Code No.

: MTE 3112 Section A ( 20 marks ) Answer all questions in this section (t is a s&stematic wa& to measure changes in an individual$s behaviour related to +u+ils 0 learning activities Which of the following best describes the statement above? (A) (B) ( ) (!) Test Evaluation Assessment "easurement

1.

#.

Bloom$s ta%anom& for the cognitive domain in designing test items include the following' (. ((. (((. (*. *. *(. Anal&sis )&nthesis Evaluation A++lication ,nowledge -nderstanding

Arrange the cognitive s.ills according to the hierarch& from the lowest level to the highest level (A) (B) ( ) (!) (/ ((/ (((/ (*/ */ *( ((/ *(/ (((/ (/ (*/ * (((/ ((/ (/ (*/ *(/ * */ *(/ (*/ (/ ((/ (((

Code No.: MTE 3112 1. The +ur+ose of a summative test is to (A) (B) ( ) (!) assessing the mastering of s.ills b& +u+ils correct +u+ils$ mista.es immediatel& in class determine +u+ils$ achievement after a few learning units have been taught identif& +u+ils$ strengths and wea.nesses in mastering a certain s.ill which the& have learned

2. Which of the following describes a +ositive s.ewed curve (A) (B) ( ) (!) median 3 mean 3 mode mode 3 mean 3 median mean 3 median 3 mode mode 3 median 3 mean

4. "r. 5a6u conducted item anal&sis to find out the strengths and wea.nesses of test items that he had +re+ared. 7or a +articular question/ the difficult& inde% is 8.19 and the discrimination inde% is 8.84.

7rom these indices/ he concluded that the question should be re6ected because it is (A) (B) ( ) (!) eas& and can be used to differentiate between the wea. and good +u+ils eas& and cannot be used to differentiate between the wea. and good +u+ils difficult and can be used to differentiate between the wea. and good +u+ils difficult and cannot be used to differentiate between the wea. and good +u+ils

Code No.: MTE 3112 :. The following are the +roceses involved in the administration of a test' (. ((. (((. (*. hec. the candidates$ identities and their inde% numbers The candidates$ seating arrangement according to the inde% numbers hec. the number of question +a+ers suitable with the number of candidates hec. the number of answer scri+ts collected to ensure that it is the same as the number of candidates +resent during the test

Arrange the above statements in correct order (A) (B) ( ) (!) (/ ((/ (((/ (* ((/ ((( (*/ ( (((/ ((/ (/ (* (*/ (((/ ((/ (

;.

What is the aim of the Wechsler (ntelligence )cale for children? (A) (B) ( ) (!) to assess the difficult& abilit& of children to assess the affective abilit& of children to assess the cognitive abilit& of children to assess the achievement abilit& of children

9.

There are some im+ortant as+ects to be considered when constructing a good test. Which of the following is an im+ortant as+ect to be considered when constructing a classroom test? (E) (7) (<) (=) The +rinci+le of maturit& The +rinci+le of fle%ibilit& The +rinci+le of balance The +rinci+le of medium

Code No.: MTE 3112 !iagnostic testing is im+ortant to a classroom teacher. Which of the following is most li.el& to be the aim of diagnostic testing? (() (>) (,) (@) to assess the students$ error to assess the students$ wea.nesses to anal&?e the students$ wea.nesses to evaluate the students$ wea.nesses

"isconce+tion often occurs in children$s wor. in mathematics . Which of the following is most related to misconce+tion? (") (A) (B) (C) misread misinter+ret carelessness misa++lication of a 0rule$

7our students were as.ed to arrange some decimal numbers in ascending order. Which of the following students has no error? (D) (5) ()) (T) #.2 #.1; #.1; #.#4 #.1; #.#4 #.1; #.2 #.:4 #.1; #.:4 #.:4 #.#4 #.1;

#.#4 #.1; #.2 #.:4 #.1; #.2

Code No.: MTE 3112 The following is the wor. done b& a student. *. *(. *((. *(((. 8.# E 8.2 F 8.: 8.4 E 8.2 F 8.G 8.: E 8.; F 8.11 8.9 E 8.2 F

B& following his error +attern/ what is the answer to ((*) above? (A) (B) ( ) (!) 11. (A) (B) ( ) (D) 8.81# 8.18# 8.1# 1.#

The following are the areas identified within the s+ecial educational needs ode of Cractice EXCEPT

intra+ersonal sensor& andHor +h&sical communication and interaction behavior/ emotional and social develo+ment 12. Attention !eficit !isorder and Attention !eficit =&+eractivit& !isorder are characteri?ed b& +u+ils$ +roblems with attention and h&+eractivit& or im+ulsiveness. To enhance the learning of these +u+ils/ the teacher should

(A) (B) (C) (!)

assist the +u+ils individuall& re+eat the instruction several times create o++ortunities for the +u+ils to ta.e +art +rovide more homewor. and e%ercises to enhance their understanding

Code No.: MTE 3112 14. A teacher +lans e%tra activities that are interesting and challenging for a grou+ of students of mi%ed abilities as enrichment. What is the main +ur+ose of these enrichment activities?

(A) (B) (C) (D)

To inculcate the s+irit of inde+endence To increase the interest among the students To encourage +eer grou+ teaching and learning To encourage their curiousit& and the need to .now. 1:. 5emedial teaching should be inculcated as earl& as +ossible in one$s mathematic education. This is because of the ...

(A) (B) (C) (D)

difficulties faced in mathematics hierarchical nature of mathematical s.ills im+ortance of develo+ing earl& mathematical s.ills suggestions made in the Crimar& )chool (ntegrated 1;. ' urriculum (,B)5)

A Iear Two +u+il +erformed the addition of two numbers in the following wa& # : E 1 9 JJJJJJJJJ 1 1 2 What is the most suitable method to hel+ this +u+il correct his misconce+tion? (A) (B) (C) (D) <ive more similar questions for students to +ractice. -se word +roblems to illustrate the meaning of addition. -se concrete mani+ulative tas.s to illustrate the regrou+ing +rocess. !emonstrate and e%+lain the com+utation in a ste+Kb&Kste+ manner.

Code No.: MTE 3112 19. ( T is an integral +art of teaching and learning and central to good +ractice. Thus/ it could be used effectivel& to assess what +u+ils .now/ understand and can do. A wa& in which it could be a++lied +ur+osefull& to hel+ assess +u+ils$ mathematical abilit& is to use ( TKbased models and simulations to e%+lore (A) (B) ( ) (!) 1G. design of e%+eriments generation of formulae +atterns and relationshi+s higher order thin.ing s.ills

Bne of the characteristics of a good "athematics test item is its test validit&. A test item with good validit& (A) (B) ( ) (!) discriminates high and low achievers measures what it is intended to measure translates learning outcomes into diagnostics +redicts the com+etence of students in future tests

#8.

(tem anal&sis is a com+letel& futile +rocess unless its results hel+ instructors im+rove their classroom +ractices and item writers im+rove the construction of their test items. Bne of the wa&s to im+rove is to ensure that test items have (A) (B) ( ) (!) a++ro+riate difficult& level for the students to whom it is given been anal&sed +ro+erl& +rior to the adminstration of the test sur+assed a +ilot test and the validit& of its test items confirmed their res+ective indices verified with an item anal&sis ( T +rogram

Code No.: MTE 3112

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$ Section % ( &0 marks )

Answer all questions in this section (a) There are various t&+es of assessment used in evaluation which includes formative and summative assessment. )tate the differences of formative and summative assessment based on these as+ects' (i) 7ormat JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ (ii) 7ollowKu+ action JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ' & marks (

Code No.: MTE 3112 (b)

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$

"r. <oh conducted a mathematics test for his class of 18 students. = and @ are the total number of students in the high achievement grou+ and the low achievement grou+ res+ectivel& who answered the items correctl&. The high achievement grou+ and the low achievement grou+ each has 18 students. (i) om+lete Table 1 below

(tem Aumber 1 # 1

= 9 ; G

@ 4 1 #

!ifficult& (nde%

!iscrimination (nde% 8.18

8.48 8.44 8.;8

Ta#le 1 (& marks) (ii) E%+lain whether item number 1 is suitable to be .e+t in the item ban..

JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ (2 marks)

Code No.: MTE 3112

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$

(a)

A teacher is +lanning a diagnostic test for a +articular grou+ of students. )tate two reasons for the im+ortance of diagnostic testing. (i)JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ (ii)JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ' & marks ( (b) )how three e%am+les of the misconce+tion of students related to the to+ic (i) decimals JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ (ii) fractions JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ' ) marks (

(a)

(i)

)tate the definition for enrichment activit&. ' 1 mark ( JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

(ii)

There are *i+e stages in the teaching and learning of remedial activit&. Aame t,ree out of the five stages. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

10

Code No.: MTE 3112

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$

' 3 marks (

(b)

!&sle%ia is a condition that affects the +u+ils abilit& to +rocess language. !escribe t,ree strategies that can be used to hel+ +u+ils with d&sle%ia. (i) (ii) (iii) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ' ) marks (

2.

(a)

There is a lot of +otential for the use of new technologies in education es+eciall& the use of ( T assessment/ such as the use of interactive com+uting/ and courseware (com+uter based learning materials)/ which usuall& ma& include some selfKassessment for formative or summative assessment. E%+lain briefl& t-o wa&s in which ( T can be used in assessment using suitable e%am+les. (i) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

(ii)

JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ' & marks ( 11

Code No.: MTE 3112

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$

(b)

Table # below shows the scores obtained b& a grou+ of +u+ils for a +articular test item in a "athematics test. Ta#le 2 : Test item scores *or Mat,ematics test Test tem 18 +u+ils =igh )cores <rou+ 18 +u+ils @ow )cores <rou+ C,oice A 8 1 BL 4 # 2 # ! 1 1 E 8 8

)how how both the !ifficult& (nde% and !iscrimination (nde% for this test item are calculated. (i) !ifficult& (nde%

(ii)

!iscrimination (nde%

' ) marks (

12

Code No.: MTE 3112

nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$

13

Code No.: MTE 3112 Section C ( &0 marks ) Answer 2 questions onl& in this section (a) Test blue +rint +la&s an im+ortant role in increasing the validit& and the evaluation. reliabilit& of

)tate t-o reasons wh& a teacher needs to +re+are a test blue +rint +rior to setting a test. E%+lain the ste+s that need to be ta.en in order to construct a test blue +rint. (10 marks) (b) )ome educators are of the o+inion that ta.eKhome +ro6ects and assignments do not achieve the target of ma.ing students wor. inde+endentl& and with interest. )ome students ma& ta.e the eas& wa& out and ma& even co+& or +liagiarise their friends$ wor. . As such/ man& believe that schoolKbased assessment ma& cause more +roblems and adversel& affect +ublic o+inion towards ta.eKhome +ro6ects and assignments. As such/ alternative methods of schoolKbased assessment have been suggested to hel+ encourage students to wor. inde+endentl& and boost their learning efforts . (i) (ii) E%+lain what &ou understand b& the term alternative assessment? )uggest t-o such alternative assessments and discuss the im+lications of using them to re+lace ta.eKhome +ro6ects and assignments.

(10 marks)

14

Code No.: MTE 3112 (a) E%+lain five of the test characteristics and construct a diagnostic test with a clearl& stated learning outcome to be achived b& a student. (10 marks) (b) <ive three e%am+les of two misconce+tions b& &our students on the to+ic of whole numbers. 7or each misconce+tion/ e%+lain the error +attern made b& &our students and suggest a wa& to hel+ &our students to correct each misconce+tion. (10 marks)

1.

(a)

(n a mathematics classroom/ a teacher a++lies hisHher .nowledge/ e%+eriences and creativit& to generate effective teaching and learning strategies that cater to the needs of the +u+ils with various abilities and interest.

(dentif& one s&m+tom of +u+il$s visual difficulties and describe *o"r teaching strategies that can be em+lo&ed to overcome the +roblem. (10 marks)

(b)

(n a mathematic test/ the +u+ils +rovide the following answer for the addition of fraction with different denominator.

(dentif& the misconce+tion of the +u+ils and suggest a remedial activit& to overcome the +roblem. (10 marks) .

15

Code No.: MTE 3112 . /o+ernment o* Mala0sia 2010

16

Code No.: MTE 3112

MA12 N/ SC3EM SECT 4N A (20 marks) 1. #. 1. 2. 4. :. ;. 9. G. 18 11. 1#. . 11. 12. 14. 1:. 1;. 19. 1G. #8. A B A ! B A ! A ! !

17

Code No.: MTE 3112

SECT 4N % &0 marks (10 marks eac, *or 15253 6&) 1 a (i) 7ormat 7ormati+e test K (nformal (observation/ question and answer) Kformal (+a+erK+encil test in a short duration) S"mmati+e test - Ca+erK+encil test or oral test within a suitable time +eriod E%+lanation % # mar.s F # mar.s (ii) 7ollo-8"9 action 7ormati+e test K correct wea.nesses immediatel& or carr& outremedialHenrichment activities in class K re+lacing +u+ils in suitablearning grou+ s"mmati+e test - Clace +u+ils in suitable grou+sHclass - ClanHmodif& lesson curriculum - Award certificates based on achievement in e%aminations. E%+lanation % # mar.s F # mar.s (i) tem No. 1 !ifficult& inde% F 9 E 4 #8 F 11H#8 F 8.:4 # mar.s tem No.2 !iscrimination inde% F ; M 1 # mar.s 1H# (#8) F 8.28 KKKKKKKKKKKKKK

KKKKKKKKKKKKKK

(ii) 7or item no.1 / the difficult& inde% is between 8.1 and 8.9/ while the discrimination inde% is more than 8.28/ (t can be concluded that item no.1 is a ver& suitable item and can be .e+t in the item ban.. E%+lanation % # mar.s F # mar.s

# a

(i) mar.s (ii) mar.s

to locate the area of learning difficult& to identif& the learning difficult&

KKKKKKKKKKKK KKKKKKKKKKKK

# #

# b

(i)

three e%am+les related to misconce+tion on whole numbers mar.s 18

KKKKKKKKKKKK

Code No.: MTE 3112 (ii) mar.s 1 a (i)Enrichment activit& is carried out to strengthen the s.ills and conce+t taught acce+t other e%+lanations 1 mar. three e%am+les related to misconce+tion on fractions

KKKKKKKKKKKK

(ii)Clan and im+lement diagnostic test. Acsess the student +erformsnce. Clan the remedial activities. Clan and im+lement screening test. "a.e conclusion. (1 mar.s % 1 F 1 mar.s)

1 b

(i) Arrange +u+ils with d&sle%ia to sit infront the class so that the teacher can ensure the& are +a&ing attention and understand what being taught. (ii) -se multisensor& sensor& a++roach in teaching language to deliver information during teaching. (iii)Tell stor& about famous +eo+le who had trouble learning to read and write. 7unction to reduce their inferiorit& com+le% that the& are mentall& slow. ( 1 % # mar.sF : mar.s) (i) (m+roving efficienc& in conducting assessment in terms of s+eed and ease e.g. administration of multi+le choice (ob6ective) testing (ii) (ncreasing o++ortunities to e%+lore new methods of assessment using simulations e.g. mathematical modelling (2 mar.s) (i) !ifficult& (nde% # mar.s 1 mar. !iscrimination (nde% F F 8.18 # mar.s 1 mar. (: mar.s)

2 a

2 b

F 8.14 (ii)

19

Code No.: MTE 3112

1a

SECT 4N C &0 marks 20 marks eac, :"estion The reasons for a teacher to +re+are a test blue +rint' - guiding +rinci+les and +rocedures in e%ecuting the assessment of teaching and learning - to ensure that the a++ro+riate weightage for various to+ics and s.ills levels reflect accuratel& the +u+ils$ overall abilit& - facilitates test construction and enables a beginner tester to get a good test. # reasons % 1 mar. F # mar.s )te+s in +re+aring a test blue +rint K!ecide the ob6ective of the test K!ecide the content of the test K!raw a biKdirectional chart K7ill in the contentHto+ics in the vertical column K7ill in the various s.ills (levels of cognitive domain) in the vertical columns K!ecide the t&+es and number of questions for the content and s.ill Kchec. the distribution and +ercent of questions for the to+ics and s.ills 2 ste+s % # mar.s F 9 mar.s

1b

1.(b) (i) Alternative assessment K also called authentic or +erformance assessment K designed b& the teacher to gauge studentsN understanding of the lessons taught K designed so that the content of the assessment being used matches the content of what is being taught An& TWB correct e%+lanations ....................... # % # mar.s F 2 mar.s (ii) Alternative assessment methods
K "athematical tas.s given in a variet& of formats' written/ oral/ +racticalO closed or o+enKendedO real life or abstractO com+leted individuall& or as a grou+

20

Code No.: MTE 3112

K K K

observational strategies K anecdotal record .ee+ing/ annotated class lists and chec.lists questioning a++roaches K involving structured or o+enKended interviews/ self questioning/ higherKorder questions or fact recall. re+orting K either oral re+orts or written re+orts in +ortfolios/ 6ournals and Hor diaries

An& T;4 of the above methods with suitable e%+lanations andHor e%am+les ...........................................................# % # mar.s F 2 mar.s (m+lications )tudents are given o++ortunities to demonstrate the e%tent of their .nowledge/ understandings/ s.ills/ and attitudes K mar.s =el+ students +rovide feedbac. continuousl& to their teacher

An& 4NE of the above or equivalent................ 1 % # mar.s F #

#a

(18 mar.s) *alidit& M when a test fulfils its +ur+ose/ it measure what it su++ose to measure. 5eliabilit& Mthe consistenc& of a test to measure accuratel& what it su++oses to measure. The e%tent to which a +articular measurement is consistent and re+roducible Bb6ectivit& M the fainess of a test to the testee !iscrimination M able to ma.e distinction between +oor and good students om+rehensiveness M test items covers much of the content of the course Cracticall& and scoring M eas& to assign quantitative value to a test -sabilit& M a good test test is usable/ unambiguous and clearl& stated with one meaning onl& An& five of the characteristics being listed KKKKK 4 % 1 mar. KF 4 mar.s E%+laination to the five listed characteristicsKKKKK 4 % 1 mar. F 4 mar.s

#b

Three e%am+les on each misconce+tion KKKKKKKKKKK # % 1 mar.s F : mar.s !escri+tion of error +attern on each misconce+tion KKKKKKKKKK # % 1 mar. F # mar.s )uggestion for each misconce+tion KKKKKKKKKKK # % 1 mar. F # mar.s

1a

)&m+toms of visual difficulties'

21

Code No.: MTE 3112 lumsiness Coor handwritingH +oor handKe&e coordinations 7rowing and squiniting Become more tired more quic.l& than other children =eadache ( 1 e%am+les % # F # mar.s) 2 teaching strategies' 1. -se activities that encourage collaboration so that the +u+ils learn how to wor. together. #. Crovide o++ortunities for +u+ils to assiat in demonstration that can hel+ to build their selfKsteem. 1. Audio ta+e teacher instruction and e%+lanation so that the +u+ils can +la&Kbac. the demonstration for themselves. 2. 7ind out the visual needs of the +u+ils such as using blac. on the white board/ using certain font si?e on wor.sheet etc. 1 a++ro+riate strateg& F # mar.s ( 2 % # mar.s F 9 mar.s) Total F 18 mar.s 1b K "isconce+tion in addition of fraction with different denominators. K Adding the res+ective numerators and denominators without converting thm to equivalent fractions first before addition. (# mar.s) 5emedial activit& ' )te+ 1' 7old and shade a circle with different color for fraction. Each shade +arts is

22

Code No.: MTE 3112

P E P F #H# F 1 )te+ #' Ta.e another circle and devide it into 1 equal +arts. )hade one +arts F Q Therefore Q E Q E Q F 1H1 F 1 >ust add the numerator value but maintain the same value of denominator. onvert each of the fraction to equivalent fraction of the same denominator.

)te+ 1' Ta.e another circle and devide it into : equal +arts. )hade one +arts F Therefore E E E E F :H: F 1 )o/ E E F 1H:/ equivalent fraction F P And E F #H:/ equivalent fraction F Q

)te+ 2'

F P (1H:) E Q ( #H:) F 1H: E #H: F4H: onclusion ' F P (1H:) E Q ( #H:) F 1H: E #H: F4H:

23

Code No.: MTE 3112 (2 ste+s % # F 9 mar.s) Total F 18 mar.s

. /o+ernment o* Mala0sia 2010 K

24