Code No.

: MTE 3112
Section A
( 20 marks )
Answer all questions in this section
1.
Which of the following best describes the statement above?
(A) Test
(B) Evaluation
() Assessment
(!) "easurement
#. Bloom$s ta%anom& for the cognitive domain in designing test items include
the following'
(. Anal&sis
((. )&nthesis
(((. Evaluation
(*. A++lication
*. ,nowledge
*(. -nderstanding
Arrange the cognitive s.ills according to the hierarch& from the lowest level to
the highest level
(A) (/ ((/ (((/ (*/ */ *(
(B) ((/ *(/ (((/ (/ (*/ *
() (((/ ((/ (/ (*/ *(/ *
(!) */ *(/ (*/ (/ ((/ (((
1
(t is a s&stematic wa& to measure changes in an individual$s
behaviour related to +u+ils 0 learning activities
Code No.: MTE 3112
1. The +ur+ose of a summative test is to
(A) assessing the mastering of s.ills b& +u+ils
(B) 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) median 3 mean 3 mode
(B) 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) eas& and can be used to differentiate between the wea. and good
+u+ils
(B) 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
2
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) to assess the difficult& abilit& of children
(B) 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) The +rinci+le of maturit&
(7) The +rinci+le of fle%ibilit&
(<) The +rinci+le of balance
(=) The +rinci+le of medium
3
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$s wor. in mathematics . Which of the
following is most related to misconce+tion?
(") misread
(A) misinter+ret
(B) carelessness
(C) misa++lication of a 0rule$
7our students were as.ed to arrange some decimal numbers in ascending order.
Which of the following students has no error?
(D) #.2 #.1; #.#4 #.1; #.:4
(5) #.1; #.#4 #.1; #.2 #.:4
()) #.1; #.2 #.1; #.:4 #.#4
(T) #.#4 #.:4 #.2 #.1; #.1;
4
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) 8.81#
(B) 8.18#
() 8.1#
(!) 1.#
11. The following are the areas identified within the s+ecial educational needs
ode of Cractice EXCEPT
(A) intra+ersonal
(B) sensor& andHor +h&sical
() communication and interaction
(D) 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) assist the +u+ils individuall&
(B) re+eat the instruction several times
(C) create o++ortunities for the +u+ils to ta.e +art
(!) +rovide more homewor. and e%ercises to enhance their understanding
.
5
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) To inculcate the s+irit of inde+endence
(B) To increase the interest among the students
(C) To encourage +eer grou+ teaching and learning
(D) 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) difficulties faced in mathematics
(B) hierarchical nature of mathematical s.ills
(C) im+ortance of develo+ing earl& mathematical s.ills
(D) suggestions made in the Crimar& )chool (ntegrated urriculum (,B)5)
1;. 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) <ive more similar questions for students to +ractice.
(B) -se word +roblems to illustrate the meaning of addition.
(C) -se concrete mani+ulative tas.s to illustrate the regrou+ing +rocess.
(D) !emonstrate and e%+lain the com+utation in a ste+Kb&Kste+ manner.
6
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) design of e%+eriments
(B) generation of formulae
() +atterns and relationshi+s
(!) higher order thin.ing s.ills
1G. Bne of the characteristics of a good "athematics test item is its test validit&.
A test item with good validit&
(A) discriminates high and low achievers
(B) 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) a++ro+riate difficult& level for the students to whom it is given
(B) 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
7
Code No.: MTE 3112 nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$
Section %
( &0 marks )
Answer all questions in this section
(a) There are various t&+es of assessment used in evaluation which
includes formative and summative assessment.
)tate the differences of formative and summative assessment based
on these as+ects'
(i) 7ormat
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii) 7ollowKu+ action
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
' & marks (
8
Code No.: MTE 3112 nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$
(b) "r. <oh conducted a mathematics test for his class of 18 students. =
and @ are the total number of students in the high achievement grou+
and the low achievement grou+ res+ectivel& who answered the items
correctl&. The high achievement grou+ and the low achievement grou+
each has 18 students.
(i) om+lete Table 1 below
(tem
Aumber
= @
!ifficult&
(nde%
!iscrimination
(nde%
1 9 4 8.18
# ; 1 8.48
1 G # 8.44 8.;8
Ta#le 1
(& marks)
(ii) E%+lain whether item number 1 is suitable to be .e+t in
the item ban..
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(2 marks)
9
Code No.: MTE 3112 nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$
(a) A teacher is +lanning a diagnostic test for a +articular grou+ of
students. )tate two reasons for the im+ortance of diagnostic testing.
(i)JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii)JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
' & marks (
(b) )how three e%am+les of the misconce+tion of students related to the
to+ic
(i) decimals
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii) fractions
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
' ) marks (
(a) (i) )tate the definition for enrichment activit&.
' 1 mark (
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii) There are *i+e stages in the teaching and learning of remedial
activit&.
Aame t,ree out of the five stages.
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
10
Code No.: MTE 3112 nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$
' 3 marks (
(b) !&sle%ia is a condition that affects the +u+ils abilit& to +rocess
language.
!escribe t,ree strategies that can be used to hel+ +u+ils with d&sle%ia.
(i) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(iii) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
' ) marks (
2. (a) There is a lot of +otential for the use of new technologies in education
es+eciall& the use of (T assessment/ such as the use of interactive
com+uting/ and courseware (com+uter based learning materials)/
which usuall& ma& include some selfKassessment for formative or
summative assessment.
E%+lain briefl& t-o wa&s in which (T can be used in assessment
using suitable e%am+les.
(i) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
(ii) JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
' & marks (
11
Code No.: MTE 3112 nde! N"m#er:$$$$$$$$$$$$$$$$$$$$$$
(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
C,oice
A BL ! E
18 +u+ils =igh )cores <rou+ 8 4 2 1 8
18 +u+ils @ow )cores <rou+ 1 # # 1 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 reliabilit& of
the evaluation.
)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) E%+lain what &ou understand b& the term alternative
assessment?
(ii) )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
MA12N/ SC3EM
SECT4N A (20 marks)
1. A
#. !
1. A
2. !
4. !
:.
;.
9.
G.
18 !
11. B
1#.
.
11. A
12.
14.
1:. B
1;.
19.
1G.
#8. A
17
Code No.: MTE 3112
SECT4N %
&0 marks
(10 marks eac, *or 15253 6&)
1
a
b
(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 KKKKKKKKKKKKKK
# mar.s

tem No.2
!iscrimination inde% F ; M 1 1H# (#8) F 8.28 KKKKKKKKKKKKKK
# mar.s
(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) to locate the area of learning difficult& KKKKKKKKKKKK #
mar.s
(ii) to identif& the learning difficult& KKKKKKKKKKKK #
mar.s

#
b
(i) three e%am+les related to misconce+tion on
whole numbers KKKKKKKKKKKK 1
mar.s
18
Code No.: MTE 3112
(ii) three e%am+les related to misconce+tion on
fractions KKKKKKKKKKKK 1
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.
(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)
2
a
(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)
2
b
(i) !ifficult& (nde%
# mar.s
F 8.14 1 mar.
(ii) !iscrimination (nde%
F # mar.s
F 8.18 1 mar.
(: mar.s)
19
Code No.: MTE 3112
SECT4N C
&0 marks
20 marks eac, :"estion
1a 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 observational strategies K anecdotal record .ee+ing/ annotated
class lists and chec.lists
K questioning a++roaches K involving structured or o+enKended
interviews/ self questioning/ higherKorder questions or fact recall.
K 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 =el+ students +rovide feedbac. continuousl& to their teacher
An& 4NE of the above or equivalent................ 1 % # mar.s F #
mar.s
(18 mar.s)
#a *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:
F 4 H :
onclusion ' F P (1H:) E Q ( #H:)
F 1H: E #H:
F 4 H :
23
Code No.: MTE 3112
(2 ste+s % # F 9 mar.s)
Total F 18
mar.s
. /o+ernment o* Mala0sia 2010
K
24