1.0 Introduction

Table of Content

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Page Number

Acknowledgement 2

1.0 Introduction and video 3

2.0 Teaching aid 4

2.0.1 Four common misconceptions 4 - 6

3.0 Non-standard Measurements for Volume of Liquid. 7 - 8

4.0 Standard Measurements for Volume of Liquid. 9 - 11

5.0 Conclusion 11

Bibliography 12

1.0 Video : Filtering information from internet

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First, please visit my blog to watch the video “How to measure the volume" http://elaineyeong.blogspot.com/ Thank you !

2.0 Teaching aid

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The teaching aid means the material used by a teacher to stimulate the interest of students or supplement classroom instruction. Next, the tool used by teachers to help student improve their easements and other skills. It also can realistic the illustrate or reinforce a fact or idea. Like a bottle of strawberry milk, always has the greatest volume. This is because the tallest bottle always holds more.

Then, I used this teaching aid to eliminate the problem of students to fill tall containers with water and then pour the water into a shorter container which has the same volume. The most effective method of eliminating math misconceptions is to address them immediately when observed. This is imperative, so students do not carry any further and develop a better understanding of mathematics.

In my teaching activity 1, I used water colour, containers, an ice cream cup, a plastic container, various used jell and cup. Then, I will used different sizes of containers, a pail of water, and two measuring cylinders in my teaching activity 2.

I choose that two set of teaching aids because that are suitable for all levels of students, economical and that also related to daily life. On the other hand, it suitable for all levels of students. Finally, it possible to be created.

2.0.1 Four common misconceptions

The teaching aid also consist four common misconceptions in volume and capacity of liquid. First, the Misconception 1 was Mathematical language. In this misconception, the students confusion between capacity and liquid volume. （Only containers have capacity.）Hence capacity is measured in the same units as liquid volume. For example, a wine glass may have a capacity to hold 350ml, but the liquid volume of the wine may only be 250ml.The capacity of a container is the maximum volume of liquid that it can hold..

Secondly, the misconception 2 was conservation of liquid. In this misconception, the students often believe that the amount of liquid has been changed when a set amount has poured from one container to another container of a different size. They believe that there is more liquid in the one that has the highest level. For example, the left hand containers in figures b and c.( Please refer the below picture.)

Thirdly, the misconception 3 was Reading Scales. Teacher should know that the students do not understand the measurement between marked divisions on a scale. This is because some students read the scale from different heights so that parallax.

That means the difference of orientation of an object viewed along two different lines of sight. Finally, the student were occurs.

On the other hand, some students read the scale by looking at the value at the top of the meniscus .

That means curve in the surface of a liquid, produced in response to the surface of the container or another object. It can be either concave. We also can find some students pick the container up and fail to keep it vertical when reading the scale.

Teachers must ensure that they are looking at the base of the meniscus. Encouraging students to estimate the volume and liquid before measuring will support some of these activities. They also need to ensure that students have the opportunity to use and read a range of measuring scales on real containers with different scales in different orientations.

Finally was misconception 4. That is converting one unit to another. In this misconception, we need to practical activities using a mixture of millilitres and litres should be encouraged. Then, converting millilitres to litres presents a challenge for students because it involves dividing and multiplying by 1 000.

Conclusion

Before teacher teaching the student to measure with liquids. She must pour some water into a container, such as a clean milk jug so they will be able to practice pouring from one container into another. Teacher also asks them pour the water carefully into a measuring cup. Then, the liquid practice can be messy. So we use water to practice in an area that we can easily to clean. The conclusion for the enhancing pupils learning in capacity with all measures is that student should be engaged in practical activities not paper-based ones.

2.0.1 Four common misconceptions

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That means the difference of orientation of an object viewed along two different lines of sight. Finally, the student were occurs.

On the other hand, some students read the scale by looking at the value at the top of the meniscus .

Conclusion

3.0 Non-standard Measurements for Volume of Liquid.

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Activity 1: Teaching Activities for high achiever students

Date : 13.10.2010 (Wednesday)

Time : 0830 – 0930

Class : Year Two

Unit 10 : Volume of Liquid

Title : Measure volumes of liquids using non-standard units.

Terminology : Measure, volume, capacity, non-standard units, cupfuls

and glassfuls.

Learning Area : Measure and compare volumes of liquid

Learning Outcomes : At the end of the lesson, the students are able to measure

volumes of liquid using non-standard units.

Learning Objective : Measure and compare volumes of liquid by using uniform

non-standard units.

Materials (Teaching aids) : (i) water colour (for preparing the coloured liquid)

(ii) containers brought by each group of pupils: an ice

cream cup, a plastic container, various used jelly

cups.

Mathematics concepts / skill : Measuring with non-standard units.

Values : Careful

Procedures (Teaching activities) :

1. Teachers divide the class into groups of five students and have them work

in their groups.

2. Teacher appoints one of student in the group to be the leader.

3. The teacher fills the ice cream cup and the plastic containers with some

amount of coloured liquid.

4. Teacher asks the pupils to approximate amount of which container holds more

liquid.

5. Teacher teach the students to measure by pouring the liquid into the used jelly cups.

6. Teacher get the pupils to mark the number of cupfuls of liquid and check their answer with teacher .

The leader from each group presents their result and make a conclusion.

7. Teacher summarizes this lesson.Than, teacher will explains that if the liquid in container fills up more

cupfuls of liquid, it means that the container has larger volume. She will tell the students do not

judge the capacity of liquids by their height if they are in different containers.

8. Teacher give some worksheet to the student to practice.

4.0 Standard Measurements for Volume of Liquid

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Activity 2: Teaching Activities for low achiever students

Date : 15.10.2010 (Friday)

Time : 0830 – 0930

Class : Year Two

Unit 10 : Volume of Liquid

Title : Measure volumes of liquids using standard units.

Vocabulary : half full, empty, more, less

Learning Area : Measure and compare volumes of liquid

Learning Outcomes : By the end of the lesson, pupils will be able to measure

volume of liquids by using standard units correctly.

Learning Objective : Measure and compare volumes of liquid by using

uniform standard units.

Prior Knowledge : Pupils had learnt that the content of water will be

determined based on their containers. That means the

bigger containers show more volume of liquid while

the smaller containers give us less volume of liquid.

Materials (Teaching aids) : Different sizes of containers, a pail of water, and two measuring cylinders.

Mathematics concepts / skill : Measuring with standard units.

Values : Careful

Procedures (Teaching activities) :
1. Teachers divide the class into group of five pupils and have them work in their group.
2. Teacher appoints one student in the each group to be the recorder .
3. Teacher give each group : (i) 5 set of containers in different sizes.

(ii) a pail of water

(iii) two measuring cylinders. (One for liter and another

one for milliliter)
4. Teacher will request each group will fill every container with water.

5. They will measure the volume of liquid in each container by pouring the water

from the containers into the measuring cylinders.

6. A group member record the results in the form given
7. Teacher should introduce the pupils: (i) 1 liter = 1000 milliliter
(ii)1 liter x 1000 milliliter = 1000 milliliter
8. Teacher give some worksheet to the student to practice.

5.0 Conclusion

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For both learning activities, pupils should know that volume of liquid can be measured by using metric units such liter and milliliters. They also understand the relationship between both measurement tools. On the other hands, they will know that non-standard measurements for volume of liquid. The students will very interesting to learn this lesson. Because it is more real world situations are involved. Our activities are appropriate for the high achiever students and low achiever students.

Bibliography

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http://www.youtube.com/watch?v=iPkZlce84ag - How to Measure the Volume of a Liquid – Video – Access on 10.10.2010

http://www.youtube.com/watch?v=Wl6VDFaNn10&feature=related - How to Measure the Volume of a Liquid – Video - Access on 11.10.2010

http://www.suite101.com/content/5-misconceptions-in-elementary-mathematics-a68912 - 5 misconceptions in elementary mathematics – Access on 20.10.2010

https://www.ncetm.org.uk/resources/22757 - 5 misconceptions in elementary mathematics – Access on 22.10.2010

http://en.wikipedia.org/wiki/Parallax - Parallax - Access on 23.10. 2010

http://www.google.com.my/images?hl=ms&tbs=isch:1&ei=4- images of teaching aid - Access on 24.10. 201

http://www.articlesbase.com/homeschooling-articles/fun-ways-to-teach-your-kids-math-697592.html- Fun way to teach your kids- Access on 25.10. 201

Mohamad Khairuddi bin Yahya, Marzita binti Puteh, & Santhi Periasamy.(2006) Integrated Curriculum For Primary Schools Mathematics Year 2, Teacher’s Guidebook. Kuala Lumpur: Dewan Bahasa Dan Pustaka.

Murugiah s/o Velayutham & T. K Kao. (2010). HBMT 2103 Teaching Mathematics in Year Two. Kuala Lumpur: Open University

Malaysia