TEACHING AIDS FOR ACTIVITY 2:
1. BOWL
2. BUCKET
3. GLASS
4. CUP
Wednesday, November 24, 2010
Saturday, November 20, 2010
WORKSHEET 2
Instructions:
1. Teacher distributes the worksheet to the students and ask them to read properly.
2. Then teacher recall back all the steps in the worksheet as review if there were any misunderstanding of the instructions.
3. Teacher guides students all the way of finishing the tasks.
1. Teacher distributes the worksheet to the students and ask them to read properly.
2. Then teacher recall back all the steps in the worksheet as review if there were any misunderstanding of the instructions.
3. Teacher guides students all the way of finishing the tasks.
ACTIVITY 2
1.2 : Teaching And Learning Activities
Based on the teaching aids, I had created two teaching activities; each for high achiever and low achiever students.
Based on the teaching aids, I had created two teaching activities; each for high achiever and low achiever students.
1.2.2 : Activity 2
Activity 2（for high achiever students ）
Learning outcomes:
To compare and measure volumes of liquid using non-standard units.
Materials:
water, cups, glasses, bowls, buckets, student worksheets.
Procedures:
1. Tell the students how to measure volumes of liquid and compare the capacity of the containers.
2. Hold up a paper cup and a glass.
3. Ask the students to estimate which containers can holds more water and which one can hold less water.
4. Appoint a student in the class to refill the glass with water and pour the water from the glass into the paper cup to check their estimate.
5. Have the students write their finding in the statement below, in their worksheet.
a. The paper cup can hold________ liquid than the glass.
b. The glass can hold _________liquid than the paper cup.
6. Divide the class into group of 6 students and have them work in their cooperative groups.
7. Give each group of students a bucket and three containers of different sizes: paper cup, glass and bowl.
8. Ask the students to measure the volume of water the bucket can hold.
9. Have the students to pour water into the bucket with paper cup until it is filled to the top. Count how many cupfuls of water are used.
10. Repeat step 8 and 9 using the glass and bowl cup.
11. Ask the student to record their result in the following table and statement, in their worksheet.
containers | Paper cup | glass | bowl |
Volume of water in the pail | _______cups | _______glasses | ________bowls |
12. Have the students discuss on the paper cup, glass and bowl, which have the largest and smallest capacity.
13. Instruct the student to write their conclusions, as below, in their worksheet.
Conclusion: The ______ has the smallest volume of liquid and the ________ has the largest volume of liquid.
14. Ask the students to discuss and answer the 3 questions in the worksheet
as their enrichment activity.
ACTIVITY 1
1.2 : Teaching And Learning Activities
Based on the teaching aids, I had created two teaching activities; each for high achiever and low achiever students.
1.2.1 : Activity 1
Activity 1（for low achiever students ）
Learning outcomes:
To compare and measure volumes of liquid using non-standard units.
Materials:
Pictures, student worksheets, cup, glasses, spoon, water.
Procedures:
- Present the picture to the students.
- Ask the students to compare volumes of two different containers in the PowerPoint show.
- Introduce the vocabulary of more liquid than, less liquid than, and same amount of.
- Show to the student how to measure volumes of liquid and compare the capacity of the containers.
- By referring to the activities, have the students write their answers in their worksheet.
- Divide the class into groups of three students and have them play in the group, one be the judge, others be the player A and player B.
- Give each group a paper cup, a glass and a spoon.
- Each player guesses the volume of the paper cup and the glass can hold.
- The judge uses the spoon to fill in water to paper cup and glass. Count how many spoonfuls are used.
- Have the players record their result in the following table:
Container | Guesses (spoonfuls) | Actual (spoonfuls) | Winner | |
Player A | Player B | |||
Glass | ||||
Paper cup | ||||
- The player with the nearest guess is the winner.
- Instruct the student to write their conclusions, as below, in their worksheet.
Conclusion: A container which has larger volumes is the container which can hold ______water, and the container which has smaller volumes is the container which can hold _______ water.
WHAT IS VOLUME?
Volume
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.
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