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?