Teaching Mathematics in Year 2

Introduction

1.0 Introduction:

Volume of Liquid is one of the topic in Year 2 Mathematics.Many children come to school with some concept of length and some vocabulary associated with it. But very little idea on capacity. Young children often make the comparisons on length ( to be exact, the height) rather than on capacity while perceptual comparisons can be made between two containers. Most children will choose the taller container even if the shorter one actually holds more when the teacher ask which holds more. Thus, the study of capacity is the best to begin by using direct comparison.

Diagram1.0 These three containers have very different shapes. However they all hold the same volume of liquid.

Video

2.0 Videos

Video 1 : How do the kid doing comparison for volume of liquid in
different container.

After showing the concept,teacher can show pupils the ways to measure the volume of the liquid with video 2.

Video 2 : Fun learning for measuring liquid by singing a song and animated

cartoon.

3.0 Teaching Aids

3.0 Teaching aids

3.1 For higher achiever

Diagram 2.0 Graduated cylinder

A graduated cylinder is a suitable tool for calculating liquid volume. It is used to accurately measure out volumes of liquid reagents for use in reactions.They are generally more accurate and precise for this purpose than beakers or Erlenmeyer flasks, although not as precise as a volumetric flask or volumetric pipette. They come in a variety of sizes for different volumes, typically 10 ml, 25 ml, 50 ml, or 100 ml, 500ml, and up to 2 liters.

Liquid in a container tends to curve at the edges. This curve is called the meniscus. Generally it curves down toward the center, but if there is an object in the cylinder, a straw for example, the liquid will curve up along the edges of that object. So it is important to set the cylinder so you sight along the top of the liquid. Take the reading from the center. which is the bottom of the curve. The smaller the volume of the cylinder the greater the curve will be.

For Year 2 student, using graduated cylinder is not that easy for them. They still need the guidance of the teacher while doing the measuring task. I will choose this as my teaching aids for higher achiever student.

3.2 For lower achiever

Diagram 3.0 Kitchen Utilities

I would like to use the household item as my teaching aids. There are easy get from the kitchen. For example, I will choose pot, mug, bowl and bottle etc. Kitchen utilities as my teaching aids. These aids do not need lots of preparation and allow pupils also can have such measurement activities at home. Besides, I will set up the utilities in three groups. Pan with bowl, glass and bottle, pot and mug. Arrange them two by two in order to let pupils easy to do comparison.

Teaching Activity for Lower Achiever

4.0 Teaching activities

Activity 1 ( for lower achiever)

Learning Area : Measure and compare volumes of liquid

Learning Objective : Measure and compare volumes of liquid by using uniform
non standard units.

Learning Outcome : Pupils will be able to measure volumes of liquid using
uniform non-standard units.

Resources : Textbook, worksheet, kitchen utilities .

Vocabulary : Measure, volume, liquid, cupfuls, non-standard unit.

Focus : Emphasise filling each container with water to the top.

Introductory Activities

Teacher asks the pupils questions regarding volume in their everyday life.

e.g.

“How many cups of tea can you get from a teapot?”

“How many cups of tea can you get from a jug ?”

Class Lesson

1. Teacher prepares 2 different containers with water fill up to the top.

2. Teacher demonstrate to the pupils how to pour the water in each container
into cupfuls of water.

3. Teacher shows the kitchen utilities as below.

3.Teacher creates 3 stations in the classroom, each station has 2 types of container.

4.Teacher fill up each container with different colour water.

For example:

5. Divided pupils into 3 groups. Asks the pupils to pour the water in
each container into cupfuls of water by take turn to the each station.

6. Get the pupils to record the number of cupfuls of water.
E.g

4. Teacher explains that if the liquid in a container fills up more cupfuls of water,

it means that the container has larger volume.

5. Have the pupils write their findings in the statement below:

6. Pupils discussed on the each containers, which have the smaller capacity.

7. Teacher gives the worksheet for pupils as reinforcement.

Name : ________________ Class : 2 ( )

Fill in the blanks

1. The kettle P holds _____________ water than the pot Q.

2. The pot Q holds ___________ water than the flask A.

3. The jug S holds __________ cups of water.

4. __________ and ___________ can hold the same volume of water.

5. _________ has the smaller volume.

Teaching Activity For Higher Achiever

Activity 2: For higher achiever

Learning Area : Measure and compare volumes of liquid.

Learning Objective : Measure and compare volumes of liquid using standard
unit.

Learning Outcome : Pupils will be able to measure and compare volumes of
liquid using standard unit.

Resources : Textbook, activity book, 4 measuring cylinders and
4 sets of containers.

Vocabulary : measure, volume, liquid, standard unit, litre.

Focus : Record volumes of liquid in litres.

1. Teacher shows pupils the different container fill with water.

Class Lesson

1. Teacher demonstrates and explains:

(i) that a milk bottle holds 1 l of milk.

(ii) that a jug may hold the same amount of water as the milk carton.

2. Pupils should estimate the volume of liquid before investigate the volumes
of two different containers (of different sizes) by filling the containers with
water using a measuring cylinder.

3. Pupils experiment with a variety of containers to measure volumes of liquid.

They need to record their measurements in a table.

Pour the water from the jug into the measuring cylinder

Pour the water from the milk bottle into the measuring cylinder

Pour the water from the Ribena bottle into the measuring cylinder

Pour the water from the water container into the measuring cylinder

4. Engage pupils in measuring volumes of liquid using measuring cylinders.

Make sure that they take the readings of meniscus of liquid at the eye level.

5. Pupils record the result in the table

Item	Estimate	Actual volume
Milk bottle
Ribena bottle
Water Jug
Water container

6. Have the pupils write their findings in the statement below:

The volume of water in the milk bottle is ________ litre.

The volume of water in the Ribena bottle is ________ litre.

The volume of water in the water jug is ________ litres.

The volume of water in the water container is ________litre.

7. Pupils made conclusion which item that can hold more volume of liquid.

8. Pupils complete the worksheet as shown :

Name : _____________ Class : 2 ( )

Answer the questions.

1. The volume of water in the jug is _________ litres.

2. The volume of water in the bottle is _________ litres.

3. The volume of water in the pail is _________ litres.

4. The volume of water in the bottle is _______ the pail.

5. The ________ holds the most water.

6. Circle the correct answer.

7. Find out the container that can hold same volume of water with the graduated cylinder.

8. Which of the following match correctly ?

5.0 Conclusion

Students have misconceptions in mathematics just like in other subjects,.These misconceptions are derived from their prior knowledge and experiences with numbers in their everyday lives. These misconceptions hinder the learning process, because they are tightly held by students. Teachers need to provide tangible experiences to break these misconceptions.

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.

For this topic. pupils always have the misconception that 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. 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.

Two teaching activities suggested as above lets pupils learning this topic by comparing perceptually, directly and indirectly.Address them immediately when observed is the effective method of eliminating math misconceptions.so students do not carry these misconceptions any further and develop a better understanding of mathematics.