PENYERAHAN DAN PENILAIAN TUGASAN

ASSIGNMENT SUBMISSION AND ASSESSMENT

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HBMT2203 V2
TEACHING OF ELEMENTARY MATHEMATICS PART II
SEPTEMBER 2013
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ARAHAN KEPADA PELAJAR / INSTRUCTIONS TO STUDENTS
1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul
bercetak kursus ini. / This assignment contains only ONE (1) question that is in the language
of the printed module for the course.
2. Jawab dalam Baa!a M"#a$% atau Baa!a I&''"()!. / Answer in Malay or English.
3. Muat turunkan *"+,#a* tugasan versi bahasa yang berkenaan daripada MyV! untuk
penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan
menggunakan sai" #on 12 Times New Roman dan langkau baris 1.$. % Download the language
version of the assignmn! !m"la! concerned from the MyV! for preparation and
su"mission of your assignment. #our assignment should "e typed using $% point Times New
Roman font and $.& line spacing.
&. Tugasan anda hendaklah antara 2-00 )&''a 3000 patah perkataan *).a/ termasuk rujukan.
'ilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Ja&'a& menyalin soalan
dan arahan tugasan dalam jawapan anda. 0 #our assignment should "e "etween #$%% !o &%%%
'or(s )*l+(ing references. The num"er of words should "e shown at the end of your
assignment. Do no! copy the assignment question and instructions to your answer.
$. (nda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. (nda
dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. 0 #ou must
su"mit your assignment TO ,OUR -ACE.TO.-ACE TUTOR. #ou are advised to 'eep a
copy of your su"mitted assignment for personal reference.
). Tugasan anda hendaklah diserahkan antara 12 3 102 N45"+2"( 2013 a*a% T%*4()a# 6.
*erahan !"#",a! 102 N45"+2"( 2013 a*a% T%*4()a# 6 TIDAK akan diterima. % #our
assignment must "e su"mitted "etween /!h ( 1%!h No0m1r #%1& or T+!orial 2. )u"mission
a3!r 1%!h No0m1r #%1& or T+!orial 2 will NOT "e accepted.
+. Tugasan hendaklah disiapkan secara individu. (nda dilarang meniru tugasan orang lain.
(nda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / #our
assignment should "e prepared individually. #ou should not copy another person*s
assignment. #ou should also not plagiarise another person*s wor' as your own.
PENILAIAN 0 E4A5UATION
Tugasan ini akan menyumbangkan 607 markah kepada kursus tersebut dan akan dinilai
berdasarkan kepada R%2()/ a*a% S/"+a Ja8a,a&9 % This assignment accounts for 2%6 of the
mar's for the course mentioned and shall "e assessed "ased on !h R+1ri*s or Ans'r S*hm.
(nda akan dimaklumkan tentang markah tugasan ini sebelum ,eperiksaan (khir *emester
bermula / #ou would "e informed of the assignment mar' "efore the +inal )emester !,amination
commences.
PLAGIARISME : POTONGAN MARKAH 0 75AGIARISM 8 MAR9S DEDUCTION
A+a(a& : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika
plagiarisme dikesan- markah akan dipotong seperti berikut. % :arning 8 The submitted
assignment will automatically undergo a similarity chec'. -f plagiarism is detected. mar's would
"e deducted as follows/
Tugasan dengan pertindihan kandungan antara 10 3 30 / . potongan 207 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan antara 31 3 -0 / . potongan &07 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan lebih daripada -07. Ma(/a !);a( akan
diberikan.
Assignments with 1% . &% 6 o0rla" with others/ #%6 deduction from the total mar's
scored.
Assignments with 31 3 -0 6 o0rla" with others/ 2%6 deduction from the total mar's
scored.
Assignments with mor !han $%6 o0rla" with others8 ;ro mar< would "e given.
SOA5AN TUGASAN =ASSIGNMENT >UESTION

To enable children to ac0uire computational #luency in addition- subtraction-
multiplication and division- procedures such as standard written algorithms and mental
calculation are emphasised in our primary school mathematics curriculum.
1iscuss the role and bene#its o# standard written algorithms and mental calculations in
the learning o# mathematics. !2plain how you could help 3ear Three pupils to develop
these procedures meaning#ully. *ummarise and present your points using a suitable
#ormat.
4e#er to relevant sources e.g. 3ear Three 5urriculum *peci#ications #or Malaysian
,rimary *chool Mathematics- mathematics te2tbooks- course modules- journals-
e2perienced peers- websites- etc. to complete this assignment.
!2plain what is meant by standard written algorithms and mental calculations.
6utline the standard written algorithms #or operations involving whole numbers
currently taught to 3ear Three pupils.
*uggest- with reasons- alternative algorithms #or operations with whole numbers
which you think should be included in the primary mathematics curriculum.
7llustrate T86 alternative algorithms #or any T86 operations 9one algorithm #or
each operation chosen: using relevant e2amples #rom 3ear Three topics.
!laborate on how to develop these computational procedures meaning#ully with
the help o# suitable e2amples- manipulatives and resources.
5omment on the role and bene#its o# the above mentioned procedures. ;ive
reasons why you think it is necessary to emphasise mental computation in the
classroom.
*ubmit relevant supporting documents- 4e#erences in (,( <ormat- graphic
organisers- views o# e2perienced peers- etc. as (ppendices in your report.
<T4*a#: 60 +a(/!=
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MUKA SURAT TAMAT / END OF PAGE
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I&*(4.%>*)4&:
'rie#
introduction on
scenario o#
assignment.
1e#inition or
e2planation o#
standard written
algorithms and
mental
calculation=
*igni#icance o#
ac0uiring
computational
#luency in the
learning o#
mathematics.
1 >o introduction
given.
,oor introduction on
scenario o# assignment
given.
Vague
de#inition%e2planation
o# standard written
algorithms and mental
calculation #or the
learning o#
mathematics=
>o mention o#
signi#icance o#
ac0uiring
computational #luency
in the learning o#
mathematics.
*uper#icial introduction
on scenario o#
assignment given.
*uper#icial
de#inition%e2planation o#
standard written
algorithms and mental
calculation #or the
learning o# mathematics=
'rie# mention o#
signi#icance o# ac0uiring
computational #luency in
the learning o#
mathematics.
5lear introduction on
scenario o#
assignment given.
5lear de#inition%
e2planation o#
standard written
algorithms and mental
calculation #or the
learning o#
mathematics=
5lear e2planation on
signi#icance o#
ac0uiring
computational #luency
in the learning o#
mathematics.
Very clear introduction
on scenario o#
assignment given.
Very clear
de#inition%e2planation
o# standard written
algorithms and mental
calculation #or the
learning o#
mathematics=
Very clear e2planation
on signi#icance o#
ac0uiring
computational #luency
in the learning o#
mathematics.
&
C4&*"&* ()):
1escription o#
standard written
algorithms and
relevance o#
e2amples used
based on all #our
operations to be
illustrated.
2 There is no
description o#
any standard
written
algorithm and
no mention o#
any operation
to be
illustrated.
'rie# %poor description
o# standard written
algorithms outlined #or
each operation=
4elevant e2ample
given #or only one o#
the operations
illustrated.
*uper#icial description
o# standard written
algorithms outlined #or
each operation=
4elevant e2amples given
#or two operations
illustrated.
5lear description o#
standard written
algorithms outlined
#or each operation=
4elevant e2amples
given #or three
operations illustrated.
Very clear and detailed
description o# standard
written algorithms
outlined #or each
operation= 4elevant
e2amples given #or all
#our operations
illustrated.
?
5
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C4&*"&* ())):
*uggestions o#
alternative
algorithms to be
included-
supported by
reasons #or all
#our operations=
7llustration o#
T86 alternative
algorithms #or
any T86
operations 9one
algorithm each:
using suitable
e2amples #rom
3ear Three
topics=
2
>o alternative
algorithms or
reasons given.
>o illustration
given.
(lternative algorithms
given #or all operations
were not suitable= weak
reasons given.
Vague illustration and
discussion o#
alternative algorithms
given=
!2amples selected were
not suitable.
(lternative algorithms
given #or two out o# #our
operations were suitable-
partially supported by
reasons.
'rie# illustration and
discussion o#
alternative algorithms
given=
*ome relevant e2amples
selected.
(lternative algorithms
given #or three out o#
#our operations were
suitable= supported by
sound reasons.
5lear illustration and
discussion o#
alternative algorithms
given=
4elevant e2amples
selected.
(lternative algorithms
given #or all #our
operations were
suitable= #ully
supported by valid
reasons.
Very clear illustration
and discussion o#
alternative algorithms
given=
4elevant e2amples
selected.
?
C4&*"&* ()))):
1iscussion.
!laboration on
how to help
pupils develop
the two
procedures
meaning#ully.
*uitability%
4elevance o#
!2amples%
Manipulatives%
4esources given
2 >o suggestions
on ways to help
pupils develop
computational
procedures
highlighted%
discussed.
>o suitable
e2amples%
manipulatives%
resources
given.
*uggestions discussed
lacked #ocus and were
not related to ways to
help pupils to develop
meaning#ully the
computational
procedures highlighted%
discussed.
!2amples%resources%
manipulatives given
were not suitable.
*uggestions on ways to
help pupils develop
meaning#ully the
computational
procedures highlighted
brie#ly discussed.
*ome relevant e2amples%
manipulatives%resources
given.
*uggestions on ways
to help pupils develop
meaning#ully the
computational
procedures
highlighted clearly
discussed.
Majority o# e2amples%
manipulatives%
resources given were
relevant.
*uggestions on ways
to help pupils develop
meaning#ully the
computational
procedures highlighted
very clearly discussed.
4elevant e2amples%
manipulatives%
resources given.
?
6
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4ole and bene#its
o# computational
procedures
highlighted=
4easons #or
inclusion o#
mental
calculation in the
classroom
>o mention o#
role and
bene#its o#
computational
procedures
highlighted.
>o reasons
given.
,oor discussion o# role
and bene#its o#
computational
procedures highlighted=
8eak reasons given.
'rie# discussion o# role
and bene#its o#
computational
procedures highlighted=
*ome suitable reasons
given.
5lear discussion o#
role and bene#its o#
computational
procedures
highlighted=
;ood reasons given
and clearly e2plained.
Very clear discussion
o# role and bene#its o#
computational
procedures
highlighted=
*ound- valid reasons
given and very clearly
e2plained.
E5a#%a*)4&:
*ummary.
iterature
review
;raphic
organisers
1iagrams%
,hotographs%
etc.
Views o#
e2perienced
peers
1 >o literature
review was
done.
>o summary
given.
>o illustrations
provided.
>o mention o#
views #rom
peers%
colleagues.
iterature review done
was literally copied
#rom the source%
improper re#erencing
provided.
,oor summary given.
>o graphic organiser
used.
,oor illustrations
attached.
Views #rom
e2perienced peers
vaguely e2pressed.
iterature review was
poorly done- disjointed
sentences and improper
re#erencing provided.
'rie# summary o# points
in written and graphic
#orm.
*ome e2amples o#
algorithms illustrated.
Views #rom e2perienced
peers brie#ly e2pressed.
The literature review
was ade0uately done
using proper
re#erencing and clear
language.
;ood summary o#
points in written and
graphic #orm.
Most o# the e2amples
o# algorithms clearly
illustrated.
Views #rom
e2perienced
peers%colleagues
clearly e2pressed.
The literature review
was well done- smooth
#low o# language and
accurate re#erencing
was used.
Very good summary o#
points in written and
graphic #orm.
(ll e2amples o#
algorithms #ully
illustrated.
Views #rom
e2perienced peers very
clearly e2pressed.
&
7
C4&>#%!)4&:
'rie# conclusion
on the impact%
implications o#
developing
standard written
algorithms and
mental
calculation
meaning#ully in
the learning o#
mathematics.
1 >o conclusion
provided.
>o clear conclusion
given= abrupt end to
piece o# writing.
8eak conclusion- poor
wrapping@up.
5lear conclusion
written.
Very clear- coherent
and apt conclusion
written.
&
O('a&)!a*)4&:
9<ormat% 8riting
o# report:
1 >o attempt at
organising
piece o# work
observed.
1isjointed piece o#
writing submitted.
Anable to link
suggestions to the
points%e2amples
highlighted.
,oor representation o#
ideas in report submitted.
Bapha"ard%weak attempt
to link some suggestions
to the points%e2amples
highlighted.
5lear and systematic
representation o# ideas
noted in report.
(ble to link most
suggestions to the
points%e2amples
highlighted.
5reative and
interesting
representation o# ideas
noted in report.
(ble to link all the
suggestions to the
points%e2amples
highlighted.
&
TOTAL MARKS &C
0 1a2aran adalah "erat sesuatu "ahagian "ergantung pada 'epentingan ma'lumat yang diperlu'an.
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La+,)(a& II: CONTOH PANDUAN PELAJAR
(nda dinasihatkan.
1. Merujuk kepada modul dan sumber@sumber bercetak lain atau sumber dalam internet
yang boleh dipercayai 9contohnya sumber yang disediakan oleh orang atau organisasi
yang mempunyai reputasi yang baik: diperlukan untuk memahami konsep sebelum
pelajar dapat memberi contoh yang tepat dan sesuai.
2. 'uat pencarian di internet berkaitan computational techniques seperti standard dan
alternative algorithms serta mental calculation untuk mendapatkan pelbagai maklumat
berkaitan tugasan.
3. Melakukan lawatan ke pusat sumber%sekolah berdekatan bagi mendapatkan maklumat
berkaitan tugasan. 9A)/a ,"(#%:
&. Membincangkan dengan guru matematik sekolah anda bagi mendapatkan khidmat
nasihat dan bantuan yang diperlukan untuk meningkatkan pengalaman pembelajaran.
$. Menggunakan gambarajah%lakaran untuk membantu anda menjelaskan hujah jawapan
tugasan. 9A)/a ,"(#%:
La+,)(a& III: CONTOH PANDUAN TUTOR
1. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan
penulisan.
2. Mencadangkan <ormat yang sesuai bagi setiap sub tajuk.
3. Memeriksa dan menanda tugasan pelajar dan seterusnya memberi markah dan
memasukkan markah ke dalam 6M!*. 9A)/a ,"(#%:
&. Mencadangkan buku@buku rujukan untuk panduan pelajar. S)#a >a.a&'/a& 2%/%32%/%
(%A%/a& +"&')/%* 2).a&'9
$. 5adangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan 5etak serta
lampirkan artikel bersama tugasan. 9A)/a ,"(#%:.
). Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman
web dengan betul. ;una gaya (,(.
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