SNAP THE CARDS

Topic : Volume of liquid
Learning Area: Measuring and comparing volume of liquid
Learning outcomes : Compare the volume of two liquids by direct comparison
Learning objective: At the of this lesson pupils should know the spelling of
full,half full and empty correctly
Materials: Prepare 30 cards of pictures and word cards.

Procedure: 1) Play with group of five
2) Prepare 30 cards of each set
3) 15 cards have pictuces and 15 cards with words
4) The leader flip the cards and give each members 6 cards
5) The first player flip of a card at the middle
6) The second player also do the same step. If the card same members can
pat the cards and take all the cards at the middle
7) The third player take turn to flip their cards at the middle
8) Do the same activities untill al members finish the cards
9) Who have more cards than others is the winner


Benefits: 1) Pupil must concentrated while doing the activities
2) Pupil must know the picture or the vocabulary of volume as well

PUZZLE OF VOLUME

Topic: Volume of liquid
Learning Area: Measuring and comparing volume of liquid
Learning Outcome: Compare the volumes of two liquids by direct comparison
Materials: 1) Three to four sets of puzzle
2) Each puzzle show empty, full and half full of different container

Procedure: 1) Firstly teacher shows picture about full, half full and empty
2) Spell the words of full, empty and half full correctly
3) Teacher must introduce the vocabulary of volume of liquid
4) Each group take a set of puzzle and try to join it to get athe complete
picture and words
5) Lastly say it very well and spell it correctly
6) Repeat the same activities to the another set of puzzle
7) Use this activities for weakless pupils

Benefits: 1) The weakless pupil can try to join the puzzle correctly
2) They could see the picture and know the words to introduce of volume
example: empty, full and half full

INTRODUCTION OF VOLUME

VOLUME SONG

MATH SONG

What we wanted
to do—and
what I hope we
achieved—is to
make students
understand and
participate in
the process of
modeling. We
didn’t want to
simply show
them models; we
wanted to make
them modelers.