Volume of liquid refers to the capacity of liquids in the containers. Capacity can be measured by using non- standard units and in standard units in millimetres (mℓ) and litters (ℓ) in the metric system. Investigations had shown that amount of liquids which can be poured between containers of different shapes and sizes can tell us the volume of the liquid. To do the activities, teacher may encourage the students to collect some containers such as soft drink cans, mineral water bottles and cups which can be found around them. When the students study the topic of “Volume of Liquid”, they need to begin with concrete experience in realistic situations through measuring using non-standard units. By using these materials, it is easy to obtain and give students experience about capacity. Then, teacher can continue with the measuring by using the standard units in the metric system.
SEKOLAH KEBANGSAAN PERASU, 18300 GUA MUSANG KELANTAN
Friday, November 26, 2010
Worksheet high achiever
Worksheet ( Level 2 )
Name : ____________ Class : 2 ____ Date : ______Exercise 3 : I can measure volumes of liquid.
1. Mrs Lim bought orange juice in 3 different containers for the family.
Container A
Container B
Container C
1. Fill in the blanks.
(a) Container ______ holds less orange juice than container B.
(b) Container C holds ______ orange juice than container A.
(c) Containers ______ and ______ hold the same volume of orange juice.
2. Fill in the blanks.
(a) Container ______ holds less orange juice than container B.
(b) Container C holds ______ orange juice than container A.
(c) Containers ______ and ______ hold the same volume of orange juice.
2. Fill in the blanks.
(a) The kettle holds ______ glasses of water ______ than the bottle.
(b) The jug holds ______ glasses of water ______ than the kettle.
(c) The bottle holds ______ glasses of water _____ than the kettle.
(d) The jug holds ______ glasses of water ______ than the bottle.
(b) The jug holds ______ glasses of water ______ than the kettle.
(c) The bottle holds ______ glasses of water _____ than the kettle.
(d) The jug holds ______ glasses of water ______ than the bottle.
Worksheet low achiever
Worksheet ( Level 1 )
Name : _________ Class : 2 ____ Date : _____
Exercise : I can use words about volume of liquid.
1. Fill in with the correct words : full, half full, empty
Exercise : I can use words about volume of liquid.
1. Fill in with the correct words : full, half full, empty
2. Draw watermelon juice in each of the jugs.
3. Draw apple juice in each of the containers.
4. Mei Lin pours water from one container to another container.
Look at the picture and fill in the blanks.
Full, Half full, Empty, More, Less
the glass is _______,
the jug is ________.
After pouring,
the glass is ________,
the jug now has _______
water than before
the bottle is _______,
the jug is _________.
After pouring,
the bottle is ________,
the jug is ________.
The jug can hold _______
orange juice than the bottle.
Measure and Compare Volume of Liquid
a. The Meaning of Volume of Liquid
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 units in millimeters (ml) and 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 etc 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 and millimeters. This is to enable the students to measure volume of liquids especially in standard units.
b. Teaching and Learning Activities
How to Measure and Compare Volume of Liquid
Activity 1; Using non-standard units
Learning Outcomes;
By the end of the lesson, pupils will be able to measure and 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.
Teaching Aids;
Different sizes of containers, a pail of water,
Vocabulary;
more, less, empty, half full, full,
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 5 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.
* Also teach the pupils estimation such as half full, full and empty
Conclusion;
For this activities pupils will bear in mind that the volume of liquid will be determined based on the containers used. The more bigger containers the more quantities of water is needed to fill in.
Table 1: Measure volume of Liquid using non-standard unit.
Sample worksheet.
Activity 2; Using standard unitsLearning Outcomes;
By the end of the lesson, pupils will be able to measure volume of liquids by using standard units correctly.
Prior Knowledge;
Pupils had learnt that the content of water will be determined based on their containers. The bigger containers show more volume of liquid while the smaller containers give us less volume of liquid.
Teaching Aids;
Different sizes of containers, a pail of water,
Vocabulary;
more, less, empty, half full, full,
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 5 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.
5. They will measure the volume of liquid in each container by pouring the water from the containers into the measuring cylinders.
6. A group member record the results in the form given
*• Introduce the pupils that 1 liter = 1000 milliliter
• 1 liter x 1000 milliliter = 1000 milliliter
Conclusion;
For this activities pupils know that volume of liquid can be measured by using metric units such milliliters and liter. They also understanding the relationship between both measurement tools.
Table 2: Measure volume of Liquid using standard unit.
By the end of the lesson, pupils will be able to measure volume of liquids by using standard units correctly.
Prior Knowledge;
Pupils had learnt that the content of water will be determined based on their containers. The bigger containers show more volume of liquid while the smaller containers give us less volume of liquid.
Teaching Aids;
Different sizes of containers, a pail of water,
Vocabulary;
more, less, empty, half full, full,
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 5 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.
5. They will measure the volume of liquid in each container by pouring the water from the containers into the measuring cylinders.
6. A group member record the results in the form given
*• Introduce the pupils that 1 liter = 1000 milliliter
• 1 liter x 1000 milliliter = 1000 milliliter
Conclusion;
For this activities pupils know that volume of liquid can be measured by using metric units such milliliters and liter. They also understanding the relationship between both measurement tools.
Table 2: Measure volume of Liquid using standard unit.
How to Compare Volume of Liquid
Activity 3: Using non-standard units and standard units
Learning Outcomes;
By the end of the lesson, pupils will be able to measure and compare volume of liquids by using standard units and non-standard units correctly.
Prior Knowledge;
Pupils had learnt how to measure volume of liquid using non-standard units and standard units.
Teaching Aids;
Different sizes of containers, 2 measuring cylinders, a pail of water,
Vocabulary;
more, less, empty, half full, full,
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. ( 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 record the results in the form given
Activity 3: Using non-standard units and standard units
Learning Outcomes;
By the end of the lesson, pupils will be able to measure and compare volume of liquids by using standard units and non-standard units correctly.
Prior Knowledge;
Pupils had learnt how to measure volume of liquid using non-standard units and standard units.
Teaching Aids;
Different sizes of containers, 2 measuring cylinders, a pail of water,
Vocabulary;
more, less, empty, half full, full,
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. ( 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 record the results in the form given
Conclusion;
For this activity pupils know 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 liter we can find more accurate with the results. On the other hand, pupils also able to understand the relationship between both measurement tools.
Game 1;
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.
Game 2;
1. Play the game in group of 5 students
2. The 4 colors on the spinning board refer to every group.
3. Each member o the group will spin “The Spinning Board”
4. When it stops and the arrow point out to one of the color. He/she will take out one card from the “Magic
Container” and read the volume of liquid stated.
5. If the arrow point out to the white color, the pupils lost the game and continue to other groups,
6. The volume of liquid will be recorded until round of 5
7. The group with the highest marks is the winner.
Summary
The learning of volume of liquid begins with concrete experience in realistic situations through measuring using both standard and non-standard units. The capacity of liquid in standard units are measured in millimitres(ml) and litres(l) in the metric system. While in non-standard units they are measured using various containers by stated the capacity wheather more or less. Materials from non-standard units are easier to obtain. It is good to give children experience with unfamiliar systems of measurement .
1. Play the game in group of 5 students
2. The 4 colors on the spinning board refer to every group.
3. Each member o the group will spin “The Spinning Board”
4. When it stops and the arrow point out to one of the color. He/she will take out one card from the “Magic
Container” and read the volume of liquid stated.
5. If the arrow point out to the white color, the pupils lost the game and continue to other groups,
6. The volume of liquid will be recorded until round of 5
7. The group with the highest marks is the winner.
Summary
The learning of volume of liquid begins with concrete experience in realistic situations through measuring using both standard and non-standard units. The capacity of liquid in standard units are measured in millimitres(ml) and litres(l) in the metric system. While in non-standard units they are measured using various containers by stated the capacity wheather more or less. Materials from non-standard units are easier to obtain. It is good to give children experience with unfamiliar systems of measurement .
Teaching activity high achiever
Activity ( Level 2 )
Learning Outcomes :To measure volumes of liquid using non-standard units
Materials :1) Two similar medium size pails
2) Three bottles of mineral water
3) A small coffee cup
4) A medium size bottle of mineral water
5) A large bowl
6) A bottle of orange juice
Procedures :
1) Divide the students into groups of four and work in their cooperative groups.
2) Appoint one of the student in the group to be the recorder.
3) Teacher pours the orange juice and water into the medium pail.
4) Teacher gives each group a set of container of different sizes and a pail of orange juice.
5) Ask the students to estimate the number of cups needed to fill the orange juice into the large jug.
6) Students use a cup to fill up the large jug with orange juice t. Count and record how many cups of orange juice they use and check their estimate answers.
Materials :1) Two similar medium size pails
2) Three bottles of mineral water
3) A small coffee cup
4) A medium size bottle of mineral water
5) A large bowl
6) A bottle of orange juice
Procedures :
1) Divide the students into groups of four and work in their cooperative groups.
2) Appoint one of the student in the group to be the recorder.
3) Teacher pours the orange juice and water into the medium pail.
4) Teacher gives each group a set of container of different sizes and a pail of orange juice.
5) Ask the students to estimate the number of cups needed to fill the orange juice into the large jug.
6) Students use a cup to fill up the large jug with orange juice t. Count and record how many cups of orange juice they use and check their estimate answers.
7) Repeat for the other containers.
8) The students record their answers in the following table :
9) The students write their answers in the statements below :
The volume of orange juice in the jug is the same capacity of ________ cups.
The volume of orange juice in the jug is the same capacity of ________ bottles.
The volume of orange juice in the jug is the same capacity of ________ bowls.
10) Ask the students to discuss on the three containers : cup, bottle and bowl.Then ask the students which one of the containers has the smallest and biggest capacity.
The volume of orange juice in the jug is the same capacity of ________ cups.
The volume of orange juice in the jug is the same capacity of ________ bottles.
The volume of orange juice in the jug is the same capacity of ________ bowls.
10) Ask the students to discuss on the three containers : cup, bottle and bowl.Then ask the students which one of the containers has the smallest and biggest capacity.
Teaching activity low achiever
Activity ( Level 1 )
Learning Outcomes :
To make a perceptual comparison of capacity.
Materials :1) A bottle of orange juice
2) Two large similar containers
3) Three similar drinking glasses
4) Three similar coffee cups
5) Three similar medium jars
6) Three similar thin jars
7) Two bottles of mineral water
Procedures :1) Divide the students into two groups.
2) Pour the orange juice with mineral water into a container.
To make a perceptual comparison of capacity.
Materials :1) A bottle of orange juice
2) Two large similar containers
3) Three similar drinking glasses
4) Three similar coffee cups
5) Three similar medium jars
6) Three similar thin jars
7) Two bottles of mineral water
Procedures :1) Divide the students into two groups.
2) Pour the orange juice with mineral water into a container.
3) Teacher holds the three drinking glasses and asks the students to tell the similarities between the three glasses.
4) Teacher repeats the method with other containers, coffee cups and jars.
5) Teacher introduces the vocabulary of ' empty ', 'half full' and 'full'.
6) Ask the students to fill the glasses with orange juice accordingly in the order from empty, half full to full.
6) Ask the students to fill the glasses with orange juice accordingly in the order from empty, half full to full.
Thursday, November 25, 2010
Introduction
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 capacity. According to the article of National Centre for Excellent in The Teaching of Mathematics, children often believe that the amount of liquid will be changed when the same amount has been poured from one container to another of a different size. They believe that there is more liquid in the one that has the highest level (the left hand containers in figures b and c).
According to the module OUM HBMT 2103, children come to school with some concept of length and some vocabulary associated with it. So young children often make comparisons length to be exact the higher rather than on capacity. Thus, it is the best to begin the study of capacity by using direct comparisons. For example, we need some type of filler like water or sand which is easy for young students. The reason of giving the variety of containers to children is to introduce the measurement of liquid through the use of non-standard units. So, they can fill one and pour it into the other to see which holds more. Non- standard units use materials that seem naturally to the child’s everyday experiences and materials for non-standard units are easier to obtain. One of the measurable attributes in KBSR mathematics Year 2 is the measurement of volume of liquid. A systematic conceptual development will indeed help the students learn the topic on liquid measurement more effectively.
Wednesday, November 24, 2010
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