HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

FACULTY OF EDUCATION AND LANGUAGES

HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

SEPTEMBER 2010 SEMESTER

AMBILAN SEPTEMBER 2009

NAME                                    : LING HUI CHING (0168887212)

EMAIL                                  : linghuiching@gmail.com

TUTOR NAME                    : MR. ANDY JANANG AK HENRY TAWIE

ASSIGNMENT QUESTION:

¢   Find ONE (1) video in the internet that show how volume of liquid are measured.

¢   Create TWO (2) teaching aids that can be applied to Year Two students to help them understand better.

¢   Based on your teaching aids, you are required to create TWO (2) teaching activities; each for high achiever and low achiever students.

Finally, develop own blog and  post the video, teaching aid and teaching activities

INTRO: WHAT IS VOLUME OF LIQUID?!

INTRO: WHAT IS VOLUME OF LIQUID?!

Volume is how much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains, often quantified numerically using the SI derived unit, the cubic metre.

Liquid have no definite shape in which occupy the available space of a container. They spread over the entire the area of section and stands up to a height. Hence the volume of liquid is the volume of its container up to the height of the liquid level. For this reason, the volumes of hollow shapes are called as "capacity" of the shape. This concept is mainly used in measuring volume of liquid shown on Figure 1.

FIGURE 1: VARIETIES CONTAINERS CAN HOLD SUDDEN AMOUNT OF FLUID.

CONFUSE....VOLUME OF LIQUID

CONFUSE… VOLUME OF LIQUID.

Many a times, mathematics is believed to be a logical subject. Just like in other subjects, still got students have misconceptions in mathematics even given definitions and formulas. These misconceptions are derived from their prior knowledge and experiences with misconceptions hinder the learning process, because they are tightly held by students.

Part of the most popular misconception of mathematics is The Tallest Container Always has the Greatest Volume. It’s regarding the confusing on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. This a misconception caused by visual perception.

Also they learn this from eating in fast food restaurant and similar locations that display cup sizes. The tallest cup always holds more, because of the way they are displayed. Even though, students fill tall containers with water and then pour the water into a shorter container which has the same volume (shown in Figure 2). This is a difficult misconception to break and even adults have issues with this misconception.

FIGURE 2: POURING THE LIQUID.

WHY AND HOW TO ELIMATING MISCONCEPTION

WHY And HOW TO ELIMATING MINSCONCEPTION:

Eliminating mathematic misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing a discussion on the misconception is important. Providing guiding questions using inductive reasoning is the best approach. This is supported by Jean Piaget, "the great pioneer of the constructivist theory of knowing."

He believed knowledge development as a process of equilibration using two main concepts in assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones (shown in Video 1: Piaget Experiment - animated) . Especially Concrete Operational Stage: from ages 7 to 12 (children begin to think logically but a very concrete in their thinking). Children can now conserve and think logically but only with practical aids. They are no longer egocentric.

Video 1: Piaget's Experiment - Animated

The most effective method of eliminating is The Tallest Container Always has the Greatest Volume to address students' concreted activities in which involves hands on - minds in.

VIDEO: MEASURING LIQUID VOLUME IN NON STANDARD UNITS

VIDEO: MEASURING LIQUID VOLUME IN NON STANDARD UNITS 

This video promoted understanding measurement volume of liquid in two units which are milliliters (ml) or liters (L). It's also recommend the method to measure capacity volume of liquid by using non-standard units such as how many cups others than using graduated cylinder (standard unit) as we known before.

METHOD: LIQUID VOLUME MEASURING DEVICES.

METHOD: LIQUID VOLUME MEASURING DEVICES.

Measuring the volume of a liquid is relatively straight forward. Since liquids take the shape of the container in which they are placed, a liquid whose volume is to be found can simply be poured into a graduated container such as graduated cylinder (Figure 3), that is, a container on which some scale has been etched. Graduated cylinders of various sizes, ranging from 10 ml to 1 L are commonly available in science laboratories for measuring the volumes of liquids.

FIGURE 3: GRADUATED CYLINDERS MEASURING VOLUME.

Other devices, such as pipettes and burettes (Figure 4), are available for measuring exact volumes, especially small volumes. This is imperative, so students do not carry these misconceptions any further and develop a better understanding of mathematics.

FIGURE 4: BURETTE – MEASURING EXACT VOLUME.

TEACHING AIDS (I)

TEACHING AIDS

Teaching aids can be defined as materials be used or planned for activity, with its aim to obtain the final result directly from the work done. Referring this to the teaching, teaching aids gives practical work method which is a method used to train pupils to use to learn lesson concept or facts.

TEACHING AID (I)

§      Cups and tablespoons

§      One quart of water

§      Various Containers - each group should have a set of at least three different sizes/none larger than a quarter.

TEACHING ACTIVITIES FOR TEACHING AID (I) - HIGH ACHIEVER STUDENTS.

TEACHING ACTIVITIES FOR:-

TEACHING AID (I) – HIGH ACHIEVER STUDENTS.

TITLE: RAINING MATH In this lesson, students recognize and use the attributes of volume. They engage  in activities that promote understanding of how to measure and compare  volume using non standard units.   LEARNING OBJECTIVES Students will: Measure volume using non standard units 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.   MATERIALS -          Cups and tablespoons - enough for each pair of children -          One quart of water for each pair of children -          Various Containers - each group should have a set of at least three        different sizes/none larger than a quart   INSTRUCTIONAL PLAN 1.         Divide the pupils into a pair to do work in their cooperative learning. 2.         Explain that each pair of students will pretend that it has rained in the         classroom and will measure how many cups and tablespoons different         containers can hold using the aim that fell. 3.         Appoint one student to be the recorder in the group. 4.         Prepare approximately one quart of water for each pair of students. 5.         Give each group of students’ three or four different containers with which         to measure the volume. * None of those containers should hold more than one quart of water. ** For demonstration purposes, use a quart of water, a couple of empty      containers, and a cup for measuring. 6.         Model for the students how to measure the number of cups of water a        container can hold by moving one cup from the full container to the empty        container. 7.         Explain that you are measuring the volume of the different containers. 8.         Have the group count aloud each cup of water you move from the quart you         have prepared to the empty containers. 9.         When the containers are full, discuss that the volume of the container         was __ cups. 10.     Repeat the demonstration using different containers or different measuring        devices and units.   QUESTIONS FOR STUDENTS How would you describe the meaning of volume? [Student responses may include capacity, how much liquid a container can    hold, etc.] In what ways can we determine the volume of any container? [Student responses may include using different measuring tools, such as    tablespoons, cups, etc.] Do you think the volume of this container will be more than 10 cups? Why or why not? [Student responses will depend upon the container used in class.] Do you think the volume of this container will be less than 10 cups? Why or why not? [Student responses will depend upon the container used in class.] Would using tablespoons to measure the volume of this container give us the same  answer? Why or why not? [Student responses will depend upon the container used in class.]   ASSESSMENT OPTIONS v  At this stage of the unit, it is important to know whether students can accurately      measure volume using standard units. Checking students’ predictions and calculations      allows you to assess whether students understand this concept. You might collect data      and document information about the following: o  How accurately are students able to define volume? o  What evidence is there to support those students can transfer this knowledge to      other volume-related problems using the same or different measuring tools (standard      and non-standard as appropriate)? o  What strategies do students use to calculate volume with other standard units?   CONCLUSION For this activities pupil will bear in mind that the volume of liquid will be determined based on the containers used. The bigger containers the more quantities of water are needed to fill in.   EXTENSIONS  Ask students to predict how many cups it will take to fill their container and then record  their prediction.   TEACHER REFLECTION ·         Is there another piece of literature that would be useful for teaching volume? ·         Which students need more practice with measuring volume? Do they need additional        work with nonstandard or standard units? ·         What would I do differently the next time I teach this lesson? Which activities produced        the greatest benefits for students? Which were least effective? Why? ·         What vocabulary words did I use in today lesson? Which measurement words did        students use in their discussions about the activities in this lesson? What additional        vocabulary do the students need to understand? ·         What other mathematical concepts does this lesson teach or reinforce?

TEACHING ACTIVITIES FOR TEACHING AID (I) - LOW ACHIEVER STUDENTS.

TEACHING ACTIVITIES FOR:-

TEACHING AID (I) – LOW ACHIEVER STUDENTS.

 

TITLE: DROP BY DROP

In this lesson, students recognize and use the attributes of volume. They engage  in activities that promote understanding of how to measure and compare volume using  non standard units.

LEARNING OBJECTIVES

Students will: Measure volume using non standard units 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.   MATERIALS

-          Cups and tablespoons - enough for each groups of four children -          One quart of water for each groups of four children -          Three Various Containers - different sizes/none larger than a quart
INSTRUCTIONAL PLAN

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 three set of containers of different sizes, a pail of water and a small        cup and a tablespoon as the measurement tool. 4.      Each group will record the number of cup and tablespoon needed to fill the water in       every container into the form given. CONCLUSION: For this activity pupil will bear in mind that the volume of liquid will be determined based on  the containers used. The bigger containers the more quantities of water is needed to fill in.

TEACHING AIDS (II)

TEACHING AIDS

Teaching aids can be defined as materials be used or planned for activity, with its aim to obtain the final result directly from the work done. Referring this to the teaching, teaching aids gives practical work method which is a method used to train pupils to use to learn lesson concept or facts. For second Teaching Aids, all teaching aids gets from reality. This would helps pupils familiar and get used of it when involves teaching and learning progress.

TEACHING AID (II)

§      Flash cards – various items labeled in ml or L.

 Sauce Chili - 1.1 liters.

Silicone glaze - 500 ml 

 Nestle Milo - 200 ml

Mineral Water - 500 ml

 Oren bottle - 500ml

Green bottle - 500ml

 Nestle Milo - 200ml

100 Plus - 325 ml

Oren can - 450 ml

Green bottle - 500ml

§      Different sizes of containers.

§      Measuring cylinders.

§   A pail of water.

TEACHING ACTIVITIES FOR TEACHING AID (II) - HIGH ACHIEVER STUDENTS.

TEACHING ACTIVITIES FOR:-

TEACHING AID (II) – HIGH ACHIEVER STUDENTS.

 

TITLE: LIQUID FAIRY DREAM LAND

In this lesson, students recognize and use the attributes of volume. They engage  in activities that promote understanding of how to measure and compare  volume using standard units and non-standard units’ correctly.

LEARNING OBJECTIVES:

Students will: Measure volume using non standard units and standard units. Compare volume of liquids by using non-standard and standard units correctly.

PRIOR KNOWLEDGE:
Pupils had learnt how to measure volume of liquid using non-standard units and standard units.

MATERIALS:

-          Various food items flash cards labeled in ml or L.

-          Different sizes of containers.

-          2 measuring cylinders.

-          A pail of water.

INTRODUCTION:

 As you look around the house you can find many containers marked with an L or ml. 
These are metric units of measurement.

PROCEDURES

ACTIVITY I: Oops..Which Biggest?!

1.      Give each student or pairs of students a food item with the label covered up.

2.      Then the students will estimate the capacity of each food item using the knowledge.

3.      They will then arrange the items in order from least to greatest.

4.      Before uncovering the results, the students can get into bigger groups and compare their results. 
      They will have to agree on one solution.

5.      The labels will then be uncovered and the group that is the closest wins the game.

ACTIVITY II: Booms..ML Vs. Liter

1.      Divide the pupils into a pair to do work in their cooperative learning.

2.      Appoint one student to be the recorder in the group.

3.      Give each group three 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 records the results in the form given.

Conclusion:

For these activities pupils knows 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 liters we can find more accurate with the results.