NAME : HASMIRA BINTI YOHNY
MATRIC NO: 82012112-5162-002
HBMT 2103 : TEACHING MATHEMATICS IN YEAR TWO
SEPTEMBER 2010 SEMESTER
INTRODUCTION
INTRODUCTION
Volume is the measurement of space taken up by something. Solids, liquids and glasses all take up space. Misconception on capacity may arise among the pupils while teaching Volume of Liquid. In this task I will teach the pupils how to compare volumes of liquid by direct comparison. Hope this can give some ideas to the teachers on how to teach the topic effectively.
Class : 2 Cekap
Topic : Volume of Liquid
Subtopic : Compare Volume of Liquid
Learning Outcome : At the end of the lesson, pupils are able to;
1. Compare the volumes of liquid by direct comparison.
1. Compare the volumes of liquid by direct comparison.
Moral Value : Co-operation during group activities.
Thinking : Comparing and contrasting
Teaching Aids : Videos, glasses, containers
Step 1:
1. Video of misconceptions when comparing capacity of two containers.
Step 2
GROUP ACTIVITIES
Lower Achiever Pupils;
Teaching Aids : different sizes of glasses
1. Form 2 groups of pupils. Each group is given 6 different sizes of glasses.
2. Label the containers with A,B,C,D,E and F
3. Ask pupils to match the glasses by guessing which glasses have same volume. Pupils can see the water because the glasses are transparent.
4. Ask pupils to pour the water that their match into the glass and see either the volumes are same or not.
5. Pupils write down the answer in the table.
6. Groups that can match all correct win.
7. Example
4. Ask pupils to pour the water that their match into the glass and see either the volumes are same or not.
6. Groups that can match all correct win.
7. Example
Higher Achiever Pupils;
Teaching Aids : different sizes of containers, glasses
1. Form 2 groups of pupils. Each group is given 6 different sizes of containers.
2. Label the containers with A,B,C,D,E and F.
3. Ask pupils to match the containers by guessing which containers have same volume based on the size and the mass of the containers without open it.
4. Ask pupils to pour the water into the glass and see either the volumes are same or not.
5. Pupils write down the answer in the table.
6. Groups that can match all correct win.
7. Example:
Youtube. (2007). Child Conservation. [Online]. [Available]: http://www.youtube.com/watch?v=qYtNhNP69lk (2010, October 15).
Youtube. (2010). What is volume? K2 Math Education Kids educational Video. [Online]. [Available]: http://www.youtube.com/watch?v=VASC2aeehWc&feature=related (2010, October 15).
4. Ask pupils to pour the water into the glass and see either the volumes are same or not.
6. Groups that can match all correct win.
7. Example:
Step 3
Individual work.
1. Game for kids. Log on website:
2. Pupils need to pick the combination of pots that will fill the containers with the fewest number of pours without spilling over.
EXPLAINATION OF TEACHING AIDS AND ACTIVITES
Step 1:
Video 1
Video 1 shows the stage of preoperational. It means that children learn language but not logic. In the video, the children focus on the height of the fluid in the glass rather than focusing on the width. When the pupils saw the problem situation in the video, the pupils will interested to continue watching the next video.
Video 2
Video 2 shows the solution of the problem. It shows us clearly the meaning of volume. The video helps the pupils to understand clearly the conceptual development for volume of liquid.
Step 2:
Activity for lower achiever students and the higher achiever students
I choose experiment as my activities because these are the effective way. It helps them to correct the mathematical concepts and mathematical skills that they have wrongly learnt. Pupils can develop their thinking skills. Pupils also can learn comparisons of volume more easily when involve in this experiment.
The differences between the activities for higher achiever and the lower achiever students are the containers. For the lower achiever students, they use different sizes of glasses and they can see the volume inside the glasses. But for the higher achiever students they use different sizes of containers and they cannot open the containers and see the amount of the volume inside the containers. The students are guided by the sizes and the mass of the containers and they need to guess which containers have the same volumes when we pour the water into the glasses.
Step 3:
Individual work
I choose game as their individual work because games are interesting and pupils like games. In this activity pupils can build mathematical concepts and to acquire mathematical skills so that the pupils are not left behind the other pupils in the class.
TEACHING AIDS
Glasses and containers
I used the things around us as teaching aids. All the teaching aids are easy to find and easy to carry. It is suitable for all levels of pupils. The teaching aids are economical and I do not need to spend money to buy all the things. All the things can be found in my house.
CONCLUSION
Teaching volume of liquid with concrete experience in realistic situations is the best way to helps the pupils to understand the concept. Pupils can easily learn if they involve in the activities. As a teacher we need to be creative to create interesting activities for our pupils. All we need just things surrounding us. We can use them to create teaching aids without wasting our money. It is more economical. I hope with this two activities can give some ideas to the teachers on how to create teaching aids and create activities that more interesting.
REFERENCES
Book:
Lee Tak Sing, Lean Kee Fang & Azizah Tengah. (2003). Mathematics Year 2 Tex Book Part 2. Kuala Lumpur. Dewan Bahasa dan Pustaka.
Lee Tak Sing, Lean Kee Fang & Azizah Tengah. (2003). Mathematics Year 2 Activity Book Part 2. Kuala Lumpur. Dewan Bahasa dan Pustaka.
Web Side:
Educational Broadcasting Corporation. (2010). Cyberchase.Game.Can You Fill It? [Online]. [Available]: http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.html (2010, October 14).
