They loved the examples! Samir, one of the students who always asks questions, asked whether it was a fully grown elephant or a baby one. So I told him he could take either and then grade them accordingly. I think all the groups ended up working it out for both! I think the activity worked well because we had done Activity 1 in the previous lesson which had made them think about the concepts of capacity and volume.
I had never done this before, but was impressed with the explanations that were given. I also noticed that their reasoning had become more convincing and sophisticated as we heard more and more explanations from the different groups.
We normally do not work with mathematical activities that have many right answers — they tend to be questions that you get right or wrong. So this was new, both for me and the students. To help them be more open in that kind of thinking I told them what it said in the activity description:. I think this helped both me and the students to indeed focus on what were the mathematical properties, and on flaws in logical thinking.
I think it is the first time I actually felt confident in understanding the difference between capacity and volume. What do you think are the benefits of doing this, and what strategies might you use to ensure that it is a positive experience for the student giving the report?
To help students really get to grips with mathematical concepts it is good practice to think carefully about including consolidation activities in your lessons.
Such activities give the students more opportunity for practising their thinking. Good consolidation activities can also ask students to use their newly acquired knowledge from a different perspective. The next activity aims to do this by making the students think about subtle changes, and then by asking them to construct their own questions.
In preparation for this activity ask each student to bring one bottle or container from home. In class, ask them to randomly exchange their containers with some other student. Alternatively, bring in a variety of bottles yourself and put them where all the students can see them. Ask your students which of the following statements are sometimes true, always true or never true?
In studying this unit you have explored what is the same and what is different about capacity and volume. Identify three ideas that you have used in this unit that would work when teaching other topics. Make a note of two topics that you have to teach soon where those ideas can be used with some small adjustments. You can set up routines and rules to manage good groupwork. When you use groupwork regularly, students will know what you expect and find it enjoyable.
Initially it is a good idea to work with your class to identify the benefits of working together in teams and groups. It is important to give clear verbal instructions about the groupwork that can also be written on the blackboard for reference. You need to:. During the lesson, move around to observe and check how the groups are doing. Offer advice where needed if they are deviating from the task or getting stuck.
You might want to change the groups during the task. Here are two techniques to try when you are feeling confident about groupwork — they are particularly helpful when managing a large class:.
At the end of the task, summarise what has been learnt and correct any misunderstandings that you have seen. You may want to hear feedback from each group, or ask just one or two groups who you think have some good ideas. Even if you want to adopt groupwork in your classroom, you may at times find it difficult to organise because some students:. To become effective at managing groupwork it is important to reflect on all the above points, in addition to considering how far the learning outcomes were met and how well your students responded did they all benefit?
Consider and carefully plan any adjustments you might make to the group task, resources, timings or composition of the groups. Research suggests that learning in groups need not be used all the time to have positive effects on student achievement, so you should not feel obliged to use it in every lesson. You might want to consider using groupwork as a supplemental technique, for example as a break between a topic change or a jump-start for class discussion.
It can also be used as an ice-breaker or to introduce experiential learning activities and problem solving exercises into the classroom, or to review topics. Every effort has been made to contact copyright owners.
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Printable page generated Thursday, 11 Nov , Use 'Print preview' to check the number of pages and printer settings. Print functionality varies between browsers. Printable page generated Thursday, 11 Nov , Some effective ways to teach the difference between volume and capacity. Some teaching ideas to promote understanding measurement of three-dimensional objects.
Activity 1: Exploring three-dimensional objects Ask your students to name any object that they have used during the previous day.
As they name objects, write them on the black board. You will end up with a list of objects, e. Once your students are done, circle some of these objects and ask them if they can find something that is common to all the circled objects. Choosing objects for which the students could easily estimate the three dimensions will save time. Now arrange the students into small groups or pairs. Ask the students the following questions: For each circled object, estimate the following: Table 1 Estimating template.
Case Study 1: Mrs Meganathan reflects on using Activity 1 This is the account of a teacher who tried Activity 1 with her elementary students. I had been thinking whether to do that one step at a time but thought that having them all on the blackboard at once would: give the students an idea of how the activity would develop give more learning time to the students because they would not have to wait for others to finish each question.
Reflecting on your teaching practice When you do such an exercise with your class, reflect afterwards on what went well and what went less well.
Pause for thought Now reflect on how your class got on with Activity 1: How did the different groups get on with discussing the size of the objects?
Module 3: Measurement. Search for:. Perform arithmetic calculations on units of length. Solve application problems involving units of length. Define units of weight and convert from one to another. Perform arithmetic calculations on units of weight.
Solve application problems involving units of weight. Describe the general relationship between the U. Define the metric prefixes and use them to perform basic conversions among metric units. Solve application problems involving metric units of length, mass, and volume.
State the freezing and boiling points of water on the Celsius and Fahrenheit temperature scales. Convert from one temperature scale to the other, using conversion formulas.
Try It. Show Solution Begin by reasoning about your answer. Example How many gallons is 32 fluid ounces? Try It Find the sum of 4 gallons and 2 pints. Express your answer in cups. Exercises Sven and Johanna were hosting a potluck dinner. Show Solution Since the problem asks for the total amount of soup, you must add the three quantities. Exercises Natasha is making lemonade to bring to the beach. Show Solution This problem requires you to find the sum of the capacity of each container and then convert that sum to cups.
Cancel units that appear in both the numerator and denominator. Try It Alan is making chili. Show Solution The chili will only fit in the 2 gallon pot. Licenses and Attributions. CC licensed content, Original. Cup A unit equal to 8 fluid ounces. Pint A unit equal to 16 fluid ounces, or 2 cups. Quart A unit equal to 32 fluid ounces, or 4 cups. Class 4 — Mathematics English Science Scholarships. Class 5 — Mathematics English Science Scholarships.
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