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.