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TUTORIAL & AMALI MTE 3109 / SEMESTER1 2013 TEACHING NUMBERS,FRACTIONS,DECIMALS & PERCENTAGES MINGGU 1

TUTORIAL ( 1 JAM )
Perbincangan: - Apakah ciri2 nombor? - Tunjukkan makna celik nombor beserta contoh.

AMALI (2 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 Make a number expander (Reys, pp176) or arrow cards for use in reinforcing reading and writing numbers Make hundred number chart and carry out Lesson Idea 8-3 (Reys: pp 177) and Activity In the Classroom 8-3(reys:pp182) What have you learnt from these two activities? (2 hrs) Task 1: In pairs, choose and prepare only one card from Activity In the Classroom 9-5 to 9-9-8(Reys:pp210212). 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) Activity 2: Form groups and each group carry out one activity based on activity 2 to 6 in pp39(Groves). -Record what happens when you try out the activity and comment on what you have learnt . Submit your comments through weekly reflective log. Activity 3: Try activity 3.13 (Qs. A-M) listed in pp48 Reader Computation Techniques and Number Sense.

Show how 201 and 120 would be represented with three different place-value models. Examine a primary mathematics text-book. How many different place-value models are illustrated? Which model is used the most? Comment if the textbook provides a good choice of models? Defend your answer. (1 hr)

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)

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.

(2 hrs)

Make a list of the standard written algorithm for the whole numbers which you believe should be included in the primary mathematics curriculum. Comment about your list compare with the views put forward by Plunkett in his article. (2 hrs)

In about half a page, summarise and present your views on whether or not children in primary school should use calculators and the way in which they could be used. In groups of suitable size, design an exercise or games where you can use abacus/calculators to teach operations of numbers. How far abacus is used in teaching whole numbers in Malaysian primary schools? Discuss with examples

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

(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.

Based on Reys (2004) Helping th Children Learn Mathematics 7 ed. pg 282 296, discuss and do activities, In the classroom 12-1, 12-2, 12-3. (1 hr)

(2 hrs) In groups: prepare suitable models for introducing fractions, including word and symbol cards(Refer Reys: pp. 289) prepare suitable models for teaching equivalent fractions, mixed numbers & improper fractions plan a teaching activity and carry out micro-teaching using the models and aids prepared (2 hrs)

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 Plan and carry out teaching steps using the aids you have prepared and use the assessment task you have designed in your tutorial (3 hrs)

Discuss the following questions: o How is multiplication of fractions different from multiplication of whole numbers? o How do you illustrate the multiplication and division of: fraction with a whole number, e.g.

3 2 5 3 1 4 2
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3 x5 = 4
,

fraction with a fraction, e.g.

In groups create four story problems that involve: multiplication of fraction with: - whole numbers and fractions; division of fraction with: - whole numbers and fraction Prepare a relevant lesson plan, the required models and teaching aids and carry out micro-teaching using the four story problems above (3 hrs)

3 1 x = 4 2

(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)

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Decimal operations Discuss the use of place value chart to help children understand decimal computation. (1 hr)

Write a lesson plan to introduce decimal computation (for an operation of your choice) by linking this topic to fraction computation. (1 hr) Construct models that can be used to help children understand percentages. Try out the model with your peers.

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Discuss with examples the use of percentages in daily lives. (2 hrs) Refer to Askey, R. (1999). Knowing and Teaching Elementary Mathematics In groups: Create real-life stories related to the practical applications of the concepts and operations learned in Fractions, Decimals & Percentages. Share the stories with peers and

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Discuss the differences between pedagogical issues & content pedagogical issues Discuss why teachers content pedagogical knowledge is crucial to effective and meaningful teaching of elementary mathematics [Read: Askey, R. (1999). Knowing and Teaching Elementary Mathematics]

(1 hr)

discuss the merits of these stories. Comment and discuss how the stories can be used in class instructions. (3 hrs)

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