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Friday, November 26, 2010

As a conclusion, this assignment give me an idea to teach my students how to avoid misconception about the capacity that may arise among the students while teaching Volume Of  Liquid especially when comparing capacity of two containers that can hold more. More than that, as a teacher we should help them to more understand about make comparison of the liquid capacity rather than its height. By show them the real situation about comparing the capacity of two containers the will able to understand and memorize it.
As an educator, we should find the suitable method or activities that we can help them overcome the problem. Sometime during our teaching and learning process we unable to detech their problem. We thought they understand and get the right concept about the volume of liquid especially during comparing the two container that can hold more but when we just can detect after we give them multitype of question that they need to thing.
Moreover, teacher should ready not only the lesson plan, activities to be done in class but they also should ready with multiple types of questions that can test our pupils concept. The questions also should be suitable for the pupils level whether they are low or high achiever.
Beside that, our education perspective also change time by time. Today teaching and learning activities also change from traditional chalk-and-talk to the constructivist approach. Contructivist approach provides teachers insight concerning how children learn mathematics. The role of teachers as facilitators. They should be able to facilitate the pupils rather than as the sole information-giver.
Last but not least, every teacher should ready and able to gain new knowledge or approach to make our classroom not only fun but pupils enjoys to accept the concept that we taught.

Tuesday, November 23, 2010

Let's try.. Test your knowlegde and understanding...

Practice makes prefect...

Monday, November 22, 2010

HBMT 2103
TEACHING MATHEMATICS IN 
YEAR TWO
SEMESTER: SEPTEMBER 2010

TUTOR ONLINE:

FARIDAH YUNUS

PREPARED BY :
NAME :SUHAILA BINTI MOHD

Teaching Aids

Teaching Aid 1
A jug, a glass, beakers, coloured liquid and several envelopes that have questions.

All the materials that chosen are easier to find. Pupils can bring the jug and glass from their home. If we worry the glass will broken so we also can use the plastics glass or cup. It does not what type of container but the most importance things pupils will see the different of height and capacity that the container hold.

More than that, they always use the materials at home so the teacher does not have problem to teach them how to handle the materials. Pupils also will open their eyes and minds to measure of liquid by using the materials above.

Beside that it is very suitable to be implemented because it related to their daily life. They also can apply the knowledge about volume of liquid at home. Another material like coloured liquid is used also easier to find help pupils to read scale at the cylinder or beaker more easily and clear. The experiment also will attract pupils to do it. The teaching aids also suitable for all levels of students.

The materials are very economical and no need to buy for them just bring  from home or borrow from the science lab. The experiment also can be done in science labs or outside the class.


           Teaching Aid 2

            Different sizes of containers, a beaker , a graduated cylinder and coloured liquid (syrup, tea and etc.)

The materials that chosen are very suitable to be implemented. It is because the pupils will use the recycle bottle as teaching aid. Beside that the materials use are the materials that they always seen. It also related to their daily life. Moreover, the different containers are also importance to make comparison of the volume in the containers.

The coloured water use also easier to find. We can use colouring liquid because it easier to pupils to read scale at the cylinder or beaker. It also looks interesting to pupils during the experiment. It also suitable for all levels of students.

More than that, it is very economical and no need to buy the materials just bring its from home or just borrow from the science lab. So, the teacher does not face any problem to implement its in class or outside the class.





Bibliography


  1. Oum modul books for teaching mathematics in Year Two.
  2. Getting Ready To Teach Primary Mathematics(2005), Maktab Perguruan Sarawak.
  3. The Teaching of Primary Mathematics,(2005), Maktab Perguruan Sarawak.
  4. Mathematics Textbook Year Two (2004), Aras Mega(M) Sdn Bhd.
  5. Kementerian Pendidikan Malaysia (2001). Kurikulum Bersepadu Sekolah Rendah, Kuala Lumpur: Pusat Perkembangan Kurikulum.
  6. http://images.search.yahoo.com/search/images;_ylt=A2KJkIXsNehMrCQALMWjzbkF?p=beaker&ei=&iscqry=&fr=
  7. http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
  8. http://www.youtube.com/watch?v=iPkZlce84ag
  9. www.blogger.com

How to Measure Volume

Teaching Activities


1.      High Achiever

This activity is apply to high achiever because this activity is independent and involve little guidance from teacher.

Topic
Comparing in Volume of Liquid

Level of students:
High Achiever

Time
60 minutes
Learning outcome :
Pupils should be able to compare the capacity of two containers that can hold more with little guidance from the teacher and understand the concept that the height level of water in containers do not means its more in capacity.

Teaching aids/material
A jug, a glass, beakers, syrup and several envelopes that have questions.



Step  
1.         Pupils sit in a group of four.
2.         Each group will get an envelope that contain a question that they need to solve and write the report.

Example of question:
You are needed to measure the glass that have full of syrup using graduated cylinder or beaker. Then use the glass that full in syrup and pours into the jug. Write the report in the table below and answer the followed questions.


Container
Quantity (ml)
Glass



Questions

1.      Is the amount of water in the glass are same with the water in the jug?
   ________________

2.       Draw the level of syrup that you get from the activity.

                        

3.      Is it you can add more syrup into the jug?
  ___________________

4.      Which container can hold more water?
  ___________________


Conclusion
As a conclusion, teacher asks again about the concept of volume of liquid and related with misconception that students often make comparison of height rather than its capacity.


 
2.      Low Achiever

For the low achiever, we still use contructivism approach to give freedom to them to explorer what the concept that they should be to gain. The level of activity also suitable to them because if the activity to hard they become boring and do not want to join.

Topic
Comparing in Volume of Liquid

Time
60 minutes
Level of students:
Low Achiever

Learning outcome :
Pupils should be able to compare the capacity of two containers that can hold more with teacher’s guidance.

Teaching aids/material
Container A (250ml) , Container B (1000ml), a  beaker, a graduated cylinder  and syrup.

           Container A              Graduated Cylinder  A
           
           
                     Container   B                           Beaker B    

Step
1.          Pupils sit in group of four.
2.         Teacher explain to them what should they do.
3.         Pupils are needed to fill Container A and Container B with full of water.
4.         Then, they are needed to pour the water into the beaker. Container A for graduate cylinder A and container B for beaker B.
5.         Record the report in the table below.

Container
Quantity (ml)
A

B


Questions

1.      Draw the level of syrup in graduated cylinder A and beaker B.


                                                  
Graduated cylinder A                                                           Beaker B

2.      Which containers hold more of syrup?
  _________________


Conclusion
As a conclusion, teacher explain again about the concept of volume of liquid and related with misconception that students often make comparison of height rather than its capacity.  

Sunday, November 21, 2010

Misconception while teaching Volume Of Liquid

          Learning of Mathematics will be becoming one of of the interesting and fun to some of pupils but also it becoming the nightmare to another pupils. The situation also happen if the mathematics teachers unable to understand the needed of pupils and how them will able to accept the mathematics concepts. As we know, pupils are always pushing to get good marks in exam without we know whether the concept that they should understand is good or they have misconcept and just their fate to get good marks.
          According to Postman, N. & Weingarther, C.,(1996), “In class try to avoid telling your students any answer... Do not prepare a lesson plan, instead confront your students with some sort of problem which might interest them. Then, allow them to work the problem through without your advise or counsel. Your talk should consist of questions directed to particular students, based on the remarks make by those students. If a student asks you a question, tell him that you don’t know the answer, even if you do. Don’t frightened by the long stretches of silence that might occur. Silence means the students are thinking.”
          In my opinion, the suggestions that written by Postman and Weingarther are very suitable to apply in our pupils activities because we can give them space to think and apply their knowledge about the topic taught. As we know, misconception on capacity that may arise among the students while teaching Volume Of  Liquid especially when comparing capacity of two containers that can hold more. More than that our students often make comparison of height rather than its capacity.
         As a teacher, we should find the suitable methods or solution to make them understand and got the right concept after they have taught the volume of liquid topic. We can apply contructivist approach with the suitable activities that will help us to monitor our students to make sure they got the right concept about volume of liquid. The readiness of teacher to guide them with suitable question to get the answer is very importance. It is because when teacher ask them with the general question they come out with another question that narrow down to the answer.
         Nis Azis Nik Pa, (1999) said that, “Contructivism is not more than a commitment on the views that people develop his/her own knowledge. This is means that any knowledge possess by an individual is the result of activity done by that individual, and not an information or learning received passively from outside. Knowledge can be transferred from the individual thinking to another individual thinking. On the other hand, every individual develops, his/her knowledge by using his/her experiences selectively.”

Measuring Volume of Liquid Using A Graduated Cylinder


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