REFFERENCE

Murugiah s/o Velayutham, Thuan Keat Kao.(2010).HBMT 2103 Teaching Mathematics in Year Two. Selangor:Meteor Doc. Sdn. Bhd.

Poh Yew Teoh.(2004). MATHS The Fun & Magical Way. Kuala Lumpur:TC Publishing Sdn. Bhd.

T.R.Goddard, J.W.Adams and R.P.Beaumont.(1994).Beta Mathematics 1. England:Schofield & Sims Ltd Huddersfield

T.R.Goddard, J.W.Adams and R.P.Beaumont.(1994).Beta Mathematics 2. England:Schofield & Sims Ltd Huddersfield

http://bahiyahoum.blogspot.com/

http://wiki.answers.com/Q/What_is_measurement_in_math

http://wiki.answers.com/Q/What_is_measurement_in_mathhttp://www.articlesbase.com/k-12-education-articles/measurement-in-everyday-life-781063.html

http://wiki.answers.com/Q/What_is_used_to_measure_volume

http://www.tutorvista.com/math/liquid-volume-calculator

www.topshareware.com/online-exercises...year-2/.../1.htm

http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/worksheet12.shtml

http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/quiz.shtml

CONCLUSION

From the information that I found from the internet, reference books and CD, I realize that there are many teaching aids that can be use to create learning activities about the measurement of volume of liquid. For example, fruit juice bottle, glasses, bowls, and beakers.
           Liquids have no shapes. Therefore, liquid volumes are expressed in different units such as fluid ounce, quarts, pints and gallons rather than cubic inches or cubic feet.
          To measure the volume of given a quantity of liquid, we can pour the liquid into a container such as bottle of mineral water. Then, we measure the volume of the container up to the height of the liquid that fill up the container due to the geometrical shape.
          Students will be more interested in doing the measuring of volume of liquid if the teacher organizes some activities with some interesting teaching aids that we can get it in our house or daily lifetime. It can help students to build up and apply their mathematics measurement skills. The activities introduced in this assignment are some example than can be applied while teaching the comparison of the volume of liquid.
          In this age of technology, most of the children have an inborn motivation in operation of Mathematics since they are still in childhood before going to kindergarten or primary school. At that time, this motivation is strong to let them learn the mathematics in their daily life to solve mathematics problem. Besides, children also like to play and through their play, they will pick up wonderful new skills and discover exciting new things. Therefore, as for a teacher or their parents, we can encourage them love for Mathematics than through play.

TEACHING ACTIVITIES (HIGH ACHIEVER)

ACTIVITY 3:

Learning Outcomes:
By the end of this activity, students will be able to compare volumes of liquid using non-standard measurements.

Materials:
Four different bowls, four 250ml of glasses, sets of self-made manila cards

Procedures:
1. Teacher start the lesson by showing the video clip.

          http://www.youtube.com/watch?v=qYtNhNP69lk&feature=related

2. Teacher takes a bowl that is filling with water and pours it into a 250ml glass. Teacher ask: how much water is its in the glass?

3. Teacher repeats the activity by showing another size dimension of bowl.

4. Teacher distributes the students into groups of four. Four different dimensions of bowls, four similarity glasses, and a pie chart of manila card (puzzle) are giving to each group.

5. Each student will do the activity by filling up the glass and measure it.

6. Each student will take off every piece of the puzzles, read the instructions at the back of the pieces, and write the correct answer in it.

7. The group that finished first and has all the correct answer will be the winner.

8. Teacher distributes worksheet for the students as remedial activity.
                              
                              WORKSHEET

        www.topshareware.com/online-exercises...year-2/.../1.htm






ACTIVITY 4:

Learning Outcomes:
By the end of this activity, students will be able to compare volumes of liquid using standard and non-standard measurements.

Materials:
Three different bottles of fruit juice, a set of cups, recycle-plastic container and self-made manila card

Procedures:
1. Teacher prepares three fruit juice bottles, a set of cups as container and a recycle-plastic container.

2. Students will be distributing into groups of four.

3. Each group will be giving a variety of containers to measure the liquid of volume and a manila card to record the measurements.

4. The students are then required to pour the liquid from the fruit juice bottle into a set of cups and then measure it by pouring the liquid from the cups into a recycled-plastic container. At the meantime, teacher will turn on the music.

5. The activity is then repeating by using the other two fruit juice bottles.
6. Students need to stop their activity when the music runs off.

7. Teacher asks the students to make the comparison of the volume of liquid in the fruit juice bottles using the cups as estimates.

8. The manila card will be displaying on board and students are required to answer the question.

9. Teacher  would display a computer quiz software that about volumes of liquid as a remedial activity.

Quiz: Level C

http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/quiz.shtml 

TEACHING ACTIVITIES(LOW ACHIEVER)

ACTIVITY 1:

 

Learning Outcomes:

By the end of this activity, students will be able to compare volumes of liquid
using non-standard measurements.

 

Materials:

Five different bowls, glass, sets of self-made manila cards, “Vitagen®” as encouragement

Procedures:

1. Teacher begins the lesson by comparing volumes of liquid using two different bowls and asks the students which bowls is larger or smaller.

2. Teacher distributes two students in a group and gives them five different dimensions of bowls, a glass, and a manila card that has pictures on it.

 

 

3. Teacher explains that each group needs to measure the volume of glass that can fills up the Bowl A given.

4. Students repeat the activity by using the remaining bowl, which has written Bowl B, Bowl C, Bowl D and Bowl E.

5. Students need to read the instruction properly and choose the correct answer from the picture on the manila card. The picture is similar with the bowls and the glass given to.

6. The group that has all the answer correct will be “Vitagen®” as encouragement.

7. Finally, teacher distributes some worksheet as a remedial practice for the students.

                                                        

                                WORKSHEET

 

 

                         www.topshareware.com/online-exercises...year-2/.../1.htm

 

 ACTIVITY 2:

Learning Outcomes:

By the end of this activity, students will be able to compare volumes of liquid using non-standard and standard measurements.

 

Materials:

Four different bottle fruit juices, 500ml bottle mineral water 

 

Procedures:

1. Teacher begins the lesson by showing a video that is about comparing volumes of liquid.      

 

                      http://www.youtube.com/watch?v=OAotjwOKpQs

2. Teacher distributes the students into groups of four and gives 4 different types of fruit juice bottle and a 500ml bottle of mineral water for group.

 

3. Teacher explains that each student needs to fill up the juice into each bottle of mineral water and make the comparison within him or her.

4. Each group needs to arrange all the bottle of mineral water in ascending order to make the comparison.

 

 

 

5. Teacher would ask each group to write down the answer in a questioning sheet.

 

 

 

6. Teacher would display a computer games software that about comparing volumes of
liquid as a remedial activity.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEACHING AIDS

2.1  USES of COMMERCIALLY-AVAILABLE PLASTIC-BASED BOTTLES AS
AIDS

Some of the suggested commercially available plastic based bottles are bottled fruit
juices or mineral water.
I would like to choose these materials as my teaching aids due to several reasons:
i) Plastic-based bottled juices or mineral water are easily available from a small
minimarket to large supermarket and even vendor machines.
ii) They are easily available at reasonably low price and thus making it affordable as a
classroom teaching aids without creating burdens for parents.
iii) They are available in various dimensions for a certain volume. For example, a bottle
of 500 mL for a particular brand may be sold with different dimensions from other
brands. This inadvertently enables the students to understand the concept of volume
measurement in different types of similar containers. 

v) They can be recycled which is in support of government policy and at the same time
create awareness among students in regards of recycling.
v) They can also be reused as mediums for craft arts teaching among students.

2.2  USES of KITCHEN UTILITIES AS AIDS

Some of the suggested kitchen utilities are drinking glasses and bowls. I would like to choose
these materials as my teaching aids due to several reasons:

i)    Drinking glasses or bowls is necessary in every kitchen utilities list thus there is no problem of availability. Besides, they are available in plastic or paper-made form that reduces the risk of harm due to the fragility of glasses or bowls made of glass or ceramics. 

ii)   It does not create burden to parents since it is already available in each houses.

iii)  They are available in various dimensions for a certain volume. For example, a glass of 250 mL may be available with different dimensions. This inadvertently enables the students to understand the concept of volume measurement in different types of similar containers. 

iv)  Students can easily associate with such aids since they are common use items in households.
2.3 USES OF

Volume is how much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains,^[1] often quantified numerically using the SI derived unit, the cubic metre. The volume of a container is generally understood to be the capacity of the container, i. e. the amount of fluid (gas or liquid) that the container could hold, rather than the amount of space the container itself displaces.
Three dimensional mathematical shapes are also assigned volumes. Volumes of some simple shapes, such as regular, straight-edged, and circular shapes can be easily calculated using arithmetic formulas. The volumes of more complicated shapes can be calculated by integral calculus if a formula exists for the shape's boundary. One-dimensional figures (such as lines) and two-dimensional shapes (such as squares) are assigned zero volume in the three-dimensional space.
The volume of a solid (whether regularly or irregularly shaped) can be determined by fluid displacement. Displacement of liquid can also be used to determine the volume of a gas. The combined volume of two substances is usually greater than the volume of one of the substances. However, sometimes one substance dissolves in the other and the combined volume is not additive.^[2]
In differential geometry, volume is expressed by means of the volume form, and is an important global Riemannian invariant. In thermodynamics, volume is a fundamental parameter, and is a conjugate variable to pressure.

Volume is how much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains,^[1] often quantified numerically using the SI derived unit, the cubic metre. The volume of a container is generally understood to be the capacity of the container, i. e. the amount of fluid (gas or liquid) that the container could hold, rather than the amount of space the container itself displaces.
Three dimensional mathematical shapes are also assigned volumes. Volumes of some simple shapes, such as regular, straight-edged, and circular shapes can be easily calculated using arithmetic formulas. The volumes of more complicated shapes can be calculated by integral calculus if a formula exists for the shape's boundary. One-dimensional figures (such as lines) and two-dimensional shapes (such as squares) are assigned zero volume in the three-dimensional space.
The volume of a solid (whether regularly or irregularly shaped) can be determined by fluid displacement. Displacement of liquid can also be used to determine the volume of a gas. The combined volume of two substances is usually greater than the volume of one of the substances. However, sometimes one substance dissolves in the other and the combined volume is not additive.^[2]
In differential geometry, volume is expressed by means of the volume form, and is an important global Riemannian invariant. In thermodynamics, volume is a fundamental parameter, and is a conjugate variable to pressure.