__Learning Outcomes for Measuring Water:__

- Students are able to differentiate the method of measuring water amount using the eye and a measuring instrument.
- Students are able to detect the errors and the mistake in looking at the height of water level to decide on the water mass.
- Students are able to link what has been taught to the real life and apply on how much plain water should be added to a syrup for good measurement
- Students are able to mix liquid ingredients correctly for preparing a beverage or drinks.

**Introduction to the Assignment**

Measuring liquid using a person’s sense is not accurate without using the standard measuring tool. Students measure liquid in a liquid container and they look from the sides. They will see the difference in terms of width and height of the container.

Using a uniformed, non-standard cup to measure liquid content and using teapot a mug and lining them all up to show pupils. The pupils are asked on which container they perceive would hold more water. We use the plastic cup to determine the amount. The lesson here is when determining volume, we must measure them, at least by using the same cup for all containers.

Use a cup to pour water into your 1 litre container until it is filled to the 1 litre mark. How many cups are needed?

The students are taught on the terms that are going to be used . They are introduced to ‘full’, half full and empty. Take for example a jug and a glass of water, which one holds more water than the other ? The pupils will decipher it based on the size, height and their previous knowledge.

The teaching is based on the HSP, and pupils learn based on their experience, they relate with their knowledge, and the teacher must know the pupils’ knowledge by asking them the things they know in the set induction.

One method to teach liquid content of a container is by comparison of two or more liquid containers of different size and height, using standard uniformed cup. First the students guess the liquid volume of container A and B. Second, they are given the time to measure both liquid content of container A and B. It proves that height do not determine the liquid volume.

Students are taught that height does not determine liquid volume. Why do the students base on height, this is because they look at the container from the sides.

Worksheets are essential for the pupils as they become the training ground for pupils to deepen their understanding. By using pictures, pupils fill in the cup with the amount of water required by the partner.

The Master Plan:

Same volume, same height,

Same volume, different height

Different volume, same height,

Different volume, different height.

LESSON PLAN

1

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as water.
- Use terms such as half full, full and empty.
- Within a given time, complete the task.

Materials:

**Activities:**

Role playing.

- They act as dengue officers and customers/residents. They go around the class checking on the students’ containers. If the containers are full or half full, the owners are given a summon, because of larva dengue hatchings.
- They learn to ask questions:

Task:

Officer: How much water do you have in the container?

Resident: I have half full.

(Officer writes down in task paper)

Officer: You are summoned. Please pour the water out.

Officer: How much water do you have in the container?

Resident: I have full.

(Officer writes down in task paper)

Officer: You are summoned. Please pour the water out.

Officer: How much water do you have in the container?

Resident: I have none.

(Officer writes down in task paper)

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

2

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

**Activities:**

- They are to pour 3 cups of water each into 3 similar water containers that are provided.
- Then, they jot down the water volume on the task paper.
- They pour 3 cups of water into 3 different water containers, the ones they bring on their own. They jot down the height measurement.
- Teacher explains, in the first attempt, the water levels are the same because 3 similar water cont are used.
- In the second trial, 3 different cont are used, in terms of size and height, and it shows different water level.
- It shows even though the water level varies, the amount of water poured is the same for all three cont.

**Pedagogy**: Thinking Skills**Techniques**: :Group work, Practical, Cooperative learning**Values**: Confident & Independent, Rational**Reflection**

extra

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...

- Intermediate activity:

Goldfishes and Bowl.

- There are two goldfish tanks. Tank 1 and tank 2. The tanks have different capacity from each other.
- Teacher pours 3 litres of water in Tank 1, and 2 litres of water in Tank 2.
- They have different water height, when seen from the sides. The water height is marked as 1 , 2 and 3 litres. It is easy to see the water level.

Task:

- How much water Tank 1 has?
- Answer; Tank 1 has 3 litres of water.
- How much water Tank 2 has?
- Answer; Tank 2 has 2 litres of water.

Compare: (more or less)

Tank 1 has _____ water than Tank 2

Tank 2 has ____ water than Tank 1.

Teacher takes 1 litre of water from Tank 1 using a paper cup, saying that a cat came and drank water.

How much did the cat drink?

Students look at the water height and answers

The cat drank ____ litre of water.

Then, the owner buys another fish tank and puts it beside the 2 tank, it is named Tank 3.

Tank 3 has 3 litres if water and a goldfish.

Task:

- How much water Tank 3 has ?
- Answer; Tank 3 has 3 litres of water.

Now compare:

Tank 1 has _____ water than Tank 2

Tank 2 has ____ water than Tank 1

Tank 3 has ______ of all the tanks.

Tank 1 _________ of all the tanks

**Pedagogy**: Thinking Skills

**Techniques**: Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

**3**

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount, the same amount as , full, empty and half full.
- Within a given time, complete the exercises given in the tasks.

Materials:

**Activities:**

__Situational (Painting Job)__

- The students become painters. They work in groups, and they have to paint 1 house with different sizes from each other, A is a small house, B is medium-sized and C is a big house. The amount of paint depends on the size of the house.
- The students are equipped with brushes and empty pails. The groups draw lots on who gets to paint house A, B or C. Then, they shout: I have house A, for example.

Task paper:

- House A needs _________ of paint.
- House B needs _______ of paint.
- House A needs ______ paint than House C.
- House D and B are similar in size, so they need ______ of paint.

(Students are shown a picture of a new bucket of paint)

- Look at the paints, they are all _____

Suddenly, an accident happened, a boy tripped over one of the buckets and the paint spilled

- Oh, no, the paint has spilled, it still has some in it. It is _________.
- Then, the painter uses the balance to paint.
- After a while, the bucket is already ________

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

**4**

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

**Activities:**

Volume and capacity

- The pupils need to measure liquid by pouring it into transparent containers on the table.

There are three cont, named as Tom, Dick and Harry.

Students must pour or remove water to fulfil this task:

- Tom has a larger volume of water than Dick.
- Dick has a smaller volume of water that Harry
- Dick has the same amount of water with Harry.
- Harry has the same amount of water with Tom.
- Harry has more water than Dick.
- Dick has less water than Tom.

Teacher looks at the students, whether they can perform the task, and understand the terms.

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

**5**

**Easy**

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

* You will need the math worksheet that I have provided

* Objects as containers such as plastic containers to show students the math problems

* Students will need paper cups, a pail of water, pencils and erasers

(The students are divided into a 5-member group. Prior to the class, each group is asked to bring 3 water containers, each with different size from one another. Task no . 1, it does not require much lesson on height, the groups bring containers that has standard side lines, and not like that of a bottle )

**Activities:**

Teacher elicits information from students on how do they measure water or liquid.

- Students are asked on how do they prepare drinks at home, and how do they determine the amount of water to be added to prepare a good taste beverage.
- They fill in their 3 containers with three cups of water each. It shows that the height of water in each container varies.
- They are asked on the amount of water, how many cups are put into each, and they write their answers in the attachment given.

(This shows that the amount is not shown by the water height. The aim is to prove that even though the water level of a container is higher, they actually have the same water amount. )

- Teacher brings to them three similar containers and teacher fills them with water.

(When they learn this, they are shown the water containers suitable for the outcomes, so they are not trained to tell the water amount based on perception

- Students are given time to guess how many cups of water are put into each containers, and they write down their guesses in the worksheet.
- They are asked to compare the amount for the three containers, and use the sheet:

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

Worksheet:

| | | |

Container A | Container B | Container C | How many cups of water ? |

| | | |

Container A has _________ than container B. | Container B has ______ water than container C. | | Container _____ has _______ water of them all. |

The teacher opens up the class by asking how do they measure water when making drinks at home. How much water does it take for a cordial ?

Learning Objectives

1

Students are able to

I want water half full.

How much water do I have ?

You have half cup of water.

The pupils are introduced to these terms: more,less.

The glass has _____ water than the jug.

It can hold _____ water than the jug can.

Look, the crow had added ______ water into the jug.

The jug is______ of water.

Then the crow drinks the water in the jug.

The jug has _____ water afterwards.

6

__Intermediate Activity__

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

* You will need the math worksheet that I have provided

* Objects as containers such bottles, pails, sponge to show students the math problems

* Students will need paper cups, a pail of water, pencils and erasers

**Activities:**

- Students get into groups of 3, they compete with each other to fill up bottle within the required amount of water. They use sponge to soak water from a pail. The water in the pail is exactly 4 litres and they are required to soak the sponge in the pail (A) and pour it into a bottle (B)
- Without the measuring equipment, students guess how much water they should squeeze into the bottle.
- When it’s judging time, they measure the volume of water in each bottle using a paper cup and compare the bottles between groups, Group A, B and C.
- They are asked on comparisons using answers.

1. A has ______ than B.

2. C has ______ of water _____ B.

3. _____ has the most water of them all.

Which one is the winner ?

Bottle _____ is the winner.

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

7

__Intermediate Activity__

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

* You will need the math worksheet that I have provided

* 3 barrels to show students the math problems

* Students will need paper cups, a pail of water, pencils and erasers

**Activities:**

__Situational at the store.__

I want to buy a barrel with the biggest capacity. Which one should I buy ?

(graphics included, small, medium and big barrels)

- A will hold____ water because it is the smallest brand.
- B will hold _____ water that A, but it will hold _____ water than C.
- ______ will hold the largest volume of water because it is the biggest barrel from all three barrels

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

My pet, the Goldfinger is a goldfish. There are 2 more goldfish. They live in 3 separate water bowl, and each needs a different volume of water to live comfortably.

I don’t have water as much as gfish no. 2 does. My water volume is more than water volume for gf 2.

Activities

__8__

__Intermediate Activity__

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

* You will need the math worksheet that I have provided

* 3 barrels to show students the math problems

* Students will need paper cups, a pail of water, pencils and erasers

**Activities:**

- In the house there are three barrels, plastic containers, 2 is leaking, if you fill all three, 2 will let out water. In minutes, the two barrels lose water.
- You say barrel A is full, barrel B is half full and barrel C is empty.
- Barrel B has less water that barrel A.
- Barrel A has more water that barrel B.

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

Comparing capacity with volume, similar or different capacity and shape of containers.

.

Activities

9

__Intermediate Activity__

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

Materials:

* You will need the math worksheet that I have provided

* 3 barrels to show students the math problems

* Students will need paper cups, a pail of water, pencils and erasers

**Activities:**

- The students are cattlers who breeds cows for milk. Every day they take milk from cows, and it is simplified by tap water replacing the cows. The three cattlers turn the tap on and they pour into a pail/container to them for 3 levels, empty, half full and full.Then, the buyer came and measures the milk amount using a standard beaker.
- Customer: I want _____ milk
- Cattler: Does what is told, by pouring the requested amount of water correctly.

The students become sellers, they ask how much water ?

- Customers ask one glass of milk, half full of milk and one litre of milk, and the seller gives what is requested.
- In comparing between two volumes of liquid, (container) the students need to compare A and B. The customer pours water into container. The seller guesses how much water, then measures the water using beaker.

**Pedagogy**: Thinking Skills

**Techniques**: :Group work, Practical, Cooperative learning

**Values**: Confident & Independent, Rational

**Reflection**

**DAILY LESSON PLAN**

**Theme/Learning Area**: Measuring Water

**Learning**

**Objectives:**By the end of the lesson, students will be able to:-

- Compare measurements volume of water and liquid such as paints and water.
- Use terms such as more, less, largest amount, smallest amount and the same amount as ...
- Within a given time, complete the exercises

**Activities:**- Equipped with cups, students measure how many cupfuls of water they find around the class, they jot down the amount of the containers teacher has provided.
- As they go along, they answer questions related to comparing such as

- Ship A holds _____ water that ship B.
- Ship _____ holds more water than Ship ____.

- The containers are of different heights, and water level.
- They also need to fill in their guesses first, which one holds more water . Then they start measuring.
- They write their guesses and compare. They are required to answer the worksheet.
- The aim is to prove that perception is not accurate, and use the measuring cup. S

Activity:

.

Medium profi level.

Activities:

__Intermediate:__

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