OPEN UNIVERSITY OF MALAYSIA
FACULTY OF EDUCATION AND LANGUAGES
ASSIGNMENT HBMT2103: MEASURING VOLUME OF LIQUID
NAME : MAHESVARI A/P RAMALINGAM
LEARNING CENTRE : IPBA
CONTENT:
1.0 Introduction
2.0 Teaching And Learning Activities
2.1 For High Achiever
2.2 For Low Achiever
3.0 Closure
4.0 References
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1.0 INTRODUCTION
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Mathematics is the study of quantity, structure, space and change. Mathematicians seek out patterns, formulate new conjectures and establish truth by rigorous deduction from appropriately chosen axioms and definitions. Mathematics is the way to think systematically and play very important role in our life. For example volume of liquid is one of the mathematics skills that people use in every life situation. Volume of liquid refers to the capacity of liquids in the containers. There are a number of different units used to measure volume of liquid, but most of them fall under either the metric system of measurement or the Imperial system of measurement.
Volume has proved a difficult subject for pupils to master, even at the university level. According to Enochs and Gabel, that the pupils often confused with volume. So, ‘misconceptions’ are always occurred among pupils. Misconception are associated with both complex and simple concepts. Here, we are as a teacher must take a responsibility to teach pupils the concept pf volume of liquid in effective way. Teachers should plan teaching and learning activities in fun ways which is suitable for all level of pupils. Addition of this teacher must use suitable and interesting teaching aids. According to (Hatfield, 1994 and Fiedler,1989) saying that suitable, interesting and variety of teaching aids in mathematics make teaching and learning activity become very effective for the pupils.
There are many kind of teaching aids. We might use IT or the the things or container which can be found around us such as mineral bottles, cans, glasses, plastic cups or different sizes of plastic container. It is easy to find everywhere either at home or school. Liquid volume in standard units frequently measured using either a graduated cylinder or a burette as below.
2.0 TEACHING AND LEARNING ACTIVITY
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TOPIC: | Volume Of Liquid |
LEARNING AREA : | Measuring and comparing volume of liquids. |
LEARNING OBJECTIVE : | Pupils will be thought to measure and compare volumes of liquid using non-standard units. |
LEARNING OUTCOMES: | Pupils will be able to measure volume of liquid using non-standard units. |
PRIOR KNOWLEDGE : | Have learned to compare by more, less, full, half full and empty. |
VOCABULARY : | Empty, half full, full, more, less |
2.1 TEACHING AND LEARNING ACTIVITY FOR HIGH ACHIEVER
TEACHING AIDS : 1. Different shape and size of container different colour liquid.
2. 16 glasses
3. 4 Tables
4. Answer sheets and work sheets
PROCEDURES :
1. Pupils watch video clip of what is the volume of liquid.
2. Pupils watch another video clip that shows compare and measure volume of liquid.
Pupils could cleared up their misconception on comparing volume of liquid.
3. Teacher make and arrange 4 measuring station with A, B, C and D as below:
4. Every station arranged one container with different shape , size and colour liquid and 4
glasses.
5. Teacher asks pupils which container hold more capacity and less capacity? Many
different answers will getting from pupils. To get correct answer teacher do the following
steps.
6. Divide the pupils into group of four to do work in their cooperative group.
7. Appoint one student in each group as a leader and a recorder.
8. All the groups stand at each station. Each group given 3 minutes time for each measuring station to measure volume of liquid by pouring inti glasses that given. Pupils in each group measure and record their findings into the answer sheet that given to every group as a following table.
Station | Number Of Glasses |
A | |
B | |
C | |
D |
9. After 3 minutes teacher will blow whistle, that shows every group must move around from one station to another station. There are 4 station or rounds altogether. After 4 rounds teacher will blow whistle 2 times and all the groups must stop measuring.
10. Distributes worksheet as below and pupils answer the questions by group discussion.
Discuss. Answer all the questions. 1. Which container have the largest capacity? _______________________. 2. Container ______________ hold less volume of liquid ? 3. What is the different between volume in container A and C ? ____________________. 4. Container B hold _______ glasses more than the container D. 5. Arrange the containers in descending order. ______________, ________________, ______________, _______________. |
11. All the containers are put on a table and all the groups come in front of the table.
12. Teacher instruct pupils to arrange in ascending and descending order one by one group with teacher’s observation.
13. Teacher discusses the answers with pupils and they check the answers. Group with more marks are will be winner.
14. Teacher conclude the findings that the bigger size container hold more volume rather than the height of the liquid must put in consideration..
15. Pupils do exercise as a individual activity.
16. Playing games – Teacher calls pupil randomly to play games. Pupils with lesser number is the winner. Click the below hyperlink
17. Conclusion – Teacher do overall conclusion.
2.2 TEACHING AND LEARNING ACTIVITY FOR LOW ACHIEVER
TEACHING AIDS
1. Bottle
2. Jug
3. Bowl
4. Kettle
5. 6 Glasses
6. Answer sheets
7. Worksheets
8. Water
PROCEDURES :
1. Pupils watch video clip of what is the volume of liquid?
2. Pupils watch another video clip that shows compare and measure volume of liquid. Pupils could cleared up their misconception on comparing volume of liquid.
3. Divide the pupils into group of four to do work in their cooperative group.
4. Appoint one student in each group as a leader and a recorder.
5. Teacher puts all the container with water ( bottle, jug, bowl, kettle and glasses) and 6 glasses on table in front of class.
6. Teacher calls all the groups to come front. Group members stand in their own group. Teacher asks pupils which container hold more capacity and less capacity? Many different answers will getting from pupils. To get correct answer teacher do the following steps.
7. Teacher distributes answer sheets to each group, as below:
CONTAINERS | NUMBER OF GLASSES |
Bottle | |
Jug | |
Bowl | |
Kettle |
8. The leader of the first group pour the water from bottle into glasses. All the group record the answers. It’s followed by group 2 (jug) , group 3 (bowl) and group 4 (kettle) with teacher’s observation.
9. Teacher distribute worksheet as below:
10. Pupils discuss the answers in group.
11. Teacher discuss the answers and every group check their answers.
12. Group with more mark is the winner.
13. Pupils do exercise as a individual activity.
14. Teacher do conclusion by explaining that the biggest size of container will hold largest volume of liquid rather than the height of the water must put in consideration.
3.0 CLOSURE
Misconception on capacity may arise among the students while teaching but pupil had to develop a basic concept of volume of liquid. So, teacher has to create a effective teaching and learning activities for different level of students to make them understand better and have a good learning. It also make them overcome the problem that faced which called misconception in volume of liquid. Student made several test of consistency between different approaches, by developing then comparing displacement measures of volume. Students use very concrete experiences and concrete teaching aids to uncover and dispel misconception about volume is an approach that student enjoy. It is a non-threatening and incremental approaches, where student feel comfortable modifying their original idea to agree with their new learning.
Also student are more likely to develop a sense of ‘ownership’ in a newly emerging concept like volume of liquid when they developing it themselves. Teacher use cartoon base teaching aid (video clip) that pupils in primary school like most. The teaching aids that used are easy to find, easy to prepare and also cheap and economic for teacher. The things are easy to handle by the pupils too. This approaches are applicable to the misconception as well as volume of liquid.
4.0 REFERENCES
Buku Rampaian Mathematics Year 2. Selangor: Cemerlang Publication Sdn. Bhd.
L.Q.Zhang (2010). Modul Siap Sedia Mathematics KBSR Year 2. Petaling Jaya: Sasbadi Sdn
Bhd.
Murugiah s/o Velayutham, Kao Thuan Keat.(2010). HBMT2103 Teaching Mathematics in
Year Two. Open University Malaysia: Selangor. Meteor Doc. Sdn Bhd.
Kementerian Pelajaran Malaysia, Huraian Sukatan Pelajaran Matematik Tahun 2. Download on 1 November 2010, from
Volume of liquid. Download on 3 November 2010, from What Is Liquid Volume? | eHow.com http://www.ehow.com/facts_6371078_liquid-volume_.html#ixzz160pxwOK2
Child Conservation. Download on 28 October 2010, from http://www.youtube.com/watch?v=qYtNhNP69lk&feature=more_related
Coping with Misconception Of Volume. Download on 28 October 2010, from http://home.comcast.net/~wjbraith/copingMisconceptions.pdf
Cyberchase: Can You Fill It. Download on 20 November 2010, from
What is volume? K2 math Education Kids Educational Video. Download on 28 October 2010, from http://www.youtube.com/watch?v=VASC2aeehWc&feature=related
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