SKEMA TLO RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN Program Ijazah Sarjana Muda Perguruan (PISMP) dengan Kepujian

1 3 PROGRAM: ____________________________________________________________________________ SEMESTER: ______ TAHUN: ______ Teaching of Numbers, Fractions, Decimals and Percentages MTE3109 Kursus: __________________________________________________________________________________________ Kod: ____________ 3 (2 + 1) Kredit: ____________

Minggu M1

Tajuk dan Kandungan Whole numbers

Hasil Pembelajaran To study early numbers development To explain number sense

Kuliah (jam) Pre-number concepts Counting strategies Early numbers development and number sense

Tutorial (jam) Discuss: -what are some characteristics of numbers? - Illustrate with examples the meaning of number sense (1 hr)

Amali (jam) Prepare a set of materials that can be helpful for - counting - learning basic facts (eg. Tenframe) -writing and recording numbers - Try out the resources with your peers during micro teaching (2 hrs)

ISL (jam) Reading:

Catatan

Note: i.Reys, at. el(2004). 60hrs interaction will be Helping children learn done in 12 weeks. Mathematics (7th ed.) 1 week =(a+b)hours pp.137-163 = 5 hours ii. McIntosh,A.J.(1992). Two needed revolutions from Challenging Children to Think When They Compute.QUT, Brisbane (1 hr) (a+b): a represents lecture and tutorial hours b represents practical work

(2 hrs)

M2

Whole numbers

To carry out counting strategies To represent place value in numbers

Place value representation of numbers - Grouping or trading -Developing place Value -Regrouping and renaming (2 hrs)

Reading: Show Make a number how 201 and 120 would be expander (Reys, pp176) or i. Reys, at.el(2004). represented with three arrow cards for use in Helping Children different place-value models. reinforcing reading and Learn Mathematics (7th writing numbers Exami ne a primary mathematics Make hundred number ed.) pp.166-192 text-book. How many chart and carry out Lesson different place-value models Idea 8-3 (Reys: pp 177) and (1 hr) are illustrated? Which model Activity In the Classroom is used the most? Comment 8-3(reys:pp182) if the textbook provides a What have you learnt good choice of models? from these two activities? Defend your answer. (1 hr) (2 hrs)

Reference: Booker,at.el.(1997) Teaching Primary Mathematics (2nd Ed.). pp 53-92 Or refer Booker (2004)

SKEMA TLO Tajuk dan Kandungan Number operations and basic facts Hasil Pembelajaran To construct models for addition and subtraction To construct models for multiplication and division Kuliah (jam) Models for addition and subtraction Models for multiplication and division Basic facts (1 hr) Tutorial (jam) Read about basic facts from pp. 206-224 (Reys) and discuss questions 1-6 in page 224. Summarise all the strategies for teaching basic facts (1 hr) Amali (jam) Task 1: In pairs, choose and prepare only one card from Activity In the Classroom 9-5 to 9-98(Reys:pp210-212). Play with your peers. Exchange the Activity Cards with other groups so that you get a chance to play all the 4 types. Task 2: In groups of 4, plan an activity with teaching material that can be used to reinforce basic facts. Carry out micro-teaching using the models and aids prepared (3 hrs) M4 Operation sense and computations To calculate by mental computations To make estimation in computations Mental computation -The role of mental computation Computationa l estimation - estimation skills - why doing estimations (1 hr) Group presentation of Activity 1: How did you do it? Make a summary of the methods applied based on the data collected by the whole class. Comment on the findings regarding mental computation. Activity 2: Reading: Form groups and each group Activity 1: For Tutorial carry out one activity based on W4 activity 2 to 6 in pp39(Groves). In groups of -Record what happens three, interview at when you try out the activity least 6 primary and comment on what you school children have learnt . based on activity 1 : How did you do Submit your comments it? ( pp. 38 of through weekly reflective log. Groves). Record Activity 3: different methods Try activity and present to the 3.13 (Qs. A-M) listed in pp48 class. Reader Computation Techniques and Number (1 hr) Sense. (2 hrs) Reference: i.Groves, S. (2006) Computation Techniques and Number Sense (In Week 5) ii. Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A Learner-Centered Approach (4th Ed). pp. 166-169 iii. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) ISL (jam) Reading: i. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.195-225 (1 hr)

Minggu M3

Catatan Reference: Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A Learner-Centered Approach (4th Ed). pp. 145-162

(2 hrs)

SKEMA TLO Tajuk dan Kandungan Hasil Pembelajaran Kuliah (jam) Tutorial (jam) Amali (jam) ISL (jam)

Minggu

Catatan pp.228-249

M5 Operation sense and computations To use calculators and abacus in computations To construct teaching aids for numbers

The Make a list of the In about half a role of algorithms standard written algorithm for page, summarise and - Childrens use the whole numbers which you present your views on and understanding believe should be included in whether or not children in of the primary mathematics primary school should use algorithm in whole curriculum. calculators and the way in number operations which they could be used. Comment about your list In groups of suitable compare with the views put Calculators size, design an exercise or forward by Plunkett in his games where you can use and abacus article. abacus/calculators to teach operations of numbers. (1 hr) (2 hrs) How far abacus is used in teaching whole numbers in Malaysian primary schools? Discuss with examples (2 hrs)

Reading: i. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.251-278 ii. Plunkett, S.(1979). Decomposition and all that rot, Mathematics in School, Vol 8 No. 3.pp. 2-5 (prepare Tutorial W5)

References: iii. Groves, S. (2006) Computation techniques and number sense. pp 32-35 iv. Groves,S & Cheeseman, J(1995). Beyond expectations: Using calculators with young children v. Metallo. (undated)The abacus: Its history and applications

(1 hr) Reading: Article X: i. Review: Knowing and Teaching Mathematics by Roger Howe http://www.ams.org/n otices/199908/rev.ho we.pdf (1 hr)

M6

Key issues in teaching whole numbers

To discuss issues in knowing basics facts To make recommendations in the teaching of place value To debate the mathematics knowledge of teachers

Issues in teaching whole number Kno wing basic fact Teac hing of place value Math ematics knowledge of teachers (1 hr)

Read article X and summarise the issues raised in the teaching of mathematics in primary school. (2 hrs)

Acyivity 1:In groups, discuss the issues related to the teaching of numbers that exist in our local school context. Present your issues and make recommendations on how they can be overcome. Support your presentation with references. Activity 2: Debate Training a mathematics generalist or a specialist in handling primary mathematics in school: Its impact on childrens learning of mathematics. (2 hrs)

SKEMA TLO Tajuk dan Kandungan Fractions, decimals and percentages Fractions Hasil Pembelajaran To explain the meaning of fraction and equivalent To relate mixed number and improper fraction Kuliah (jam) Conceptual development of fractions and equivalent fractions Mixed number and improper fraction (2 hrs) Tutorial (jam) Amali (jam) ISL (jam) Readings:. i. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.282-296 (Compulsory) (1 hr)

Minggu M7

Catatan Reference: ii. Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A Learner-Centered Approach (4th Ed) Pg 201-225 iii.Booker,at.el. (1997).Teaching Primary Mathematics (2nd ed.). pp 97-117 iv. Kennedy et al. (2004). Guiding Childrens Learning of Mathematics (10th ed) pg 401 420

In groups: Based on Reys (2004) prepare suitable models for Helping Children Learn Mathematics 7th ed. pg 282 introducing fractions, 296, discuss and do activities, including word and symbol In the classroom 12-1, 12-2, cards(Refer Reys: pp. 289) 12-3. prepare suitable models for teaching equivalent fractions, (1 hr) mixed numbers & improper fractions plan a teaching activity and carry out micro-teaching using the models and aids prepared (2 hrs)

M8

Fractions To carry out fraction operations (+,-,x,/)

Fractions operations addition of fractions - subtraction of fractions (1 hr)

Design an assessment task or a game [refer Kennedy et al (2004) page 474] that will help you understand whether or not your students understand operations with fractions. Discuss with your peers the effectiveness or suitability of your assessment task /game (1 hr)

In groups: Make teaching aids suitable for addition and subtraction of fraction

Reading:

Reference: i. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.296-302 ii.Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A Learner-Centered Approach (4th Ed) Pg 227-238

iii. Kennedy et al. (2004). Guiding Childrens Learning of Mathematics (10th Ed) Plan and carry out pg 457 - 477 teaching steps using the aids (1 hr) you have prepared and use the assessment task you have designed in your tutorial (3 hrs)

M9

Fractions To construct teaching aids for fraction

Fractions operations multiplication of fractions - division of

Discuss the following questions: o How is multiplication of fractions different from multiplication of whole

In groups create four story problems that involve: multiplication of fraction with: - whole numbers

Reading: i. (Refer to Week 17) Askey, R. (1999).

Reference: ii. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.296-302

SKEMA TLO Tajuk dan Kandungan Hasil Pembelajaran Kuliah (jam) fractions (1 hr) Tutorial (jam) numbers? Amali (jam) ISL (jam) Knowing and Teaching Elementary Mathematics, American Educator, American Federation of Teachers, retrieved from: http://www.aft.org/pubs reports/american_educ ator/fall99/amed1.pdf (1 hr)

Minggu

Catatan

and fractions; division of fraction with: o How do you illustrate the - whole numbers multiplication and division of: and fraction fractio Prepare a relevant lesson n with a whole number, e.g. plan, the required models and teaching aids and carry out 3 3 2 = , x5 = micro-teaching using the four 5 4 story problems above fractio n with a fraction, e.g. (3 hrs)

iii. Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A LearnerCentered Approach (4th Ed) pp 238-249 iv. Kennedy et al. (2004). Guiding Childrens Learning of Mathematics (10th Ed) pg 478 - 502 Reference: ii. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.303-309 iii.Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A Learner-Centered Approach (4th Ed) Pg 252-269

3 1 = , 4 2
(1 hr)

3 1 x = 4 2

M10

Decimals

To relate and convert fractions and decimals To represent place value in decimals

Common fractions and decimals :relationship and conversion Place value, ordering and rounding (1 hr)

Briefly outline the steps that explain the meaning of the commonly used rule divide the numerator by the denominator Discuss how rounding the divisor can assist in making an initial estimate in division with larger numbers. (1 hr)

Prepare teaching materials to introduce children to decimal notation of tenths , hundredths and thousandths. (3 hrs)

Readiing: i. Booker G. at el (1997) Teaching Primary Mathematics (2nd Ed) pg 247 249, 250-252 (2 hrs)

SKEMA TLO Tajuk dan Kandungan Decimals Hasil Pembelajaran To arrange decimals in order To round up decimals To construct teaching aids for decimals Kuliah (jam) Tutorial (jam) Decimal operations Discuss the use of place value chart to help children understand decimal computation. (1 hr) Amali (jam) Write a lesson plan to introduce decimal computation (for an operation of your choice) by linking this topic to fraction computation. (1 hr) ISL (jam) Readings: i. Cathcart, et al (2006). Learning Mathematics in Elementary and Middle Schools. A LearnerCentered Approach (4th Ed) Pg 261-269 Refer to article week 10 pg 261 269 (1 hr) Percentage To find the relationship between fraction, decimals To construct teaching aids for percentages Percentage - Relationship between fractions, decimals and percentages (1 hr) Construct models that Reading: . can be used to help children iii. Cathcart, et al understand percentages. (2006). Learning Try out the model with Mathematics in Elementary and Middle your peers. Schools. A LearnerApproach Discuss with examples Centered (4th ed) pp. 271-281 the use of percentages in daily lives. (2 hrs) iv. Kennedy et al. (2004). Guiding Childrens Learning of Mathematics (10th Ed) pp. 443-450, 508-513 (1 hr) Reference: ii. Reys, at.el(2004). Helping Children Learn Mathematics (7th ed.) pp.312-329

Minggu M11

Catatan

SKEMA TLO Tajuk dan Kandungan Key issues in teaching fractions, decimals and percentages Hasil Pembelajaran To discuss key issues in teaching, fraction, decimals, and percentages Kuliah (jam) Tutorial (jam) Amali (jam) ISL (jam) Reading: i. Askey, R. (1999). Knowing and Teaching Elementary Mathematics http://www.aft.org/pubs reports/american_educ ator/fall99/amed1.pdf (2 hrs)

Minggu M12

Catatan

Key issues in Discuss the differences Refer to teaching of between pedagogical issues & Askey, R. (1999). Knowing fractions, decimals content pedagogical issues and Teaching Elementary and percentage : Mathematics Discuss why teachers In groups: content pedagogical Stud knowledge is crucial to Create real-life stories related ent related effective and meaningful to the practical applications of teaching of elementary the concepts and operations Teacher mathematics [Read: Askey, R. learned in Fractions, related (1999). Knowing and Decimals & Percentages. Environmenta Teaching Elementary Share the lly related Mathematics] (Socialstories with peers and economic discuss the merits of these (1 hr) demands) stories. Comment and (1 hr) discuss how the stories can be used in class instructions. (3 hrs)

M13 M14 M15

Revision Revision Examination