The teaching aid means the material used by a teacher to stimulate the interest of students or supplement classroom instruction. Next, the tool used by teachers to help student improve their easements and other skills. It also can realistic the illustrate or reinforce a fact or idea. Like a bottle of strawberry milk, always has the greatest volume. This is because the tallest bottle always holds more.
Then, I used this teaching aid to eliminate the problem of students to fill tall containers with water and then pour the water into a shorter container which has the same volume. The most effective method of eliminating math misconceptions is to address them immediately when observed. This is imperative, so students do not carry any further and develop a better understanding of mathematics.
In my teaching activity 1, I used water colour, containers, an ice cream cup, a plastic container, various used jell and cup. Then, I will used different sizes of containers, a pail of water, and two measuring cylinders in my teaching activity 2.
I choose that two set of teaching aids because that are suitable for all levels of students, economical and that also related to daily life. On the other hand, it suitable for all levels of students. Finally, it possible to be created.
2.0.1 Four common misconceptions
The teaching aid also consist four common misconceptions in volume and capacity of liquid. First, the Misconception 1 was Mathematical language. In this misconception, the students confusion between capacity and liquid volume. （Only containers have capacity.）Hence capacity is measured in the same units as liquid volume. For example, a wine glass may have a capacity to hold 350ml, but the liquid volume of the wine may only be 250ml.The capacity of a container is the maximum volume of liquid that it can hold..
Secondly, the misconception 2 was conservation of liquid. In this misconception, the students often believe that the amount of liquid has been changed when a set amount has poured from one container to another container of a different size. They believe that there is more liquid in the one that has the highest level. For example, the left hand containers in figures b and c.( Please refer the below picture.)
Thirdly, the misconception 3 was Reading Scales. Teacher should know that the students do not understand the measurement between marked divisions on a scale. This is because some students read the scale from different heights so that parallax. That means the difference of orientation of an object viewed along two different lines of sight. Finally, the student were occurs.
On the other hand, some students read the scale by looking at the value at the top of the meniscus . 
That means curve in the surface of a liquid, produced in response to the surface of the container or another object. It can be either concave. We also can find some students pick the container up and fail to keep it vertical when reading the scale.
Teachers must ensure that they are looking at the base of the meniscus. Encouraging students to estimate the volume and liquid before measuring will support some of these activities. They also need to ensure that students have the opportunity to use and read a range of measuring scales on real containers with different scales in different orientations.
Finally was misconception 4. That is converting one unit to another. In this misconception, we need to practical activities using a mixture of millilitres and litres should be encouraged. Then, converting millilitres to litres presents a challenge for students because it involves dividing and multiplying by 1 000.
Conclusion
Before teacher teaching the student to measure with liquids. She must pour some water into a container, such as a clean milk jug so they will be able to practice pouring from one container into another. Teacher also asks them pour the water carefully into a measuring cup. Then, the liquid practice can be messy. So we use water to practice in an area that we can easily to clean. The conclusion for the enhancing pupils learning in capacity with all measures is that student should be engaged in practical activities not paper-based ones.
