Activity - Games

click here to play :-

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

click here to play :-
http://pbskids.org/cyberchase/games/hardproblems/

INTRODUCTION

Measuring is probably the one topic in KBSR Mathematics that we use the most. One of the reasons to include measuring in KBSR Mathematics is that it has many practical applications in real life situations. The learning of volume of liquid begins with concrete experience in realistic situations through measuring using both non-standard and standard units.

CONCEPT - VOLUME OF LIQUID

Volume is how much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains. The volume of a container is generally understood to be the capacity of the container. The amount of fluid (gas or liquid) that the container could hold, rather than the amount of space the container itself displaces. Volumes of liquid explore capacity to be an attribute of containers. For Year Two, capacity measured is limited to liters ( ) in the metric system.

MISCONCEPTION

Misconception on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity. When asked which holds more, the tall container or a short container, most children will choose the taller container even if the shorter one actually holds more. To make direct comparisons, the videos below is taken from the internet were show how volume of liquid are measured. The videos show clearly and in detail every process it takes to measure the volume of liquid.

VIDEO SUGGESTION - FIRST VIDEO

VIDEO SUGGESTION - SECOND VIDEO

TEACHING PLAN

TEACHING PLAN FOR MATHEMATICS YEAR 2
VOLUME OF LIQUID


HIGH ACHIEVER STUDENTS

LEARNING OUTCOMES :

• To compare volumes of liquid using non-standard units.

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.

MATERIAL :

• Cup

• Tin drink

• Glass

• 3 same bottle

VOCABULARY :

• more, less, largest, smallest

PROCEDURES :

• Divide the class into groups of four students and have them work in their cooperative
   groups.

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

• Give each group a set of containers.

• Have the students fill the cup, tin drink and glass with water.

• The students have to identify the capacity of each container.

• The students have to label each bottles according to the containers :

• The students fill the bottles with the containers named.
• The students have to record their finding in the following table :

No.	Capacity	Container
1.	Largest Volume
2.	Smallest Volume

The students have to write their finding in the statement below:

a)      The volume of water in the cup is                          than the volume of water in glass.

b)      The volume of water in the drink tin is                         than the volume of water in cup.

c)      The volume of water in the glass is                        than the volume of water in drink tin.

Instruct the students to arrange the three containers in order :-

a)      Ascending order

b)      Descending order

LOW ACHIEVER STUDENTS

ACTIVITY 1

LEARNING OUTCOMES  :

• To compare volumes of liquid using non-standard units.

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.

MATERIAL                          :

• 2 same plastic containers
• Different sizes of glasses

VOCABULARY                    :

• more, less, same  as, largest, smallest

PROCEDURES                    :

• Divide the class into groups of four students
• Have them to work cooperative in their groups.
• Appoint one student in the group to be the recorder.
• Each group is given 6 different sizes of glasses.
• The glasses were filled by a different level of water.
• Name all glasses with A, B, C, D, E and F.

• The students have to identify the capacity of each glasses.
• For checking, the students have to pour the water that their match into the two containers and see which are the larger volume.
• The students record their finding in the following table :

Larger Volume

No.	Container	Result
1.	Glass A and glass B	?
2.	Glass C and glass D	?
3.	Glass E and glass F	?
4.	Larger (A/B) and larger (C/D)	?
5.	Larger (E/F) and Larger (A/B-C/D)	?

Smallest Volume

No.	Container	Result
1.	Glass A and glass B	?
2.	Glass C and glass D	?
3.	Glass E and glass F	?
4.	Smaller (A/B) and smaller(C/D)	?
5.	Smaller (E/F) and smaller (A/B-C/D)	?

• The students have to write their finding in the statement below:

a)      Largest Volume  =            ____________________    

b)      Smallest Volume =            ____________________

• Instruct the students to arrange the three containers in order :-

a)      Ascending Volume

b)      Descending Volume

ACTIVITY 2

LEARNING OUTCOMES  :

• ·         To measure volumes of liquid using non-standard units.

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.

MATERIAL                          :

• ·         Jug
• ·         Bottles
• ·         Glasses

VOCABULARY                    :

• ·         more, less, empty, half full, full

PROCEDURES                    :

• ·         Divide the class into groups of four students and have them work in their cooperative groups.
• ·         Appoint one student in the group to be the recorder.
• ·         Give each group a set of containers.
• ·         Have the students fill the jug with water.
• ·         The students have to identify the capacity of container in each time.
• ·         The students fill the bottle with water  in order according to the lines :

a)      Empty

b)      Half           -           blue line

c)      Full            -           red line

• ·         The students have to fill the bottle in order step by step:

a)      First, the bottle must be empty. (Means no water or nothing).

b)      Second, fill the bottle to half (Means fill with water to the blue line).

c)      Third, full the bottle with water (Means fill more water to the red line).

d)     Then, reverse the step until its return to empty again.

• ·         Repeat for the glass.
• ·         The students have to record their finding by drawing :,

Container	A	B	C
Bottle
Capacity	Empty	Half	Full
Glass
Capacity	Empty	Half	Full

• Instruct the students to classify the containers in order :-

     a) Largest Volume

     b) Smallest Volume