hbmt2103assignment maths-volume of liquid
TRANSCRIPT
TABLE OF CONTENTS
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1. Introduction 1 pg
2. A video in the internet that show how volume of liquid are measured 2
3. Teaching aids 3 - 6
4. Teaching activities 7 - 14
5. Conclusion 14
6. References 15
Introduction
Volume of liquid refers to the capacity of liquids in the containers. Capacity can be measured by
using non standard units (more or less) and in standard unit litters (l) in the metric system.
Investigations amount of liquids which can be poured between containers of different shapes and
sizes. Exploration of capacity or volume of liquid involves manipulation of containers of various
sizes that may either be collected or purchased for classroom activities. A cheap way to do the
activities is to have your students collect some containers such as mineral water bottles, soft
drink cans, vases which can be found around them.
Teacher can display those collections of containers in a learning centre for students to explore
capacity measurement. Every learning centre should have at least a standard graduated
measuring cylinder in liters. This is to enable the students to measure volume of liquids
especially in standard units.
Volume is defined as the amount of space taken up by a three-dimensional object. Volume often
refers to liquid volume, which is defined as the amount of space taken up by a liquid, which
spreads completely to fill its container.
There several devices used for measuring volume:
measuring spoons - tablespoon, teaspoon, 1/2 teaspoon, 1/4 teaspoon
measuring cups
graduated cylinders
beakers
When measuring a small liquid volume, such as a dosage of cough syrup, the best unit to
use is milliliters.
A slightly larger volume, like the amount of flour or sugar needed to make a cake, would
be measured using cups.
The volume of a large amount, for example soda in a bottle or milk in a carton, can be
measured using liters. 1
A video in the internet that show how volume of liquid are measured
Misconception on volume of liquid may arise among the students when comparing capacity of
two containers that can hold more. These misconceptions are derived from their prior knowledge
and experiences with numbers in their everyday lives. These misconceptions hinder the learning
process, because they are tightly held by students. Teachers need to provide tangible experiences
to break these misconceptions.
http://www.youtube.com/watch?
v=VASC2aeehWc&feature=player_embedded
From the video above, it introduces the definition of volume firstly. The definition of volume is
measuring the amount of space something takes up. The Ted Tunes said that green container is
the largest container while the Barkley said that blue container is the largest container. This a
misconception caused by visual perception. The Ted Tunes assumes that the green container is
higher than blue container, so the green container is the largest container. While the Barkley
assumes that the blue container is broader than green container, so the blue container is the
largest container. The video shows a best way to eliminate this misconception by doing an
experiment to prove that the two different shape containers hold the same amount of liquid. The
two different shape containers are full poured by different colour of liquids. Then, the liquid in
these containers are poured into the same size and shape beaker respectively. The finding shows
that the two different shape containers hold the same amount of liquid. The most effective
method of eliminating Mathematics misconceptions is to address them immediately when
observed. This is imperative, so students do not carry these misconceptions any further and
develop a better understanding of mathematics.
2
Teaching aids
1. Realia
( different types of containers and worksheets)
1.1 Teaching aids (low achiever students)
Glass Mineral water bottle Glass bottle
Bowl Pail Small cup
3
1.2 Teaching aids (high achiever students)
Measuring cylinder Jug Tea pot Flask
Teaching activiy (low achiever students)
Title: Comparing and measuring volumes of liquid
Learning outcome:
By the end of the lesson, pupils will be able to compare and measure volumes of liquid using
non-standard units.
Materials: glass, mineral water bottle, glass bottle, bowl, pail, water, small cup
Procedures:
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 4 set of containers of different sizes, a pail of water and a small cup as the
measurement tool.
4. Each group will record the number of cup needed to fill the water in every containers into the
form given.
4
Number Containers Cups of water
1 Glass
2
Mineral water bottle
3
Glass bottle
4
Bowl
Conclusion:
For this activity pupils 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.
5
Worksheet
Circle the containers that hold more water with green and the containers that hold less water
with red. Fill in the blanks with more or less.
6
Teaching activiy (high achiever students)
Title: Measuring volumes of liquid in litres
The flower vase has ________
water but the glass has______
water.
The cup has ________
water but the jug has______
water.
The pail has ________
water but the mineral water
bottle has______
water.
Learning outcome:
By the end of the lesson, pupils will be able to compare and measure volumes of liquid using
standard units.
Materials: jug, tea pot, flask, measuring cylinder, water
Procedures:
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 3 set of containers of different sizes, a pail of water and two measuring
cylinders.
4. Each group will fill every container with water.
5. They will measure the volume of liquid in each container by pouring the water from the
containers into the measuring cylinders.
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6. A group member records the results in the form given.
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Conclusion:
Number Containers Measuring cylinder (litres)
1 Jug
2 Tea pot
3 Flask
For this activity pupils know that volume of liquid can be measured by using metric units such
liter.
Worksheet
Fill in the blanks each container with the volume of liquid it can hold.
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2. Power point
less than 1 litre 1 litre
more than 6 litres 5 litres
2 litres
Teaching activity (low achiever students)
Title: Comparing and measuring volumes of liquid
Learning outcomes:
By the end of the lesson, pupils will be able to compare and measure volumes of liquid using
non-standard units.
Materials:
PowerPoint, small cups, glass, beaker, water
Beaker Glass Small cup
Procedures:
1. Present the PowerPoint.
2. Introduce the vocabulary of more water than, less water than, and same amount of water.
3. Students are asked to compare volumes of two different containers in the Power Point show.
4. Show to the student how to measure volumes of water by pouring it into cups.
5. Divide the class into groups of five students. Each group is given small cups, a beaker and a
glass.
6. The beaker and the glass are full filled by water.
7. Then each group pours the water in beaker into the small cups. 10
8. Count how many small cups are used.
9. Repeat the step 7 and 8 for the glass.
Containers The number of small cups
Beaker
Glass
Conclusion:
A container which has larger volumes is the container which can hold more water, and the
container which has smaller volumes is the container which can hold less water.
11
Teaching activity( high achiever students )
Title: Comparing and measuring volumes of liquid
Learning outcomes:
By the end of the lesson, pupils will be able to compare and measure volumes of liquid using
non-standard units.
Materials:
Water, two different sizes of beakers (Beaker A and Beaker B), pail
Beaker A Beaker B
Procedures:
1. Students are explained how to measure volumes of liquid and compare the volume of the
containers.
2. Show two different sizes of beakers to the students.
3. Students are asked that which beaker can holds more water and which one can hold less
water.
4. Appoint a student in the class to refill the Beaker A with water and pour the water from the
beaker A into the Beaker B.
5. Then, students have to fill bellowing worksheet.
a. The Beaker A can hold________ water than the Beaker B.
b. The Beaker B can hold _________water than the Beaker A. 12
6. Divide the class into group of 5 students.
7. Each group of students is given a pail and two different sizes of beakers: Beaker A and
Beaker B.
8. Students pour the water into the pail by using Beaker A until it is filled to the top.
9. Count how many Beakers A of water are used.
10. Repeat step 8 and 9 by using the Beaker B.
11. Students are asked to record their result in the following table.
Containers Beaker A Beaker B
Volume of water in the pail
Conclusion:
The smaller container has the smaller volume of liquid while the larger container has the larger
volume of liquid.
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Enrichment activity
1. Play the game in group of 5 students.
2. Appoint a student in the class to be the recorder.
3. Appoint the student to be the shuffled of the cards.
4. The game consists 5 rounds to finish.
5. It begins, when the group members will be given a face down card on the table in every round.
6. Then, they open up the cards and read the volume of liquid stated on. The student with the
biggest amount is the winner in that round.
7. Repeat until 5 rounds.
8. The group with the highest marks is the winner.
Conclusion
Volume of liquid is the volume of a given amount of liquid such as the amount of space a liquid,
but most of them fall under either the metric system of measurement or the imperial system of
measurement. In imperial system, we measure volume of liquid in teaspoons, tablespoons, and
cups. While in metric system, we measure volume of liquid by the liter. Most of the students will
assume that volume is the same as weight. Teachers must help students to eliminate this
misconception as soon as possible by doing experiments or activities.
http://phangsookkin.blogspot.com/
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References
60 litres 110 litres 240 litres 290 litres 375 litres
My blog address : http://phangsookkin.blogspot.com/
Books and Research Papers
Cockroft, W. H. (1986). Mathematics Counts. London: HMSO.
D’ Augustine, C.H. (1973). Multiple Methods of Teaching Mathematics in the
Elementary School. New York: Harper & Row Publisher.
NCTM (1989). Curriculum and Evaluation Standards for School Mathematics. New
York.
Newman, M. A. (1997). “An Analysis of 6th Grade Pupil’s Error on Written
Mathematical Task”. Research in Mathematical Education in Australia. Vol 5: 239-258.
Sobel , M.A. & Maletsky, E.M. (1972). Teaching Mathematics: A Sourcebook of Aids,
Activities, and Strategies. Prentice Hall: New Jersey.
Tengku Zawiwi b Tengku Zainal (1997b). “Peranan Komputer dalam Pendidikan
Matematik”. Buletin Jabatan Sains (JASA). Jilid 1(1):1-6.
Websites
“Piaget's theory of cognitive development”, http://en.wikipedia.org/wiki/Piaget
%27s_theory_of_cognitive_development.
Video titled “What is volume?
http://www.youtube.com/watch?v=VASC2aeehWc&feature=player_embedded
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