TUTORIAL & AMALI

MTE 3093E / SEMESTER 4/ 2014

MENGAJAR NOMBOR,PECAHAN,PERPULUHAN,PERATUSAN & WANG
MINGGU TUTORIAL ( 1 JAM ) AMALI (2 JAM)
1
Perbincangan:
- Apakah ciri2 nombor?
- Tunjukkan makna celik nombor
beserta contoh.
Prepare a set of materials
that can be helpful for
- counting
- learning basic
facts (eg. Ten-
frame)
-writing an
recoring numbers
- Tr! out the resources with !our
peers uring micro teaching
2
"how
how 2#$ an $2# woul be
represente with three ifferent
place-%alue moels.
&'amine
a primar! mathematics te't-
book. (ow man! ifferent
place-%alue moels are
illustrate? )hich moel is
use the most? *omment if the
te'tbook pro%ies a goo
choice of moels? +efen !our
answer.
,ake a number e'paner
(-e!s. pp$/0) or arrow cars for
use in reinforcing reaing an
writing numbers
,ake hunre number chart
an carr! out 1esson 2ea 3-4
(-e!s: pp $//) an Acti%it! 2n the
*lassroom
3-4(re!s:pp$32)
)hat ha%e !ou learnt from
these two acti%ities?
3
-ea about basic facts from
pp. 2#0-225 (-e!s) an iscuss
6uestions $-0 in page 225.
"ummarise all the
strategies for teaching basic facts
Task $:
2n pairs. choose an prepare onl!
one car from Acti%it! 2n the
*lassroom 7-8 to 7-7-3(-e!s:pp2$#-
2$2).
Pla! with !our peers.
&'change the Acti%it! *ars
with other groups so that !ou get
a chance to pla! all the 5 t!pes.
Task 2:
2n groups of 5. plan an
acti%it! with teaching material that
can be use to reinforce basic
facts.
*arr! out micro-teaching using
the moels an ais prepare
4
9roup
presentation of Acti%it! $: :(ow
i !ou o it?;
,ake a
summar! of the methos applie
base on the ata collecte b!
the whole class.
*omment on the
finings regaring mental
computation.
Acti%it! 2:
<orm groups an each group carr!
out one acti%it! base on acti%it! 2 to
0 in pp47(9ro%es).
--ecor what happens
when !ou tr! out the acti%it! an
comment on what !ou ha%e learnt
.
"ubmit !our comments
through weekl! reflecti%e log.
Acti%it! 4:
Tr! acti%it! 4.$4
(=s. A-,) liste in pp53 -eaer
:*omputation Techni6ues an
>umber "ense.;
5
,ake a list of the stanar
written algorithm for the whole
numbers which !ou belie%e
shoul be inclue in the primar!
mathematics curriculum.
*omment about !our list
compare with the %iews put
forwar b! Plunkett; in his article.
2n about half a
page. summarise an present
!our %iews on whether or not
chilren in primar! school shoul
use calculators an the wa! in
which the! coul be use.
2n groups of suitable si?e.
esign an e'ercise or games
where !ou can use
abacus@calculators to teach
operations of numbers.
(ow far abacus is use in
teaching whole numbers in
,ala!sian primar! schools?
+iscuss with e'amples
6
-ea article A an
summarise the issues raise in
the teaching of mathematics in
primar! school.
Ac!i%it! $:2n groups. iscuss the
issues relate to the teaching of
numbers that e'ist in our local school
conte't.
Present !our issues an
make recommenations on how
the! can be o%ercome. "upport
!our presentation with references.
Acti%it! 2: +ebate
Training a mathematics
generalist or a specialist in
hanling primar! mathematics in
school: 2ts impact on chilren;s
learning of mathematics.
7
Base on -e!s (2##5) (elping
*hilren 1earn ,athematics /
th

e. pg 232 C 270. iscuss an
o acti%ities. D2n the classroom
$2-$. $2-2. $2-4E.
2n groups:
prepare suitable moels for
introucing fractions. incluing
wor an s!mbol cars(-efer
-e!s: pp. 237)
prepare suitable moels for
teaching e6ui%alent fractions.
mi'e numbers F improper
fractions
plan a teaching acti%it! an carr!
out micro-teaching using the
moels an ais prepare
8
+esign an
assessment task or a game Grefer
Henne! et al (2##5) page 5/5I
that will help !ou unerstan
whether or not !our stuents
unerstan operations with
fractions.
2n groups:
,ake teaching
ais suitable for aition an
subtraction of fraction
Plan an carr! out
+iscuss with
!our peers the effecti%eness or
suitabilit! of !our assessment
task @game
teaching steps using the ais !ou
ha%e prepare an use the
assessment task !ou ha%e
esigne in !our tutorial
9
+iscuss the following 6uestions:
o (ow is multiplication of fractions
ifferent from multiplication of
whole numbers?
o (ow o !ou illustrate the
multiplication an i%ision of:
fraction
with a whole number. e.g.
= 2
5
3
. 5
4
3
x J
fraction
with a fraction. e.g. =
2
1
4
3
.
2
1
4
3
x J

2n groups create four stor! problems
that in%ol%e:
multiplication of
fraction with:
- whole numbers
an fractionsK
i%ision of fraction with:
- whole numbers
an fraction
Prepare a rele%ant lesson plan. the
re6uire moels an teaching
ais an carr! out micro-teaching
using the four stor! problems
abo%e
10
Briefl! outline the steps that e'plain
the meaning of the commonl! use
rule :i%ie the numerator b! the
enominator;
+iscuss how rouning the
i%isor can assist in making an
initial estimate in i%ision with
larger numbers.
Prepare teaching materials to
introuce chilren to ecimal
notation of tenths . hunreths
an thousanths.
11
+ecimal operations
+iscuss the use of place %alue
chart to help chilren unerstan
ecimal computation.
)rite a lesson plan
to introuce ecimal
computation (for an operation of
!our choice) b! linking this topic
to fraction computation.
11
*onstruct moels that can
be use to help chilren
unerstan percentages.
Tr! out the moel with !our
peers.
+iscuss with e'amples the
use of percentages in ail! li%es.
12
+iscuss the ifferences
between peagogical issues F
-efer to Aske!. -.
($777). Hnowing an Teaching
content peagogical issues
+iscuss wh! teachers;
content peagogical knowlege is
crucial to effecti%e an meaningful
teaching of elementar!
mathematics G-ea: Aske!. -.
($777). Hnowing an Teaching
&lementar! ,athematicsI
&lementar! ,athematics
2n groups:
*reate real-life stories relate to
the practical applications of the
concepts an operations learne
in <ractions. +ecimals F
Percentages.
"hare the stories
with peers an iscuss the merits
of these stories.
*omment an
iscuss how the stories can be
use in class instructions.