Perancangan Pengajaran Matematik
Perancangan
adalah penting untuk mengajar matematik. Membolehkan p & p dilaksanakan secara teratur & tersusun, membina persekitaran pembelajaran yang kondusif untuk pembelajaran
Menurut Freiberg & Driscoll (1992), perancangan melibatkan
Visualizing (Membuat visualisasi). Planning is the ability to visualize the future; creating, arranging, organizing, and designing events in the mind that may occur in the classroom. Guiding (Panduan). Planning for instruction provides a type of road map or guide that assists you in creating a flow of events that have a starting and ending point. Managing (Pengurusan). Planning is a way of managing time and events. Decision Making (Membuat keputusan). Planning for teaching is the ability to make decisions about the how and what of teaching.
It gives an overview of instruction It facilitates good management and instruction It makes learning purposeful It provides for sequencing and pacing It ties classroom instructional events with community resources It reduces the impact of intrusions It provides for economy of time
It makes learner success more measurable, which assists in re-teaching It provides for a variety of instructional activities It creates the opportunity for higher-level questioning It guides substitute teachers It provides documentation of instruction It establishes a repertoire of instructional strategies.
an overall framework that arranges all topics in an intended instructional sequence
Semester plan:
contains a more detailed description of the content of these topics for a semester. A common practice is to divide a yearly plan into two semester plans.
Some guidelines for you to consider when preparing your yearly/semester plan are as follows: Identify your pupils background. Study the relevant mathematics curriculum specifications and identify the learning areas (topics), learning outcomes (skills) and contents to be taught.
Study the school calendar and identify the number of schooling weeks, lesson hours available, and expected intrusion to your lessons.
Identify the teaching and learning strategies. Identify relevant resources. Decide and plan for your strategies to evaluate your pupils learning.
Integrate various aspects such as moral values, Future Studies, thinking skills, contextual learning into your plan.
MATHEMATICS YEARLY PLAN ( YEAR TWO )
WEEK
TOPIC/LEARNING AREAS
LEARNING OBJECTIVES / LEARNING OUTCOMES
REMARKS
1. WHOLE NUMBERS
1.1 Numbers to 1000
1.1.1 Say and use the number names in familiar contexts i. Say the number names to 1 000. ii. Recognise numerals to 1 000. iii. Count up to 1 000 objects by grouping them in hundreds, tens, fives, twos and ones. 1.1.2 Read and write numbers to 1 000. i. Write numerals to 1 000. ii. Read number words to one thousand. iii. Write number words to one thousand. 1.1.3 Know what each digit in a number represents. i. Recognise the place value of numbers. 1.1.4 Understand and use the vocabulary of comparing and arranging numbers or quantities to 1 000. i. Arrange numbers to 1 000 : a. Count on and count back in ones. b. Count on and count back in twos. c. Count on and count back in fives. d. Count on and count back in tens. e. Count on and count back in hundreds. ii. Compare two numbers and say which is more or less. iii. Arrange numbers in order : a. Compare the numbers; and b. position the numbers on a number line. 1.1.5 Understand and use ordinal numbers in different contexts. i. Say ordinal numbers from eleventh to twentieth. ii. Use ordinal numbers in different contexts.
1.2 Addition With The Highest Total Of 1 000
1.2.1 Understand addition as combining two groups of objects. i. Add two numbers without regrouping : a. two 1-digit numbers; b. a 2-digit number and a 1-digit number; and c. two 2-digit numbers. ii. Add two numbers with regrouping : a. a 2-digit number and a 1-digit number; and b. two 2-digit numbers. iii. Add two numbers without regrouping : a. a 3-digit number and a 1-digit number; b. a 3-digit number and a 2-digit number; and c. two 3-digit numbers. iv. Add three 1-digit numbers.
CRITERIA for PLANNING a MATHEMATICS LESSON
Set the stage.
At the beginning of the lesson you may want to arouse students attention, capture their imagination, or possibly, just indicate how todays lesson is connected to yesterdays lesson.
Tell students your objective(s).
Students need to know the intended purpose of the lesson. What will your students be able to do as a result of the lesson?
Give directions.
Student must understand specifically what they will be doing during the lesson. Clear directions are crucial to the success of a lesson. Will students work together or alone? Will they make things? How much time do they have to complete the activity?
Provide a context for learning.
It is necessary to build a frame of reference based on past learning and projected toward future learning in order to prove some sense of continuity in learning and to help students see that learning has a cumulative effect. It is absolutely critical that you make connections between lessons.
Illustrate the key concept of skill.
Decide ahead of time exactly what your students will need to do in order to carry out the assignment. Demonstrate or illustrate the material until you feel the students have grasped the idea and are ready to work on their own.
Help your students to carry out the assignment.
Move around the classroom to provide assistance. The nature and amount of guidance will vary with such factors as student age, ability, motivation, and with the nature of the task itself.
Promote reflective thinking.
You need to allow time for students to look reflectively on their work. If you dont, you may seriously inhibit your students chances of retaining key ideas, and you may limit the lessons potential to achieve transfer of learning. These criteria are meant to give you a framework for lesson planning. Dont fall into the trap of thinking that every point has to be thoroughly accounted for every time you work with students. But remember that these criteria are based on known principles of effective teaching.
