FIELDWORK REPORT

NAME MATRIC NUMBER

FELLICIA PAMELLA FRANCIS D20161074198
FLORANITA SALUPIN D20152072055
SHEREEN KIRUBASHINI A/P D20152072102
RAJENDRAN

TITLE: TOPIC 4 VALUE OF MONEY

PLACE :TADIKA METHODIST,TANJUNG MALIM,35900 PERAK.

LECTURER’S NAME : DR MASHITAH

CODE AND SUBJECT’S NAME : KAK3013 MATHEMATICS FOR YOUNG CHILDREN

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DATE : 8 MAY 2019

TITLE PAGE

1.0 BACKGROUND OF 3
PRESCHOOL/SAMPLE

1.1 ABILITY OF 5 YEARS OLD 4

CHILDREN AND 6 YEARS OLD
CHILDREN

1.2 COMPARISON BETWEEN 5 YEAR 5-6

OLD STUDENT AND 6 YEARS OLD
STUDENT

1.3 LESSON PLAN 7-9

1.4 APPENDIX 10-14

1.5 TEACHING AIDS 15-20

1.6 ATTACHMENTS 21-23

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1.0 BACKGROUND OF PRESCHOOL/SAMPLE

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1.1 ABILITY OF 5 YEARS OLD CHILDREN AND 6 YEARS OLD CHILDREN

5 Years Old

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 Students at this age needs more attention. They also can understand
positional vocabulary, and should know what you mean when you say
things like, “on top of,” “below,” or, “next to.”

 Most of the students enjoy dramatic play. They may imagine the

value of money we have been teaching.

 Students at this age doesn’t show a wide range of emotions or exhibits

extreme behavior (unusually fearful, aggressive, shy or sad)

 Doesn’t respond to people and doesn’t play a variety of games and activities

 Is easily distracted, has trouble focusing on one activity for more than five
minutes.

6 Year Old

 Most 6-year-olds are continuing to develop longer attention spans and are
able to handle more complicated projects and tasks which is given by
teacher.

 The ability to have complex thoughts really starts to develop at this age.

 Has difficulty following two-part directions like, “Put your bag away and
then bring me your soccer uniform.”

 Most of the students will increasingly understand the difference between

"real" and "imaginary."

 They may become more interested in doing "real" things such as looking at
the real money instead of imagination or printed money.

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1.2 COMPARISON BETWEEN STUDENTS AGE SIX YEARS OLD AND
FIVE YEARS OLD

The time between 6 and 5 is one of many academic changes for young
children. Advancing in learning at this age means discovering how to map signs and
symbols like letters and numbers onto concepts to know that + means to add, or that –
means to subtract. The more able children which are the 6 years old, able to
understand how the symbol systems work, the more they are able to use math and
reading to advance learning, thinking, and problem solving compared to the 5 years
old children. One tool for advancing learning in each of these areas is the ability to
independently form inferences, a skill that is beginning to come by the end of this
period. Children at the age 6 years able to create inferences when they combine
previous knowledge and information available from the text or situation for example
using picture cues or other non-stated “hints” to draw conclusions compared to
children 5 years old. Children 6 years old able to move beyond memorization
compared to children 5 years old.

The development of math skills, like skills in reading, involves

understanding the system of written symbols. Children of 6 years old able use their
conceptual and linguistic developments in math in other ways as well, being able to
apply terms like “the number after” or “ten before’ compared to children 5 years old
does skip counting like counting by 2’s, 5’s, and 10’s. Children of 6 years old also
have the ability to use single-digit to the ability to manipulate double-digit numbers
compared to children at the age of 5 in learning identify money and count coins all
uses of the symbolic representation of numbers. In addition, children at 6, most of
them able to apply these skills to solve more complicated math problems, such as
multi-step problems. They understand the concept of "odd" and "even" numbers and
can represent numbers on a number line or with written words. Children this age
benefit from playing games that require thinking about numbers and problem solving
skills.

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Most 6 years old children begin to apply scientific thinking while formulating
rudimentary hypotheses to try and answer questions. For instance, he may suggest
having buying candies or ice cream using smaller value of money and buy toy car or
lego using bigger value of money compared to children at the age of 5 .

In conclusion, learning style may not be the only factor in how easy or
hard something is for a child to learn. According to Vygotsky theory, social
interaction with a skillful tutor what he calls the More Knowledgable Other, which
can be an adult or a skilled peer is central to child advancement. In fact, he claims that
children can most easily learn if supported within what he terms the Zone of Proximal
Development (ZPD). Providing this support is called scaffolding, which refers to the
changing level of guidance given to lead the child in learning, without taking over.
Understanding this concept allows us to understand the difference between what a
child can achieve independently and what he can achieve with support from a more
skilled partner. Working within a child’s ZPD allows them to develop advanced
abilities they can then use independently or during discovery learning.

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1.3 Lesson Plan

DAILY LESSON PLAN

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Day Monday
Date 06 May 2019
Time 11.00 AM
Age 5 years old
Number of students 13 Students
Title The value of Money
Main Spool Science and Technology
Spriral of cohesion Early Mathematics
Focus Value of money
Standart content Recognize and use different money
Learning standart Recognize Malaysia currency in the form of coins and
banknotes.
Learning outcomes 1. Sort the money according to the order
2. Identify Malaysia currency in the form of coins and
banknotes.
Existing knowledge Students have learned the concept of numbers
Teaching materials Money model, worksheet
Thinking skills Naturalist, mathematical logic, linguistic
Application of value Cooperate, hear directions, be confident.
Focus Focusing on the value of money

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 STEP LESSON CONTENT ACTIVITY NOTE

Induction What is this? 1. Students saw the money MI: lingistik

set model. naturalis,

(2 minutes) 2. The students state the name

and color shown by the
ABM: money model
teacher.

3. Students expresses the use

of money. Rating: hear the
instructions

Step 1 Value of money 1. The guru explains one by MI: mathematical

one the value of money. logic, linguistics
(8 minutes)
2. Students mention the value
of the money the teacher
ABM: money model
points out.

-Individual
Value: hear
-The group
directions,
3. Student notes the cooperate, be
characteristics of the money confident

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 KBKK:
characterizes,
identifies

MI: math logic,

linguistics
Step 2 Individualized 1. Teacher write the
currency value mathematical verse of the
(10 minutes)
recognition in class value of money on the
ABM: money model
activities. whiteboard.

2.Student identifies the value

of money and gives the Value: hear

correct money model to the directions,

teacher. cooperate, be
confident

KBKK: identifying,

1. The teacher distributed a

Step 3 Exercise MI: logic, linguistic
worksheet containing the
(15 minutes) -Worksheet logic
concept of value for money
to students
ABM: worksheet

2.Student conducts
Value: hear the
individual activities.
directions, be
convinced

KBKK: identifying,
making decisions

Closing

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 ( 5 minutes ) What is the value of 1. The teacher shows the MI: linguistic
this money? money model and the student mathematical logic
expresses its value.

ABM: mathematical
model

Value: cooperate,
convinced

Teacher reflection over Student:

 Students are very responsive and well behaved.

 Objectives has been completed as all the children involved in every activity
 Students are not shy to communicate with teachers and answers questions

1.4 Appendix

MODULE FOR TOPIC 4.0 MONEY VALUE

ACTIVITY

VALUE

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Content standard : (4.1.1) Detection and using of money

Learning standard : 4.1.2 Detect the value of money and coin.

Objective :

At the end of learning, children can :

i. The children’s know what is the value of money.

ii. The children’s can arrange the money with the correctly value.

iii. The children’s know how to use the money for something.

Strategy : learn throuhg play.

ACTIVITIES

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1. Teacher shows the picture about the money .

2. Teacher teaches the different type of money.

3. Teacher shows the real money and explain the value of money step by step.

4. The children’s asked to mention the value of money.

5. Teacher shows some model of construction and demonstrate on how to do this activity.

6. Teacher distributes the paper drawing and demonstrate how to draw the money use the pensil.

7. The children’s build their own money with the drawing paper.

8. Teacher will give the worksheet to the children and provides guidance when necessary.

TEACHER GUIDE

1. Teacher shows the real money to the children’s.

2. Teacher explain on the value of money to the children’s.

3. Teacher shows teh different value of money to the children’s.

4. Teacher mention one by one about the value of money.

5. Teacher shows some model of construction and demonstrate on how to do this activity.

6. Teacher distributes the paper drawing and demonstrate how to draw the money use the pensil.

7. Teacher will give the worksheet to the children and provides guidance when necessary.

CHILDREN’S GUIDE

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1. The children’s pay attention on the lesson.

2. The children’s follow the instruction of teacher by mention the value of money

3. The children’s observe the demonstration done by teacher to build their own money on drawing

paper.

4. The children’s present their own money with drawing paper.

WORKSHEET 1

Name the value of coin’s ?

: ______ cent

:_______ cent

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 :_____ cent

:_____ cent

WORKSHEET 2

Name the value of money ?

: RM

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 :RM

:RM

ACTIVITIES

1. Teacher show the picture of various value of coins (ex: 50 cent,20 cent,10 cent and 5 cent) .

2. Teacher explains the different value between each coins.

3. Teacher shows the real coins and explain the value of coins step by step.

4. The children will be ask to mention the value of coins when the teacher shows each coins to them.

5. Teacher shows some model of construction and demonstrate on how to do this activity.

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6. Teacher distributes the paper drawing and demonstrate how to draw the money use the pencil.

7. The children’s build their own coins with the drawing paper.

8. Teacher will give the worksheet to the children and provides guidance when necessary.

TEACHER GUIDE

1. Teacher shows the real coins to the children.

2. Teacher explain on the value of coins to the children.

3. Teacher shows the different value of coins to the children.

4. Teacher mention one by one about the value of coins.

5. Teacher shows some model of construction and demonstrate on how to do this activity.

6. Teacher distributes the paper drawing and demonstrate how to draw the picture of coins using pencil.

7. Teacher will give the worksheet to the children and provides guidance when necessary.

CHILDREN’S GUIDE

1. The children’s pay attention on the lesson.

2. The children’s follow the instruction of teacher by mention the value of coins

3. The children’s observe the demonstration done by teacher to build their own coins on drawing paper.

4. The children’s present their own coins with drawing paper.

1.5 Teaching aids

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19
1.6 Attachments

1.0 Group photo with the students

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1.2 Introducing coins

1.3 Introducing smallest value of money

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1.4 Introducing bigger value of money

1.5 Playing games

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1.6 Quiz time

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