Learning Activity

Learning Activity 1

Learning Outcomes:

Students will be able to make a perceptual comparison of capacity

Materials:
Self made flash card showing an empty glass, a half full glass and a full glass
 

1.      A large water jug
2.      Five sets of three different sizes and shapes glasses  

Prior Knowledge;

Pupils had learnt how to compare objects: more or less, many or a few, high or low during their previous lesson while learning A Whole Numbers.

Vocabulary;

empty, half full, full,

Procedures;

1. Divide the class into five groups
2. Hold up the flash-card and introduce the vocabulary of empty, half full and full
3. As the teacher introduce the vocabulary, ask the group to select three students to come out and fill the glass accordingly
4. Ask the students to arrange the glasses in the order from empty to full
5. Repeat with different sets of student and switch the sets of glasses being used by the group

Learning Activity 2

 

 

Learning Outcomes:

Students will be able to measure and compare volume of liquids by using non-standard units correctly.

Materials:

1.      A large pail of water

2.      A large water jug

3.      Four different sizes of water container

 

Prior Knowledge;

Students had learnt how to compare objects: more or less, many or a few, high or low during their previous lesson while learning A Whole Numbers.

Vocabulary;

more, less, empty, half full, full,

Procedures;

 

1.         Divide the class into groups of five students and have them work in their respective groups

2.         Ask the groups to appoint one student to be the recorder

3.         Give each groups a large pail of water, set of containers and a large water jug

4.         Ask the students to estimate the number of glasses needed to contain all the water in the large jug

5.         Ask the students to fill the large jug with water using glass given to them to check their estimate

6.         Ask the students to record their findings in the following table

Container	Glass	Fruit Juice bottle	Mineral water bottle	Water tumbler
Estimates
Measurement

7.         Ask the students to repeat for the other containers

8.         Ask the students to write their finding in the statement below:-

a)      The volume of water in the water jug is the same as the volume of _______ glasses

b)      The volume of water in the water jug is the same as the volume of _______ fruit juice bottles

c)      The volume of water in the water jug is the same as the volume of _______ mineral water bottles

d)      The volume of water in the water jug is the same as the volume of _______water tumblers

9.         Ask the students to discuss on the four containers, which have the smallest capacity

10.     Ask the students to discuss on the four containers, which have the biggest capacity

11.     Ask the students to arrange the capacity of the four containers in ascending order

12.     Ask the students to arrange the capacity of the four containers in descending order

Learning Activity 3

Learning Outcome:

Students will be able to compare volumes of liquid using standard measurements

Prior Knowledge;

Students had learnt how to compare objects: more or less, many or a few, high or low during their previous lesson while learning A Whole Numbers.

Material

1. Four sets of self-made game card

 

Procedures:

1.     

1.  Select four students
2. Shuffle the cards and divide the cards equally between the students.
3. Each student will select a card and simultaneously lay it opened on the table
4. Each student call out the volume of the liquid shown on their card.
5. The student who read their volume of liquid correctly and with the biggest volume of liquid gets to keep the other’s card
6. If the cards show the same biggest volume of liquid, nobody will keep the cards
7. Repeat steps 3-6 until all the cards are open. The winner is the student with the most cards.
   

Observation

Children are like sponges and able to absorb every bit of information that is given to them, especially if it is presented to them in a fun and easy way to learn. Hence, it is teachers’ responsibility to ensure the lessons developed are interesting. It is important for students to have interest and play a part in learning activities as it makes them learn more meaningfully and to all intents and purposes. The teacher’s priority is to ensure that the pupils understand the mathematical process as they it would make them accept the concept more rapidly and understand the process more deeply.

Sit at an empty desk with a pencil and an exercise book or a piece of paper may not entirely lure students to spend hours on learning volume of liquid. Alternatively, teachers need to think out of the box and attempt to connect and teach them with fun, and hopefully increase academic outcomes. Active students during lesson would help boost their self-confidence and will be able to grasp the concept as they see the concept being put to motion. The solid demonstration of the concept will facilitate them to see how it is being done and the outcome that being obtains form the process. As they able to go through it firsthand, the concept will be understandable to them thus strengthening the concept strongly in their mind.