
Introduction
Volume is refers to amount of liquid that can be filled into a container. Comparing two containers can be easy if both containers have the same size. If the containers are different size example a cup and a bottle, the best thing to do is fill-up the first container and then pour into the second container. If the water spill out (overflow) means the first container have more volume of liquid compare to the second container.
To get accurate volume liquid measurement is by using standard measurement. Pouring a container into a measuring cylinder and we can see the precise amount of volume in milliliters or liters.
Pupils usually have little idea of volume. By thinking higher the container can fill more water than lower container. As a teacher, we should tell pupils by only doing measurement can get more accurate answer. We teach pupils direct comparisons or fill-refill water to show them amount of water in term of more or less water.
Teacher should guide them and get correct concept of volume either by direct comparison or using standard measurement. Learning in group can give more interactive between pupils and help them built more cooperative and cooperation within group members.
# in video clips shows comparing same volume of liquid using the same container. In this video, it shows that pupils may have misconceptions about volume of liquid if using different container. Pupils may think that if the taller the container will have the more liquid even the liquid came from the same container which is shorter. In this lesson, teacher should teach pupils concept and give example how to tackle this situation and make correction in pupils’ knowledge. Teacher can give lots of ideas and do comparing same and different container so that pupils will know volume of liquid actually the same as long as the volume can be fill in the container. Teacher has to tell pupils that different containers affect the volume height but still the same amount of volume in the container.
Teaching aids
No.1 (a bottle of orange juice and 21 plastic cups)
A bottle of orange juice and plastics cup are the concrete materials that we will be using to teach volume of liquid. Plastics cups are economical that can be recyclable during conduct this lesson. We use orange juice because it has colour and pupils like to drink it. Serving orange juice is a token and appreciation pupils learning this lesson.
We can find this orange juice very cheap in the market. Teacher pouring the liquid in to plastics cup and the pupils easily see the height of the orange juice. This will make pupil concentrate and equally volume of liquid share by everyone.
No.2 (cup, glass, small pail, mineral bottle and bowl)
This are the material can be found in house hold. Teacher can easily prepare container either bring from home, or borrow from kinder garden or from school canteen. The entire containers are plastic made except glass. So, we need to tell pupils to be careful to handle with care.
These containers will be share by both groups (higher achiever and lower achiever). The different between of this two group are higher achiever will do measuring each container with plastic cup and write down in to worksheet activity. Pupils from lower achiever will use two containers as above to do comparing the amount of liquid. Pupils will write down which container has the more / less water in each pairs of container.
No3. (Game cards, cup, glass, small pail, mineral bottle and bowl)
We can use the trump cards (red and blue) and stick question to it. Each question separate according to pupils’ level. (Higher achiever will be using blue cards and lower achiever will be using red cards). Teacher gives pupils to play game.
In this game, teacher will pick a name randomly. The selected pupil needs to pick a card. The card will show a small task. The pupils need to complete the task. If the task is done as shown, pupils will receive a token. The most token receive in the day will receive a small gift. Therefore, lets the pupils enjoy and wait for their present.
Lesson Plan and Teaching Learning Activities
Mathematics year 2
Date : 22.10.2010 (Friday)
Time : 9.30 a.m. to 10.30 a.m. (60 minutes)
Total pupils : 20 pupils
Group 1 (12 pupils in higher achievers)
Group 2 ( 8 pupils in lower achievers)
Topic : Volume of liquid
Subtopic : Measure and compare volume of liquid
Objectives : At the end of this lesson, pupils able to write down
measurement volume of liquid using non-standard
measurement.
Learning outcome : At the end of this lesson, pupils able to differentiate volume
of liquid in each container using non-standard
measurement.
Previous knowledge : -
Vocabulary : volume, liquid, liter, milliliter, more, less, equal
Morale value : value water, cooperation,
Teaching aids : 2 liters of orange juice, 30 plastic cups, small pail, cup glass, mineral bottle, bowl, and work sheet.
Introduction : In this class, consist of both higher achiever and lower
achiever. Both pupils are dividing in to two major groups. Both groups will be conduct simultaneously.
achiever. Both pupils are dividing in to two major groups. Both groups will be conduct simultaneously.
Group 1 (High Achiever) and group 2 (Low Achiever)
Introduction (5 minutes)
- Teacher gives pupils to see a short video clip. (http://www.youtube.com/v/YtLEWVu815o)
- Teacher asks pupils what they learn from this video clip.
- From here, teacher will know pupils pay attention during class is conduct.
- Pupils give a lot of ideas and teacher stress out the important part what pupils should know and apply in the coming lesson.
- Teacher let pupils see some bottles and ask pupils give ideas.
- The bottles come in same and different sizes.
- The bottle fills with full and half water container.
- Pupils able to differentiate bottle with contain half and full water.
- Teacher introduces sub-topic measuring and comparing volume of liquids using non-standard unit.
Group 1 and group 2
Step 1 (20 minutes)
- Teacher doing a experiment.
- To get the intention of pupils, teacher show pupils 21 plastic cups and a bottle of 2 liter orange juice.
- Teacher tells pupils what we going to do are to have a drink of orange juice.
- Teacher asks who would like to have a cup of orange juice and the pupils rise out their hands.
- Teacher asks one pupils to count pupils whom rise out their hands.
- Teacher tells pupils that teacher also want to have a cup of orange juice.
- Teacher tells pupils that now we will have orange juice but what should we do.
- Pupils give their ideas.
- Teacher pours orange juice in to 21 plastic cups.
- After pouring orange juice into plastic cups, teacher asks pupils is the volume equally same or is there any cups contains more volume.
- Teacher asks pupils how to know if all have the equally same amount of orange juice.
- Pupils tell teacher that by comparing the height of the orange juice.
- Pupils see and compare the volume height and tell which have the highest.
- After comparing and pouring liquid to equally same volume of each plastic cups, teacher give each pupils a cup of orange juice.
- Teacher asks pupils how the taste of the orange juice is. Are the pupils like it?
- Teacher tells pupils that everyone have the same height will have the same amount of orange juice because the container is the same size.
- Teacher tells pupils it is easy to measure the volume if the plastic cup is the same size.
- Teacher tells pupils not to throw plastic cup because later the cup will be use again in coming lesson.
Group 1 (High Achiever)
Step 2 (20 minutes)
- Teacher shows pupils 5 containers. (cup, glass, small pail, mineral bottle and bowl)
- Teacher tells pupils and demonstrates to pupils how to measure a container using polystyrene’s cup.
- Teacher give an example of big mineral water container can fill up how many glass of water.
- Teacher asks two pupils to do this experiment.
- One pupil will carry the cup and put it on the table while another pupil will carefully fill up the cup of water.
- Teacher remind pupil to fully fill up the cup and do not spill on the table or floor.
- In this experiment, we get 8 plastic cups of water.
- We ask all pupils to see if the amount of water is the same.
- Teacher divides pupils in a group of three or four pupils.
- Teacher gives tools and worksheet to do their assessment.
- There are 5 table contain 5 different containers.
- Each table has a cup, glass, small pail, mineral bottle and bowl.
- Teacher tells pupils to fill in the plastic cup carefully.
Worksheet activity higher achiever
How many water can fill in each container?
Have the pupils discussed on the containers, which have the smallest and largest capacity of water container.
- Teacher gives pupils 15 minutes to finish their assessment.
- Teacher discusses answer and correct wrong answer give by pupils.
- Teacher instructs the pupils to arrange all containers in ascending / descending order of their capacities.
Group 2 (Low Achiever)
Step 2 (20 minutes)
1. Teacher show pupils cup, glass, pail, mineral bottle and bowl.
2. Teacher tells pupils and demonstrates to pupils by comparing the volume of
liquids using direct comparison method.
liquids using direct comparison method.
3. Teacher shows a tea cup and a glass.
4. Teacher asks two pupils to help in this experiment.
5. The first pupil will fill up the tea cup with water while the second pupil holds
the glass.
the glass.
6. The first pupil pours the water into the glass.
7. Teacher reminds pupils to stop pouring water if the second container is full.
8. In this experiment, we see that tea cup already empty and the glass still have
some amount of water can be filled in.
some amount of water can be filled in.
9. Teacher asks pupils what have they learn from this experiment.
10. Teacher tells pupils a tea cup hold less water than a glass.
11. Teacher tells pupils a glass hold more water than a teacup.
12. Teacher divides pupils in a group of three or four pupils
13. Teacher gives tools and worksheet to do their assessment.
Worksheet activity lower achiever
14. Teacher gives pupils 15 minutes to finish their assessment.
15. Teacher discusses answer and correct wrong answer give by pupils.
16. Teacher asks pupils which contains most water among all containers.
17. Teacher asks pupils which contains less water among all containers.
Group 1 and group 2
Step 3 (10 minutes)
1. Teacher prepares some game cards (red for slow achiever and blue for fast achiever)
2. Teacher random pick a name.
3. The pupil will come out and random pick a card according to pupil’s level (slow or fast achiever).
4. Teacher ask pupils to perform a task according card is given.
5. Teacher gives pupil time and assist them doing pupil’s demonstration while other pupils look the process happens.
6. Teacher ask other pupils if he/she doing the correct or wrong.
7. This game continues within 15 minutes with different pupils and different question cards.
Conclusion (5 minutes)
Teacher rap up today’s learning activities and do conclusions. Even a container maybe looks different but the volume maybe the same. Pupils also learn new vocabulary such as equal, more, and less. Teacher tells pupils where pupils normally do mistakes. Teacher tells pupils not to waste water. Teacher gives pupils to ask question. Teacher gives pupils some assessment to do after class and send to class by tomorrow.
Teacher asks pupils how many water they drink in a day. Pupils answer from 5 cups to 18 cups. By measuring using plastic cups, teacher tells pupils to drink at least 12 plastic cups in a day equal to one and a half bottle of 1.5 liter mineral water. Drinks plenty of water can help reduce body temperature and promote healthy lifestyle.
Teacher tells pupils to think and give equal valance to 12 plastic cups of water for the coming lesson.
References :
Curriculum Development Centre. Curriculum Specifications Mathematics
Year 2. Ministry of Education Malaysia. Kuala Lumpur. 2003.
Murugiah s/o Velayatham, Kao Thuan Keat. HBMT2103 Teaching
Mathematics In Year Two. Open University Malaysia. 2010.
Liew Su Tim, Cham Juat Eng. KBSR Mathematics Textbook Part 2 Year2.
YPJ Publications & Distributiona Sdn Bhd. 2003
YPJ Publications & Distributiona Sdn Bhd. 2003
Wednesday, November 3, 2010
Assignment Volume Of Liquid
FACULTY OF EDUCATION AND LANGUAGES
HBMT 2103: TEACHING MATEMATICS IN YEAR TWO
SEPTEMBER 2010 SEMESTER
1. This assignment has a ONE (1) question only. You may write in English or in Malay.
2. Your assignment should be typed on A4 paper using 12 pt Times New Roman and 1.5 line spacing.
3. This assignment carries a 30% weightage towards the final grade.
4. This assignment should be prepared individually.
5. You are to submit your assignment online through the myVLE. Please refer to the instructions in the portal for more information on how to submit your assignment online.
6. Your assignment must be submitted before or by the 5th tutorial . Submissions after deadline are not acceptable.
7. Your assignment will be assessed according to the specification contained in the rubric accompanying the assignment question.
8. Your assignment should be limited to 1000-1200 words only.
9. Plagiarism in all forms will not be tolerated. Assignment submitted will automatically be subjected to a similarity check.
· Assignments with 10 – 30% overlap with others will be subjected to a 20% deduction from the total gross marks scored.
· Assignments with more than 30% overlap with others will earn zero mark on the assignment. In such cases, the course grade will be determined solely on the basis of marks obtained in the remaining components of the course assessment.
ASSIGNMENT QUESTION
Misconception on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity. Find ONE (1) video in the internet that show how volume of liquid are measured. Create TWO (2) teaching aids that can be applied to Year Two students to help them understand better. Based on your teaching aids, you are required to create TWO (2) teaching activities; each for high achiever and low achiever students. Finally, you are required to develop your own blog and post the video, teaching aid and teaching activities in your blog. You are free to choose any platform that are available in the internet. For reference you may browse at http://www.blogger.com/ on developing your blog. You are only required to submit link to your blog.
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