3.0 Teaching aids ( Part 2)
Learning Outcomes:
Able to measure volumes of liquid using standard units
1) L is an abbreviation for litre
2) ML is an abreviation for mililitre
3) A mililitre is a smaller unit of capacity
4) There are 1000ml in a litre
1) L is an abbreviation for litre
2) ML is an abreviation for mililitre
3) A mililitre is a smaller unit of capacity
4) There are 1000ml in a litre
Materials:
1)A picture of a container(a swimming pool, a teacup, a water tanker, a perfume bottle
and a kettle)
 |
| a swimming pool |
 |
| a teacup |
 |
| a water tanker |
 |
| a perfume water |
 |
| a kettle |
2) a liter carton of carrot
3) 250ml yoghurt
 |
| yogurt 250ml |
Procedures (High achiever):
1) Show the video.
Video content:
(Tia, Zul, Rikki and Gupta are having a picnic. Tia is holding a carton of orange juice. Zul explains that a standard unit is needed to measure the capacities and volumes of any liquid. When a standard unit is used, there will be no misunderstandings. Everyone will use the same unit to measure volumes of liquids.)
2) Teacher show two containers with different volumes of liquid are compared ( a 1 litre carton of carrot juice and a 250 ml yoghurt).
3) The comparison shows that the capacity of the carrot juice container is 4 times as large as the yoghurt container.
4) Teacher show a picture of a container (a swimming pool, a teacup, a water tanker, a perfume bottle and a kettle).
5) Pupils look at each container and decide whether it holds more than 1 litre of liquid or less than 1 litre of liquid by clicking on the correct phrase.
6) Next, teacher show 2 containers. ( a 1 litre bottle of water and a 1litre carton of juice)
Two non-standard units are used to measure the volume of liquid in each container (cupfuls and glassfuls).
 |
| cupfuls |
 |
| glassfuls |
7) Pupils find out how many glassfuls or cupfuls can be poured from 1 litre of water and juice.
8) Pupils fill in the blanks to questions such as “Will you need more cups or glasses to fill up 1 litre of liquid?” and “Why do you need more cups than glasses?”
9) Pupils will learn that the cup has a smaller capacity than the glass, thus more cupfuls are required to measure the same volume of liquid.
10) Start a grouping exercise.
11) Pupils have to decide which is the more suitable unit, litre or millilitre, for measuring the volumes of 7 different liquids in the following containers (perfume bottle, juice container, essence bottle, correction fluid, medicine bottle, washing liquid, milk bottle.)
12) Pupils then drag the pictures to their correct groups, litres or millilitres.
12) Pupils then drag the pictures to their correct groups, litres or millilitres.
13) Show 3 cylinder-shaped containers with different volumes of water. Pupils click and drag a small 1 litre bottle to fill up a preset volume of water in each container. When the preset level is reached, a blank pops up for pupils to key in the volume of liquid shown.
14) Then, pupils compare the 3 volumes of liquid to find out which container has the largest volume of water and which has the smallest volume.
Procedures (Low achiever):
1) Show the video.
Video content:
(Tia, Zul, Rikki and Gupta are having a picnic. Tia is holding a carton of orange juice. Zul explains that a standard unit is needed to measure the capacities and volumes of any liquid. When a standard unit is used, there will be no misunderstandings. Everyone will use the same unit to measure volumes of liquids.)
2) Teacher show two containers with different volumes of liquid are compared ( a 1 liter carton of carrot juice and a 250 ml yoghurt).
3) The comparison shows that the capacity of the carrot juice container is 4 times as large as the yoghurt container.
4) Teacher show a picture of a container (a swimming pool, a teacup, a water tanker, a perfume bottleand a kettle).
5) Pupils look at each container and decide whether it holds more than 1 litre of liquid or less than 1 l of liquid by clicking on the correct phrase.
6) If the student cannot image, we can actual experiment.
