Source From : http://www.youtube.com/watch?v=qYtNhNP69lk
Hello to all my fellow friends. Thanks indeed for your view on my first Mathematics Blog. (*^__^*)Try the teaching aids below that can be applied to all Year Two students to help them understand better. Based on the teaching aids, I want to share some teaching activities which may help your high achiever and low achiever students as well.
Introduction
Recognizing the students misconceptions and immediately focusing a discussion on the misconception is very important . Then the eliminating mathematics misconceptions process is difficult and merely repeating a lesson or extra practice will not help. As well as the other subjects in school , students have misconceptions in mathematics. These misconceptions are derived from their prior knowledge and experiences with numbers in their daily lives.
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These misconceptions hinder the learning process, because they are tightly held by students. Their teachers need to provide tangible experiences to break these misconceptions. By telling students were they are mistaken will not work either. Therefore , providing guiding questions using inductive reasoning is the best approach.
Normally this a misconception caused by visual perception. For example : students learn this from eating in fast food restaurants and similar locations that display various cup sizes. The tallest cup always holds more, because of the way they are displayed.
• The best way to eliminate this problem is to have students fill tall containers with water and then pour the water into a shorter container which has the same volume. This is a difficult misconception to break and even adults have issues with this misconception.
Therefore , the most effective way to eliminate the misconceptions of volume of liquid is to address them immediately when observed. This is imperative, so students do not carry these misconceptions any further and develop a better understanding of mathematics.
a. The Concepts of Volume of Liquid
The 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 millimeters (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.
Prior preparation :
There is a cheap way to carry out the activities is to require the students collect some containers such as mineral water bottles, soft drink cans, vases , disposable cups etc which can be found around them.
Teacher can display those collections of containers in class for students to explore capacity measurement. Don’t ever forget that every classes should have at least a standard graduated measuring cylinder in liters(l.) and millimeters(ml.). This is to enable the students to measure volume of liquids especially in standard units. Examples of materials can be used in the mathematics activities as follow :
b) Task 1 : For High Achieved Students Teaching and Learning Activities (1) :
Topic : How to Measure and Compare Volume of Liquid By 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;
Students 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 such as : glass , bowl , vase , bottle , mineral water bottle and a pail of water.
Vocabulary;
more, less, empty, half full, full.
Procedures:
1. Divide the pupils into group of five to do work in their cooperative learning.
2. Appoint one student to be the recorder and another one be the leader 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.
5. Teacher assesses students as they predict, record, and analyze data in their notebooks.
6. The data collected and recorded in the lab notebooks should have a reasonable volume predicted for each jar, as well as the actual volume for each of those of container .
7. Students should also be able to support this data by including information from the discussion that took place within their cooperative groups.
8. Teacher provides the students the base of prediction and to mobilize students to experience the real life. This can enrich student life experience, to show students the thinking process and also guides students to develop a serious observation. It is a habit of thinking to improve ability to make a guess.
9. Using the recycle mineral water bottle to make an useful food container guided by teacher.
Handicraft Time For Students
Most of us have the same experience after having cookies or candy opened cant finish. The container making by recycle mineral water bottle is the solution for it.
Step 1:Cut out the top of the bottle.
Step 2: Now the brand new food container is ready to use !
Moral Values : Let go green & recycle, make our world a better futureAdvantages of task 1
1. All the students can self-assess by checking to see if their predictions were accurate.
2. Teacher observation will informally assess whether students are working in their groups cooperatively.
3. The performance-based assessment will also determine whether the students were able to work cooperatively to successfully complete the activity.
4, Finally , students should also be able to answer the question: Does size really matter?
5. Materials that used in group works can be reused or recyclable. This can indirectly educated students to love the environment as they know waste material still have its usage if we know how to adopt it according to the needs.
* Also teach the students 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.
Table 1: Measure volume of Liquid using non-standard unit.
Sample worksheet:
C) Task 2 : For Low Achiever Students
Teaching and Learning Activities (2) :
Topic : How to Measure and Compare Volume of Liquid By 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;
Students 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 such as : a set of glass containers , a pail of water., video clip , playing cards and “The Spinning Board”.
Vocabulary;
more, less, empty, half full, full.
Procedures:
1. Divide the pupils into group of five to do work in their cooperative learning.
2. Appoint one student to be the recorder and another one be the leader in the group.
3. Give each group 5 set of containers of different sizes .
4. Students play the game in group of 5 students.
5. The 4 colors on the spinning board refer to every group.
6. Each member o the group will spin “The Spinning Board”.
7. 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 fill the water in container shown in the card.
8. Students try to predict and states which is more or less.
9. Each group will record the number of cup needed to fill the water in every containers into the form given.
10. Teacher assesses students as they predict, record, and analyze data in their notebooks.
11. Students watch the video clip about the ways of measure non-standard volume as a consolidation activity to the basic knowledge in this topic.
Advantages of task 2
1. All the students can self-assess by checking to see if their predictions were accurate.
2. Teacher observation will informally assess whether students are working in their groups cooperatively.
3. At last , student will learn that the content of water will be determined based on their containers. The bigger containers show more volume of liquid while the smaller containers give us less volume of liquid.
4. Learning with fun and games can motivated the low achieved students to participate into learning session actively .
5. Materials that used in group works can be reused or recyclable. This can indirectly educated students to love the environment as they know waste material still have its usage if we know how to adopt it according to the needs.
* Also teach the students estimation such as half full, full and empty
Conclusion
The learning of volume of liquid begins with concrete experience in realistic situations through measuring using non-standard units. The capacity of non-standard units normally 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 students experience with unfamiliar systems of measurement .
