TUTORIAL MINGGU 1 NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

1. Maksud Number Sense

Keupayaan seseorang murid untuk menggunakan number sense supaya dapat memahami nombor.

Murid dapat menggunakan number sense untuk : o mengetahui nilai relatif nombor o membuat pertimbangan o secara fleksibel apabila menambah, menolak, mendarab atau membahagi o membangunkan strategi yang berguna apabila mengira, mengukur atau membuat anggaran.

Secara kesimpulannya, number sense adalah kemahiran menggunakan algebra digunakan, teknik matematik, daya pemikiran dan ciptaan untuk menyelesaikan masalah matematik. 2. Contoh Number Sense : i. Arrange these decimal numbers in order from the least to the greatest. .!", ."#, .21, .$% Choices: A. .21 & .!" & ."# '. .!" & .21 ( ."# C. .$% ( ."# & .!" ( .21 ). ."# & .!" ( .21 Correct Answer: A Solution: Step 1: *se the number line

TUTORIAL MINGGU 1 NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

Step 2: +he numbers are arranged in order from the least to the greatest in the number line. Step 3: So, .21 & .!" & ."# ii. Consider each of the follo,ing arrangements of dots before reading further. -hat mental strategies are likely to be prompted by each card. -hat order ,ould you place them in according to le/el of difficulty.

Card A is the classic symmetrical dice and playing card arrangement of fi/e and so is often instantly recognised ,ithout engaging other mental strategies. 0t is perhaps the easiest arrangement of fi/e to deal ,ith. Card B presents clear sub1groups of t,o and three, each of ,hich can be instantly recognised. -ith practice, the number fact of 2t,o and three makes fi/e2 can be recalled almost instantly. Card C: A linear arrangement is the one most likely to prompt counting. 3o,e/er, many people ,ill mentally separate the dots into groups of t,o and three, as in the pre/ious card. 4ther strategies such as seeing t,o then counting 2!, ", $2 might also be used. Card D could be called a random arrangement, though in reality it has been 5uite deliberately organised to prompt the mental acti/ity of sub1

TUTORIAL MINGGU 1 NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

grouping. +here are a /ariety of ,ays to form the sub1groups, ,ith no prompt in any particular direction, so this card could be considered to be the most difficult one in the set. Card E sho,s another sub1group arrangement that encourages the use 6or disco/ery7 of the 2four and one makes fi/e2 number relation. 4b/iously, using fe,er than fi/e dots ,ould de/elop the most basic number sense skills, and using more than fi/e dots ,ould pro/ide opportunities for more ad/anced strategies. 3o,e/er, it is probably not useful to use more than ten dots. 6See ne8t month2s article of de/eloping a 2sense of ten2 and 2place /alue readiness27. Cards such as these can be sho,n briefly to children, then the children asked ho, many dots they sa,. +he children should be asked to e8plain ho, they percei/ed the arrangement, and hence ,hat strategies they employed. iii.

A number is selected to place in the middle of the think board, either teacher or student selected +he students represent their understanding of the number in the centre by completing each 5uarter: a ,ritten story of the number, a picture depicting the number, represent the number ,ith symbols and a model of concrete9real items representing the number

TUTORIAL MINGGU 1 NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

Acti/ity can be e8tended by placing a calculation, fraction, decimal etc. in the centre of the board