Teaching Activities For Lower Achiever Students

Learning Outcomes :

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

Materials:

·        3 types of watering can which consists of  3 different sizes.

·        A Jug of water 

·        Various type of container which consist of different shapes and sizes.

Procedures：

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

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

3.     Give each group a set of watering can of different sizes and a jug of water.

4.     Student are ask to find out the which watering can can holds more water and which watering can hold the least water.

5.     Student are given various containers that consist of different sizes and shapes to choose, they must only choose 3 containers to measure the water in the watering can correctly.

6.     After 3 container had been choosen, student will have to fill each watering can with the jug of water given.

7.     Then student will empty each watering can’s water into respective container that they had choosen.

8.     Student will make conclusion on the capacity of each watering can as below:

Watering Can _______ had the biggest capacity.

Watering Can _______ had the least capacity.

9.     Measure the volumes of liquid in container A, B and C in millilitres and litres.

Watering Can A has _________ millilitres of waters.

Watering Can B has _________ millilitres of waters.

Watering Can C has _________ millilitres of waters.

10.  Instruct the students to arrange the three containers in descending order of their capacities.

TeachingAactivities For Higher Achiever Students:

Learning Outcomes :

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

Materials:

·        3 types of container which consists of  3 different shapes.

·        A bottle of water

·        Various type of container which consist of different shapes and sizes

 

Procedures：

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

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

3.     Give each group a set of flower container of different shapes and a bottle of water.

4.     Student are ask to find out the which flower container can holds more water and which holds the least water.

5.     Student are given various containers that consist of different sizes and shapes to choose, they must only choose 3 containers (glass / plastic) to measure the water in the flower container correctly. These containers (glass / plastic) act as a non-standard aids to find out the capacity of the flower container correctly. (Correct answer are as below)

6.     After 3 container（glass / plastic）had been choosen, student will have to fill up each flower container with the bottle of water given.



7.     Then student will empty each flower container’s water into respective container (glass / plastic) that they had choosen.



8.     Observe and compare the water in the container (glass / plastic).

9.     Student will make conclusion on the capacity of each flower container as below:

Flower container  _______ had the biggest capacity.

Flower container  _______ had the least capacity.

10.     Measure the volumes of liquid in flower container A, B and C in millilitres and litres.

Watering Can A has _________ millilitres of waters.

Watering Can B has _________ millilitres of waters.

Watering Can C has _________ millilitres of waters.

11.     Instruct the students to arrange the three containers in descending order of their capacities.

12.     Ascending order （As picture below ）



Teaching Activities For Lower Achiever Students

Learning Outcomes :

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

Materials:

·        18 glasses which contain of  3 different sizes.

·        3 larger glass container of the same size.

Procedures：

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

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

3．    Give each group a set of glasses of different sizes and 3 large glass container of the same size.   





1 set of glasses



                     

                                    3 same glass container 

  

4.       Student are ask to fill all the glasses with water, then arrange it as below. ( picture below )

5．    Student A will be in charge of container A, student B will be in charge of container B and student C will be in charge of container C.

6．    Each Student will pour the water from the glass into the container one by one until the container is full of water.  Repeat for the other containers.  Do it as below:


Container A: 

 

Container B

   

 Container C

  

7．          Have the students record their findings in the following table：

Glasses	Estimation	Measurement
		6 glasses
		6 glasses
		4 ½ glasses

9.     Have the students write their findings in the statement below:

The volume of water in the Glass container is the same as the capacity of ____ glass A.

The volume of water in the Glass container is the same as the capacity of ____ glass B.

The volume of water in the Glass container is the same as the capacity of ____ glass C.

10.  Have the students discussed on the three types of glasses ( Glass A, Glass B and Glass C ).

Answer:  Glass C has the biggest capacity and Glass A and B has the same capacity.

Misconception on Capacity

       Many children come to school with some concept of length and some vocabulary associated with it.  But have very little idea on capacity.  While perceptual comparisons can be made between two containers, young children often make the comparisons on length ( to be exact, the height ) rather than on 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.  Thus, it is best to begin the study of capacity by using direct comparisons.

          Eliminating mathematic misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing a discussion on the misconception is important. Providing guiding questions using inductive reasoning is the best approach.

         The Tallest Container Always has the Greatest Volume

This a misconception caused by visual perception. Also they learn this from eating in fast food restaurants and similar locations that display cup sizes. The tallest cup always holds more, because of the way they are displayed.  Look at the picture below, sometimes even adult will also hard to estimate the volume of the container below.

                              These two kind of bottle will makes student have misconception on capacity

• The best way to eliminate this problem is to have students fill tall containers with water and then pour the water into a shorter container which has the same volume. This is a difficult misconception to break and even adults have issues with this misconception.  
• The most effective method of eliminating math 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.

To make direct comparisons, we need some type of filler : water and sand are easy for young children.  Given a variety of container, children can fill one and pour it into the other to see which holds more.

Student are given 3 different types of glasses, and 2 different activities will be carried out, each for higher achiever and lower achiever student.  After the teaching activities, student are able to know which glass holds more water.

How to read the measurement of liquid in a graduated cylinder?

When measuring the volume of a liquid, it is important to remember that liquids often adhere to surfaces.  Place some liquid in a graduated cylinder and look at the meniscus ( where the liquid meets the air ),  notice that the meniscus is bent such that the edges are higher than the centre.  To get an accurate measure of volume,  read the middle ( lowest point ) of the meniscus.  It is also important to have your eyes at the same level as the meniscus when reading the measurement.

To learn more about how to read the measurement of liquid in details, please click on the video below to learn more. Thanks. ^_^

How volume of liquid are measured?

The term volume of liquid refers to the measure of capacity. The term of capacity is used to measure of substances that can pour, that is, fluids. Capacity is measured in millilitres (ml) and litres (l) in the metric system.

Try this activities to build your understanding through this topic 

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What is 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.