Materials for Teaching Aids (II)

My second Teaching Aids will involve students hands-on and mind on activity. This activity would allow students have a chance to measure and to read measurement by their own. Indirectly, the knowledge learn will implement in their mind in long term memory rather than short-term memory.

TEACHING AID (II):

§      2 cups measuring cup

       

§      A tape measure

           

§      A graduated cylinder (500ml)

                      

§      Water Mineral

           

§      A box of instant pudding for each group

                  

§      2 cups of skim or soy milk or chocolate milk

            

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

             TEACHING ACTIVITIES FOR:-

TEACHING AID (II)

HIGH ACHIEVER STUDENTS

TITLE – LET’s Be MATH ‘n” CHEF

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 standard units.

LEARNING OBJECTIVES

Students will: Measure volume using non standard units. State difference using graduated cylinder and measuring cup. Compare volume of liquids by using non-standard units correctly.

MATERIALS:
2 cups measuring cup

A tape measure

A graduated cylinder (500ml)

Water

A box of instant pudding for each group

2 cups of skim or soy milk

IMPORTANT NOTE:

-          Make note of any food allergies students may have.

-          If cow milk allergies are a concern, then use soy milk instead.

-          Floor and furniture protection may be necessary or you can take the lesson outdoors.

ACTIVITIES:

PART I: Math Logic

¢   Review with the students the S.I units to measure volume of liquid.

¢   Divide students in group of two.

¢   Asks students to compare the measuring cup to the graduated cylinder.

¢  Asks them to notice if there are any differences

¢  Fill the measuring cup with water to the rim of the cup.

¢  Note the location of the 2 cup mark on the measuring cup.

¢  Compare the level of water in the measuring cup to the 2 cup mark. Is there a difference?

¢  Next pour the water from the measuring cup into the graduated cylinder.

¢  Observe the results.

¢  Have the students write a constructed response detailing observed and conclusions by draw the demonstration.

PART ONE DISCUSSION TOPICS:

-          Is the volume of the 2 cup measuring cup equal to 2 cups? Why or why not.

-          How does a graduated cylinder differ from a measuring cup? Is one more accurate than the other? Why?

CONCLUSION PART I:

-          This will give the students a good visual as to what the measurement looks like.

-          It’s also let students knows that even in different shape and height, the capacity volume of liquid carried still same.

-          At the end, students would know that not always the tallest container can hold more capacity volume of liquid.

PART II: Chef Math Cook.

      1.Divide students in group of two.

     2.Measure out the equivalent of 2 cups of milk in the graduated cylinder.

      3.Mix the pudding according to directions.

     4..It will be soft set in about 5 minutes.

      5.Put into small paper cups or you can put it into ice cream cones.

PART TWO DISCUSSION TOPICS

-          Do you enjoy?

-          Can you read the measurement on graduated cylinder accurately? If not, why?

-          Is the volume of the 2 cup measuring cup equal to 2 cups? Why or why not.

CONCLUSION PART II:

-          Students enjoy in this lesson.

-          With practical work, students able keep this knowledge as long term memory.

-          Students can measure correctly by using graduated cylinder.

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

TEACHING ACTIVITIES FOR:-

TEACHING AID (II)

Ø  LOW ACHIEVER STUDENTS

TITLE – MaTH-CheF COok.

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 standard units.

LEARNING OBJECTIVES:

Students will: Measure volume using non standard units. State difference using graduated cylinder and measuring cup. Compare volume of liquids by using non-standard units correctly.

MATERIALS:
> 2 cups measuring cup

> A tape measure

> A graduated cylinder (500ml)

> Water

> A box of instant pudding for each group

> 2 cups of skim or soy milk

IMPORTANT NOTE:

-          Make note of any food allergies students may have.

-          If cow milk allergies are a concern, then use soy milk instead.

-          Floor and furniture protection may be necessary or you can take the lesson outdoors.

ACTIVITIES:

    1. Review with the students the S.I units to measure volume of liquid.

   2. Divide students in group of four.

    3.  Asks students to compare the measuring cup to the graduated cylinder.

  4. Fill the measuring cup with water to the rim of the cup.

  5. Note the location of the 2 cup mark on the measuring cup.

   6. Compare the level of water in the measuring cup to the 2 cup mark. Is there a difference?

   7. Next pour the water from the measuring cup into the graduated cylinder.

  8. Observe the results.

 9.  Measure out the equivalent of 2 cups of milk in the graduated cylinder.

10. Mix the pudding according to directions.

11. It will be soft set in about 5 minutes.

12. .Put into small paper cups or you can put it into ice cream cones.

DISCUSSION TOPICS:

-          Is the volume of the 2 cup measuring cup equal to 2 cups? Why or why not.

-          Can you read the measurement on graduated cylinder accurately? If not, why?

-          How does a graduated cylinder differ from a measuring cup? Is one more accurate than the other? Why?

CONCLUSION:

-          This will give the students a good visual as to what the measurement looks like.

-          It’s also let students knows that even in different shape and height, the capacity volume of liquid carried still same.

-          At the end, students would know that not always the tallest container can hold more capacity volume of liquid.

My Conclusion..

SUMMARY

We know our students learn in many different ways: visual, auditory, tactile, kinesthetic, and social. Most of teachers teach the way they feel most comfortable, and that's not necessarily the way students learn. It's a missed opportunity if teacher don't use the way that a child learns best to hook them and get them excited about learning.

Hands-on practical works obviously engage kids who are tactile or kinesthetic learners, who need movement to learn best. Be found that, hands-on activities let students become teachers especially when students explain and demonstrate skills to each and this make they are validating their understanding of the material being learned and, helping their peers to build and master new skills.

Hands-on activities learning of volume of liquid also lend themselves to authentic assessment and observation, where students follow directions and use fine motor skills during center time. Hand-on activity is specially suit with students has fear of learning mathematics-subtraction. The fear is link with weak in gaining imaginary process concept, then, the most relative way to help students’ is by gaining their confident uses hands-on activities all day, every day. This will help teacher nurture students’ interest to mathematics slowly and will increase.

Indirectly, the learning of volume of liquid begins with concrete (hands-on minds-on activity) experience in realistic situations through measuring the capacity of liquid. standard units, which are measured in millimitres(ml) and litres(l) in the metric system. Meanwhile, non-standard units measured using various containers by stated the capacity wheather more or less. Materials from non-standard units are easier to obtain. It is good to give children experience with unfamiliar systems of measurement . With the hope, after students goes through these teaching activities, they would not be influence by the height of containers to state which one can hold bigger volume (shown on Video 2). 

Video 2: Piaget's - Stage 3, Concrete Reversibility.