HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

FACULTY OF EDUCATION AND LANGUAGES

HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

                      NAME      : TIONG MEE CHING

                      TUTOR NAME  : MR. ANDY JANANG AK HENRY TAWIE

Intro: Misconception In Elementary Mathemathics

§      INTRODUCTION:

MISCONCEPTIONS IN ELEMENTARY MATHEMATICS

The most common math misconceptions are addressed and strategies are provided for helping elementary students eliminate these tightly held mistaken beliefs. Just like in other subjects, students have misconceptions in mathematics. 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. Their 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.

This also approach to 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 its capacity which the tallest container always has 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. The most effective method of eliminating math misconceptions is to address them immediately when observed. This imperative, so students do not carry these misconceptions any further and develop a better understanding of mathematics especially involves visually comparison.

Video: Measuring Liquid Volume In Non-Standard Units

One of the methods to measure Volume of Liquid is by using a graduated cylinder. It's been shown on above video clips. 

Two reasons why I choose this video are:

      - animated which can attract young children to learn it.

      - clearly shows the actual way to read measurement on proper units. 

Method: Measuring Liquid Volume By Containers

§      METHOD:

MEASURING LIQUID VOLUME BY CONTAINERS

What’s makes difference between volume of solid and volume of liquid? Solids have defined shapes either regular or irregular. If the shape of a solid is regular, then its volume is calculated by geometrical means and if not, it can be figured out indirectly. In any case, the volume is defined in fixed directions.

However, liquids have no definite shape in which occupy the available space of a container. They spread over the entire the area of section and stands up to a height.  Hence the volume of a liquid is the volume of its container up to the height of the liquid level. For this reason, the volumes of hollow shapes are called as ‘capacity’ of the shape. This concept is mainly used in measuring volume of liquid.

One of the methods to measure Volume of Liquid is by using a graduated cylinder (Figure I). It can be used to know the volume of an available liquid. As mentioned earlier, the liquid volume is directly proportional to the height of its container of uniform cross section. Therefore, in a graduated cylinder, the readings are calibrated to directly give the value of the volume.

Figure I: Measuring volume of liquid by graduated cylinder.

Materials for Teaching Aids (I)

The First Teaching Aids I created more to read and measure the capacity volume of liquid. The purpose to ensure students knows how to measure in proper metric units such as milliliters (ml) and liters (l). To let students expose to standard units before to non-standard units. With these practical works to students, it would let students bear this knowledge in mind as long term memory.

TEACHING AID (I):

            §      Measuring cup

                   

            §      4 glasses of equal size

            

           §      Water (Coloured)

Teaching Activities For Teaching aids (I) - High Achiever Students

      TEACHING ACTIVITIES FOR:-

TEACHING AID (I)

HIGH ACHIEVER STUDENTS

TITLE – UP UP.. IT GO.

In this lesson, students recognize and use the attributes of volume.  They engage in activities that promote understanding of how to measure and compare volume using non standard units.

LEARNING OBJECTIVES

Students will: Measure volume using non standard units Compare volume of liquids by using non-standard units correctly.

MATERIALS:
--- Measuring cup
--- Guessing worksheet
--- 4 glasses of equal size
--- Water (Coloured)

ACTIVITIES:

     >   Divide students in group of three or four.

     >   Ask students pour water at different levels such as

a)      1/2 cup,

b)      1/3 cup,

c)      3/4 cup and

d)     1 cup into each glass.

     >   Put the glasses next to each other.

     >   Ask students fill in the guessing paper.

QUESTIONS AND EXPLORATION IN GUESSING WORKSHEET:
> Ask the students these questions:
> Which glass has the most water?
> Which glass has the least amount of water?
> Which measurement is the most? 1/3, 1/2 1/4 or 1 cup???
> Which is the least??

ESTIMATION:
How many glasses of the 1/2 cups would it take to equal 2 cups?
How many of the 1/4 cups do you think it would take to equal 1 cup?

EXTENSION ACTIVITY (RECOMMEND WHEN HAVE EXTRA TIME):
As the children get better at estimating use different substances such as rice, popcorn or butter. Also you can have the students put them in order from greatest to least amount or least to greatest amount.

CONCLUSION:
For this activities pupil will bear in mind that the volume of liquid will be determined based on the height of water. The higher height capacity volume of water in same size containers the bigger quantities of water fill in.

Teaching Activities For Teaching aids (I) - Low Achiever Students

TEACHING ACTIVITIES FOR:-

TEACHING AID (I)

LOW ACHIEVER STUDENTS

TITLE – GUESS WHAT?!.

In this lesson, students recognize and use the attributes of volume.  They engage in activities that promote understanding of how to measure and compare volume using non standard units.

LEARNING OBJECTIVES

Students will: Measure volume using non standard units Compare volume of liquids by using non-standard units correctly.

MATERIALS:
--- Measuring cup
--- Guessing worksheet
--- 4 glasses of equal size
--- Water (Coloured)

ACTIVITIES:

                     1. Divide students in group of five.

           2.Ask students pour water at different levels such as

a)      1/2 cup,

b)      1/3 cup,

c)      3/4 cup and

d)     1 cup into each glass.

                    3.Put the glasses next to each other.

     4.Ask Questions verbally to students by group.

    5.Ask students note down the exploration had made on Guessing Worksheet.

GUESSING WORKSHEET (QUESTIONS AND EXPLORATION):
> Ask the students these questions:
> Which glass has the most water?
> Which glass has the least amount of water?
> Which measurement is the most? 1/3, 1/2, 1/4 or 1 cup???
> Which is the least??


ESTIMATION QUESTIONS:
> How many glasses of the 1/2 cups would it take to equal 2 cups?
> How many of the 1/4 cups do you think it would take to equal 1 cup?

CONCLUSION:
For this activities pupil will bear in mind that the volume of liquid will be determined based on the height of water. The higher height capacity volume of water in same size containers the bigger quantities of water fill in.