REFERENCES

Lee Tak Sing, Lean Kee Fang & Azizah Tengah. (2003). Mathematics Year 2 Activity Book Part 2. Kuala Lumpur.Dewan Bahasa dan Pustaka.

Poh Yew Teoh.(2004). MATHS The Fun and Magical Way. Kuala Lumpur:TC Publishing Sdn. Bhd.

T.R.Goddard,J.W.Adams and R.P.Bearmont.(1994).Beta Mathematics Year 2.England: Schofield and Sims Ltd Huddersfield

http://www.education.com/worksheet/article/measuring-volume/

http://www.studyladder.com.au/teacher/startup

http://nlvm.usu.edulen/nav/topic_t_4.html

http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.html

CONCLUSION

CONCLUSION
From the information that I found from the internet and reference books, I realize that there are so many teaching aids that can be used to create and design learning activities for measurement of volume of liquid.
Liquids have no shapes. Therefore, liquid volumes are expressed in different units such as fluid ounce, quarts, pints and gallons rather than cubic inches or cubic feet.
To measure the volume of given a quantity of liquid, we can pour the liquid into a container and measure the volume of the container up to the height of the liquid that fill up the container due to the geometrical shape.
Students will be more interested in doing the measuring of volume of liquid if the teacher organizes some fun activities with some interesting teaching aids that we can get it in our house or daily lifetime. It can help students to build up and apply their mathematics measurement skills. The activities introduced in this assignment are some example than can be applied while teaching the comparison of the volume of liquid.
In this age of technology, most of the children like to play and through their play, they will pick up wonderful new skills and discover exciting new things. Therefore, as for a teacher or their parents, we can encourage them love for Mathematics than through play.

INTRODUCTION

"Capacity means how much a container will hold and we can see the more or less parallels in a container. Volume refers to the space taken up by an object itself. So capacity applies not to the liquid, but to containers. It is the “units of capacity” that are used for liquids. Children always believe that the amount of liquid has changed when a set amount has been poured from one container to another container with a different size. They believe that there is more liquid in the high container compare with the low container."

According to the article of National Centre for Excellent in The Teaching of Mathematics, children often believe that the amount of liquid will be changed when the same amount has been poured from one container to another of a different size. This is a misconception on capacity that is happened on children when comparing capacity of two containers.

We can measure liquid volumes in various ways using special apparatus or equipment like beakers, measuring cups, spoons, measuring cylinders and other containers. Measuring liquid is an important part in our daily life. Therefore, it is important for children to learn the topic Volume Of Liquid. So, teacher needs to overcome children’s problem by helping them to understand the concept of measuring liquid volume.

As a conclusion, in choosing a suitable teaching aids, the level of knowledge of student, the suitable of teaching aids relate to content and make sure teaching aids is clear and can be viewable , hear by pupils. This is really important to meets your teaching objective. Teaching aids and teaching activities which based on the pupils’ level, low achiever pupils and high achiever pupils are specially design for my students.

TEACHING AIDS AND ACTIVITIES FOR LOWER ACHIEVER STUDENTS

ACTIVITY 1

Topic : Volume of Liquid
Learning Outcome : By the end of the activity, pupil are able to
(i) compare the volume of liquid in the same container
(ii)measure volume of container using non-standard units
Materials : saucepan, bucket, jug, cup, glass.

Procedures :
1. Teacher try to explain the term of empty, half and full by showing a jug of water which contain empty of water, half of water and full of water in the same container.
2.Students comparing the capacity of empty, half and full by showing from the video. 3.After comparing the capacity, students are divided into groups to compare the capacity of two different containers. 4. According to the video show, teacher asks students which container holds the more water, the bucket or the jugs? The saucer or the jug? Students given the answer bucket as bucket is bigger than a jug, but they are confusing about the volume of liquid in the saucer and jug. 5. So, teacher wanted students to pour the water from the saucer into the jug slowly. 6.After pouring, they make a conclusion that the water in the saucer and jug is about the same. They confuse as the saucer is wider but the jug is taller. So after the experiment, they might have the correct answer by not looking to the size of the container.
7.Teacher make the conclusion that the volume of liquid is not refer to the size of the container.

ACTIVITY 2
Materials : five different sizw bowls, a glass and manila card.
Prosedures :
1. Teacher guides students to compare volume of liquid using two different bowls and asks which bowl is larger and which bowl is smaller?
2.Teacher distributes students into groups and gives away five different dimensions of bowls, a glass and manila card. 3.Teacher explains each group measure the volume of glass that can fills up the bowl given. 4.Students repeat the activity by using the remaining four bowls. 5.Students record the answer in the manila card provided. 6.Teacher and students discuss the answer. 7. Teacher distributes worksheet to students as remedial pratice.

WORKSHEET

TEACHING AIDS AND ACTIVITIES FOR HIGHER ACHIEVER STUDENTS

Activity 3
Topic : Volume of LiquidLearning outcomes : By the end of the activity, pupils are able to
(i) Make a comparison of capacity.
(ii) Measure volume of containers using non-standard units.
Materials : Cups, A bowl, A saucepan, A small pail, A large jug. Procedures

1. First, teacher asks pupils to make comparison of capacity. Teacher shows two different size of cups with water but the amount are the same.

Teacher asks pupils question : Which cup has the most liquid?
Pupils’ answer : White cup / black cup.

2. So, to proof that the amount of liquid in each cup are the same, teacher will pour out the water

from the white cup carefully into a small pail. Then, teacher will pour the water from black cup into empty white cup.
Teacher asks : Does black cup has more, less or same amount of water with white cup?
Pupils’ answer : Same amount of water.
Teacher pours the water from white cup into black cup again to proof pupils’ answer. Pupils will understand that these two cups has same amount of water.

3. Teacher chooses another two containers, which are water jug and empty bottle. Teacher asks

pupils to predict whether the bottle can hold more, less or same amount of water with the jug.

Teacher will pour the water from the jug into the empty bottle to find out the answer.
Answer : The bottle is hold less amount of water compare with the jug.

4. Teacher divides the pupils into groups of five and encourage pupils work in their cooperative

groups. Each group will choose one pupil to be a recorder. The purpose of group activity is to

measure volume of containers using non-standard units.

5. Teacher will give each group a set of containers of different size like a cup, a bowl, a pail, a saucepan and a jug.

6. Teacher asks each group fill the containers with water using a cup and count how many cups it takes to fill each container.

7. Each group of recorder need to record their findings in the table. For example:

8. Teacher asks pupils write down their finding.

a) _______ cups of water fill up the bowl.b) _______ cups of water fill up the mug

c) _______ cups of water fill up the jug.

9. Teacher calls out one pupil from each group to present their working.
10. Teacher tells pupils that the more cups needed to fill the container, it means the largest capacity of the container

11. Teacher recomended the webpage http://www.education.com/worksheet/article/measuring%20-volume/ to students.

12. Teacher encourages students to estimate how much liquid they can hold, and then measure the volume and write the findings on the page.

Activity 4

Learning Outcome : By the end of the activity, pupils are able to

(i) Compare volume of liquid using standard and non-standard units

(ii) Measure capacity using non-standard units

Materials : A set of cups, three different juice bottles, manila card, recycle plastic container.

Procedures:

1.Teacher distributes materials to students which they need to divide into groups.

2.Students required to pour the liquid from the juice bottles into a set of same size cups, then they need to measure it by pouring the liquid from the cups into a recycle plastic container.

3.Students continus the activity by using the other two juice bottles.

4.Teacher guides students to make comparison between the voloume of liquid in the juice bottles by using the cups provided as estimation.

5.Students from each group present their answer on the board.

6.Teacher shows a video presentation which are comparing among same container and different container volume of liquid.

7.Students easily make comparison between the same container with different volume of liquid.
8.Students sometimes confuse with the same volume of liquid in the different container.

9.As a result, they need to pour out the water from the container to make sure which container contain more water than each other.

10.Teacher encourages students using the standard and non-standard units to compare to volome of liquid.

11.Teachers distributes worksheet to students.

(a) Container A fill up with ________ cupfull of glasses.

(b) Container B and C fill up _______ cupfull of glasses.

(c) Container _______ holds milk than container B.

(d) Container C holds ______ milk than container A.

(e) Containers ______ and _______ hold the same volume of milk.

WORKSHEET

VIDEO CLIP - MEASURING CAPACITY