References

Lee Tak Sing, Lee Kee Fong & Azizah Binti HJ Tengah (2003). Mathematics Year 2, Activity Book Part 2. Kuala Lumpur, Hypersurf Corporation Sdn Bhd.

Ilmu Pendidikan, Pedagogi, Sharifah Alawiah Alsagoff, Heinemann Education Book ( Asia ) Ltd, Petaling Jaya, 1983

Ministry Of Education Malysia (2003). Intergrated Curriculum for Primary Schools. Curriculum Specifications Mathematics Year 2. Kuala Lumpur, Curriculum Development Centre.

https://www.ncetm.org.uk/resources/22757

http://www.scribd.com/doc/7786455/Misconception-in-mathematics

CLOSURE

Students’ misconceptions cause teachers a lot of stress and frustration on why students cannot follow their teaching (Resnick, 1983). Misconception needs to be repaired and remedied and it can only be done by changing the conceptual framework of students (Resnick, 1983). It is not enough to just merely inform or advise the student on the misconception that they have. Neither does repeating a lesson or making it clearer help students who have already formed strong reasons for their misconceptions (Champagne, Gunstone & Klopfer, 1983; Resnick, 1983; and McDermott, 1984). Teachers have to explore and understand why these misconceptions arise and then plan a strategy on how to remedy the problem.

Teachers must help students to reconstruct correct conceptions (Mestre, 1987). Misconception results from students belief systems and also their thinking process and the only effective way to correct misconception is to change these misconceptions from the inside, which is from the students’ systems.

ACTIVITIES;

1.      An activity for low achiever using first teaching aids.

Title ; Measure volumes of liquids using non standard units.

Learning Outcomes :

Pupils will be able to compare volumes of liquid using uniform non-standard units.

Math Concept/Skill : Measuring with non-standard units / estimations

Materials;

·         Two similar medium size mineral cups

·         3 or 4 different size of containers

·         A jug of coloured water

Procedures

·         Filled up each container by coloured water

·         Teacher asks which containers have same capacity of water level.

·         Ask pupils to compared using two similar medium size mineral cups

·         Than answer the question given

Fill in the blank which is ‘more than’ or ‘less than’

i.                    Water in rectangular container capacity is ________ water in mineral cup.

ii.                  Water in mineral cup capacity is _______water in small round container.

iii.                Water in big round container is________ water in mineral cup.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2.      An activity for high achiever using second teaching aids.

Title : Measure Volumes of Liquids Using Non-standard Units (2)

Learning Outcomes :

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

Math Concept/Skill: Measuring with non-standard units.

Materials;                   

·         Two or more similar medium size mineral cups

·         3 or 4 different size of containers filled up with coloured water

Procedures

·         Teacher asks pupils to pour the water in containers into a number of the similar medium size mineral cups to see how many cupfuls each containers holds.

·         Record the results in table below;

Containers	Numbers of cupfuls
A jug of water
A mineral bottle
A round container

·         Than answer the question below;

i.                    Which is container hold the most water?

ii.                  Which containers hold the less water?

  

TEACHING AIDS USING RECYCLED MATERIALS

1.      Teaching aids for low achiever.

     2.         Teaching aids for high achiever.

VIDEOS FROM YOUTUBE SHOWED MEASURED VOLUME OF LIQUID.

INTRODUCTION VOLUME OF LIQUIDS IN YEAR 2

The volume of an object is the amount of 3-D space that it occupies. Liquid volume and solid volume are measured in different units, although the concepts are the same. Liquid volume is measured in millilitres and litres and solid volume in cubic centimetres and metres.

Only containers have capacity. The capacity of a container is the maximum volume of liquid that it can hold. Hence capacity is measured in the same units as liquid volume. Thus, a glass may have a capacity to hold 250ml, but the liquid volume of the water may only be 150ml.

Children often believe that the amount of liquid has changed when a set amount has been poured from one container to another of a different size. They believe that there is more liquid in the one that has the highest level.

ASSIGNMENT QUESTION

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. Find ONE (1) video in the internet that show how volume of liquid are measured. Create TWO (2) teaching aids that can be applied to Year Two students to help them understand better. Based on your teaching aids, you are required to create TWO (2) teaching activities; each for high achiever and low achiever students. Finally, you are required to develop your own blog and  post the video, teaching aid and teaching activities in your blog. You are free to choose any platform that are available in the internet. For reference you may browse at www.blogger.com on developing your blog. You are only required to submit link to your blog. 

Maths is all around us

Math is all around us. Every day as children play they are using mathematics without even realizing it. Don't believe it? Ask yourself these questions: At the grocery store, do they want to play with the scales? At home, do they like to pour water in and out of cups? Do they like to stack pots and pans? Sort things? Do they like to count their toys, their friends, or just about anything? You probably answered yes to many of these questions. These and many more everyday activities build your children's growing understanding of mathematics.