HBMT 2103 : TEACHING MATHEMATICS IN YEAR TWO
SEMESTER SEPTEMBER 2010
Prepared By
Name : JM JUVINA BINTI JUIL
Matric number : 740406125190002
Identity card : 740406-12-5190
Telephone number : 013 5553662
E-mail address : jcjuvi@hotmail.com
Learning centre : INSTITUT PERGURUAN KENINGAU
Table of contents
Assignment number | Contents | Page |
(a) | Topic : Volume of liquid · Introduction · The meaning of volume of liquid · Video in the internet, how volume of liquid are measured. | 1 |
(b) | How to use teaching aid to help students understand better in volume of liquid are measured. 1. Measure volume of liquid using uniform non- standard units. · Teaching aids 2. Measure volume of liquid using standard unit · Teaching aids | 2 |
(c) | 1. Teaching and learning activities for high achiever students. · How to compare volume of liquid Activity : Using non-standard units and standard units 2. Teaching and learning activities for low achiever students. · How to measure and compare volume of liquid Activity : Using non-standard units | 5 |
(d) | Conclusion References | 10 |
Volume of liquid
Introduction
The volume of anything is the amount of space it occupies. Volume is also called as capacity. Capacity and volume can be distinguished; capacity being used for how much a container can hold. A liquid has a definite volume but no definite shape. Long ago the standard unit of capacity (volume) in the English system are the cup, pint, quart, gallon, tablespoon and teaspoon. The names of the traditional volume units are the names of standard containers. Today the standard unit of capacity in the metric system is the liter (l), milliliter (ml), etc. Measuring cylinders, pipettes, beakers and measuring jugs are some or the tools used to measure the volumes of liquid accurately.
The meaning of volume of liquid.
Volume of liquid refers to the capacity of liquids in the containers. Capacity can be measured by using non standard units (more or less) and in standard units in Milliliter (ml) and litters (l) in the metric system. Investigations amount of liquids which can be poured between containers of different shapes and sizes. Exploration of capacity or volume of liquid involves manipulation of containers of various sizes that may either be collected or purchased for classroom activities. A cheap way to do the activities is to have your students collect some containers such as mineral water bottles, soft drink cans, vases etc which can be found around them.
Teacher can display those collections of containers in a learning centre for students to explore capacity measurement. Every learning centre should have at least a standard graduated measuring cylinder in liters and milliliters. This is to enable the students to measure volume of liquids especially in standard units.
Video in the internet, how volume of liquid are measured.
http://www.youtube.cohttp://www.youtube.com/watch?v=D-tLfn2UqzE&feature=relatedm/watch?v=iPkZlce84ag&feature=related
1. Measure volumes of liquid using uniform non-standard units.
Teaching aids
i. Different sizes of containers
ii. A pail of water
iii. Basin
iv. Bottles
v. Cups
2. Measure volumes of liquid using standard unit.
Teaching aids
i. Different sizes of containers
ii. Measuring cylinders
iii. Coloured liquids
1. Teaching and learning activities for high achiever students.
How to compare volume of liquid
Activity : Using non-standard units and standard units.
Learning outcomes;
By the end of the lesson, pupils will be able to measure and compare volume of liquids by using standard units and non-standard units correctly.
Prior knowledge;
Pupils had learnt how to measure volume of liquid using non-standard units and standard units.
Teaching aids;
Different sizes of containers, 2 measuring cylinders, a pail of water
Vocabulary;
More, less, empty, half full, full
Procedures;
1. Divide the pupils into group of four to do work in their cooperative learning.
2. Appoint one student to be the recorder in the group
3. Give each group 3 set of containers of different sizes, a pail of water and two measuring cylinders. ( One for milliliter and another one for liter )
4. Each group will fill every container with water and state which is more or less.
5. Then, they will measure the volume of liquid in each container in liter and milliliter by pouring the water from the containers into those measuring cylinders.
6. A group member record the results in the form given
i. Get a plastic pail and mark A, B, and C on it.
ii. Guess how many liters of water are needed to reach A, B and C.
iii. Use a measuring cylinder to find out the actual volume.
iv. Record in the table below.
Mark | Guess volume | Actual volume |
A | ||
B | ||
C |
For this activity pupils know that volume of liquid can be measured by using non-standard units, but the results just under estimation. By using metric units such milliliters and liter we can find more accurate with the results. On the other hand, pupils also able to understand the relationship between both measurement tools.
Game 1;
1. Play the game in group of 5 students.
2. Appoint a student in the class to be the recorder
3. Appoint the student to be shuffled of the cards
4. The game consists 5 rounds to finish
5. It begins, when the group members will be given a face down card on the table in every round.
6. Then, they open up the cards and read the volume of liquid stated on. The students with the biggest amount is the winner in that round.
7. Repeat until 5 rounds.
8. The group with the highest marks is the winner
500 ML | 5 ML | 1 ML | 700 ML | 4 ML |
Game 2;
1. Play the game in group of 5 students
2. The 4 colors on the spinning board refer to every group.
3. Each member 0 the group will spin “The Spinning Board”
4. When it stops and the arrow point out to one of the color. He/she will take out one card from the “Magic Container” and read the volume of liquid stated.
5. If the arrow point out to the white color, the pupils lost the game and continue to other groups,
6. The volume of liquid will be recorded until round of 5
7. The group with the highest marks is the winner.
2. Teaching and learning activities for low achiever students.
How to measure and compare volume of liquid
Activity ; Using non-standard units
Learning outcomes;
By the end of the lesson, pupils will be able to measure and compare volume of liquids by using non-standard units correctly.
Prior knowledge;
Pupils had learnt how to compare objects: more or less, many or a few, high or low during their previous lesson while learning A whole numbers.
Teaching aids;
Different sizes of containers, a pail of water,
Vocabulary;
More, less, empty, half full, full
Procedures;
1. Divide the pupils into group of four to do work in their cooperative learning.
2. Appoint one student to be the recorder in the group
3. Give each group 5 set of containers of different sizes, a pail of water and a small cup as the measurement tool.
4. Each group will record the number of cup needed to fill the water in every containers into the form given.
* Also teach the pupils estimation such as half full, full and empty
Conclusion;
For this activities pupils will bear in mind that the volume of liquid will be determined based on the containers used. The more bigger containers the more quantities of water is needed to fill in.
1. Fill up the jug and the teapot with water using a glass.
2. Write down how many glasses of water are needed in the table below.
Container | Number of glasses of water |
Jug | |
Teapot |
Which container holds more water ?
Fill in the blanks with more or less
1. Containers A holds ___________ water than Container B.
2. Container C holds __________ water than Container B.
Conclusion
The learning of volume of liquid begins with concrete experience in realistic situations through measuring using both standard and non-standard units. The capacity of liquid in standard units are measured in milliliter (ml) and liter (l) in the metric system. While in non-standard units they are measured using various containers by stated the capacity wheather more or less. Materials from non-standard units are easier to obtain. It is good to give children experience with unfamiliar systems of measurement.
REFERENCES
Hatfield, M. H./ Edwards, N. T., & Bitter, G. G. (1993). Mathematics Methods for the Elementary and Middle School. Allyn & Bacon, Needham Height, MA.
Kennedy, L. M., & Tipps, S. (2000). Guiding Children’s Learning of Mathematics. Allyn & Wadsworth, US.
Rucker, W. E., & Dilley, C. A. (1981). Heath Mathematics. D. C. heath and Company, US.
Mathematics year 2 textbook part 2 (2003), Integrated Curriculum for Primary Schools, KBSR. HYPERSURF CORPORATION SDN. BHD.
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