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Index

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Index . 1 Introduction 2 Definition of Algorithm..3 Rounding Strategies ...4 Real life Rounding Strategies 5 Lesson Plan.9 Reflection .13 References 14

Introduction This assignment first and foremost talks about algorithm in mathematics , the first part of it is about the definitions of algorithm turns out algorithm was discovered by Khwarizmi and algorithm is actually made out of steps and a set of rules of solving mathematic problems. The second part of the assignment talks about rounding off strategy that has to do with distribution, commutative and associative laws, five different examples and strategies are being given. While the third part of this assignment is about rounding off strategy that has to do with real life teaching situation, there are five different strategies such as water level strategy, steep hill strategy, number line strategy, rounding chart strategy and rounding songs strategy. Well, of course despite the use strategies there are also steps given in order to give an idea on how to carry it out in the classroom. The last part of this assignment is about constructing a lesson plan based on the ability of the students, the lesson plan will be divided into three parts preparation, presentation and conclusion. After writing the lesson plan, there will be interesting and creative slides on teaching materials and in the end there is a reflection based on the response of the students toward the lesson. The main objective of this particular assignment is very simple which is to help teachers not only to understand the theory of mathematics but the most important is to understand the strategy of solving mathematics problems while using the most interesting, creative and simplest method apply it to the real life classroom teaching. This assignment also helps the teachers to find out and think about teaching methods that will suit the level of the students, for example for primary one students, using interesting and colourful visual aids will attract their attention toward the topic thus using the easiest way to make them understand.

The word Algorithm is actually named after the 9th century Persian mathematician AlKhwarizmi which is also cited as The Father of Algebra Algorithm is a step by step solution to mathematic problems, other than mathematic problems algorithm is being used by us on daily basis to solve problems because it is like a set of rules which if done properly will give us correct answers each time. Algorithm in another way is like a cooking recipe for mathematics because it generally repeating a series of steps over and over. Rounding Strategies Balancing Strategy This strategy involves taking one or more from one added and adding it to the other. For example, 32 + 45, we can take the digit 5 from 45 and add on to 32 so naturally 32 becomes 37 in that case 37 + 40 = 77. 32 + 45 = (45-5) + (32+5) = 40 + 37 =77 Compensation Strategy Substitute a compatible number for one of the numbers. For example 47 + 29, we can round off 29 to 30 then add on 47 equals to 77, after that we can subtract 1 and the answer will be 76 47 + 29 = (47+ 30) -1 = 76 Front End (left to right) Strategy This strategy involves adding the front end digits and proceeding to the right. For example, 235 + 124 can be calculated like this, (200 + 100) = 300 (30 + 20) = 50 (5+4) = 9 automatically we know the answer is 349. Equal Additions Strategy for Subtraction Add the same number to both then subtract.

For example, 84-58 we can add on 2 to both 84 and 58 so they become 86 and 60, 86-60 also equals to 26. 84-56 = (84 +2) (58 +2) = 86-60 = 26

Compatible Number Strategy First, we have to think of what number will make the power of 10. For example, 100 54 we can think about 46 + 54 = 100 100 54 = ? 54 + (?) = 100 So the answer is 46.

Real life Rounding Strategies Water Level

Before we start a lesson, we need to give an background knowledge to the students and it can be done by some visual activities. The teacher can start to do so by filling up glasses or bottles with different amount of water. The teacher can ask the students to determine the water level is closer to the top or bottom of the glasses. Teacher can also ask the student to imagine if the glass has lesser water that means it is nearer to 0 and if the glass has water that more than half a cup that means the water level is nearer to 10. For example, given the question 28, the teacher can use a marker to label the level of water n label down 28 on the bottle and the teacher can ask the students whether 28 is nearer to the bottom of the bottle which symbolizes 20 or the lid of the bottle which symbolizes 30. Steep Hill

Another simpler and common way for a teacher to teach students about rounding numbers. Teacher can use a picture of steep hill with 5 at the sharply rounded top of the hill, numbers 0-4 going up the hill on the left while 6 to 10 going down the hill on the right. Teacher can create a car and tell the students that if the car stops at the steep hill from 1 to 4, the car will roll down the hill to 0. If the car stops at the numbers by 6 to 9 while going down the hill the car will lose control due to the weight of the car and roll down the hill. This is just to give a background knowledge to the students to grasp the concept of rounding numbers. After that, teacher can proceed to using the technique number line to show clearer concept rounding number.

Number Line

Teacher can start the lesson by providing the students number line, teacher labels the numbers on the line. Teacher can show the students the digit clearer by color coding the digits, examples ones place is purple, ten place is green while hundred place is yellow. Teacher can ask the students to read the numbers and the underline the talking digit, underlining the digit is for the students to identify whether they are rounding to ten or hundred. Using the number line, teacher place the number on top of the line, in order to encourage the involvement of the students teacher can ask the students to come forward and move the number closer to left or right side of the number line. If the student did wrongly, teacher can try to explain the students the reasons behind it.

Rounding Chart

If students still find it hard to grasp the concept of rounding number, the teacher can use the rounding chart. What is function of rounding chart? Is it the same with number line? Well it turns out the rounding chart and number line are two different methods. Rounding chart means breaking out the numbers from 1 to 10, from 100, 101, 102 to 110, 110, 111, 112 to 120 row by row from left to right. Teacher will have to get ready stripes of papers or peep hole cards , each peep hole card or stripes of card is one row wide and nine columns long. Besides, each card has square cut-out space positioned for one number position in column, for example one card position between first and the last number in a row will reveal the second number in the row, the second card when position between the first and last number in a row will reveal the third number in the row. Teacher can start the lesson by introducing the rounding chart, teacher can underline the digit in order to identify a number to be rounded or whether it will be rounded to the nearest ten or hundred. Teacher can explain to the students how to identify the talking digit and what number on the round to nearest ten chart or round to nearest hundred chart the strip of card or the peep hole should be placed (teacher can use either one), in that case students will have to choose the appropriate strip of card to use and place it between the lesser and greater tens or the lesser or greater hundreds. After the student placed the card, teacher can highlight which ten or hundred to round by pointing out the distance between the number they are rounding, each ten or hundred.
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Rounding Songs For most of the children, understanding the concept of rounding numbers might not be an easy task especially those in their tender age. According to a recent research, concentration of a child is basically around 15 to 20 minutes, after that they will tend to forget what they have learnt, not to mention as complicated as rounding numbers. In that case how can a teacher help them to remember the application of rounding numbers? The easiest method for a child to remember is through rhymes n songs, for example: "If You're Rounding and You Know It" Sung to the tune of "If You're Happy and You Know It..." If it's 5 or greater you go up. (clap)(clap) If it's 5 or greater you go up. (clap)(clap) If it's 5 or greater, if it's 5 or greater, if it's 5 or greater you go up. If it's 4 or less leave it alone.(clap)(clap) If it's 4 or less leave it alone.(clap)(clap) If it's 4 or less, if it's 4 or less, if it's 4 or less leave it alone. Everything to the left stays the same. (clap)(clap) Everything to the left stays the same. (clap)(clap) Everything to the left, everything to the left, everything to the left stays the same. Everything to the right becomes a zero. (clap)(clap) Everything to the right becomes a zero. (clap)(clap) Everything to the right, everything to the right, everything to the right becomes a zero. The teacher can ask the students to read the lyric first and the teacher will explain to them the meaning of each and every line. However , a teacher also should not just ask the students to sing along the song blindly. Before introducing this method to the students, teacher will have to explain to them the reason and the application of rounding numbers, so that students will understand and remember well when they sing along the song.

LESSON PLAN Class Time Topic Level : Year 1 : 60 minutes : Rounding Numbers : Intermediate

Learning Objectives : At the end of the lesson, the students should be able to: i. Answer at least two questions correctly based on their observation to the water level whether it is nearer to the 10 or 0. ii. Get at least 3 out of 6 questions correctly when the teacher ask the students to roll the dice and tell the answer to the partner. Teaching aids : Bottle, water, marker, dice

Stages Preparation (10 min)

Teaching Aids Bottle, water, marker

Teachers activity Students activity 1. Teacher sets up a bottle, 1. Students will listen teacher labels the bottle with 0, 5 and 10. The teacher will explain to the students if the water 2. Students answer the level is more than 5 that means it will nearer to the lid which represents 10. Teacher will ask a few questions for questions being asked. attentively.

warming up for example Is 7 nearer to 10 or 0? Presentation (20 min) Students

1. Teacher ask 11 students to line up in a straight line.

3. Students will line up shoulder to shoulder.

2. In that row of students, each student is representing a number. For example number 40 to 50

3. Let the students line up shoulder to shoulder, but number 40 and 50 will have to stand two steps forward than the rest. 4. The teacher will call out the numbers, as the students heard 4. Number 40 and 50 must
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their own number is

pretend that they are houses and a child

being called, they will have to run to the nearest shelter whether it is left or right.

leaves house number 47 and goes for a walk and it begins to rain. She must run to the nearest ten for shelter. Ask the student what number she stopped at and at which number she started at. Ask the learner if it is quicker to run to 50 or to 40 if you started at number 47. Always

count to see which way is quicker.

Conclusion (30 min)

Dice

7. Teacher refreshes back what they have

5. Students will roll the dice, while their

learned by asking the students to roll two dice in pairs (left hand side represent ten

partners will check their answers. Two of them can take turn to roll the dice.

while right hand side represents one) after the students roll the dice, they will have to tell their partner the nearest number to the number of the dice, for example the student
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roll the dice and got the number 33 he has to tell his partner the nearest number to 33 and his partner will have to check and think whether his

answer is correct or incorrect. Each of the students can take turn to roll the dice.

8. Teacher better students

can whether

know the 6. Teacher goes around could the classroom to the

understand well the concept of rounding numbers

facilitate students.

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Reflection Students did understand the whole concept of rounding numbers, they do understand that 6,7,8, and 9 are nearer to 10 than 0. This could be observed from the first activity, they gave 5 questions correct out of 5 questions being asked even for the weaker students they could give 4 correct answers. They could understand easily also because the answer is simply based on observation. However, due to the reason this class has students with different abilities majority of the good students could understand well, as in they gave 4 correct answers when they were given 7 questions in Activity 2, students could find their way to the nearest shelter even for the weaker students, only for numbers like 45 they would confused whether they should head to the left or the right. So, I gave them a number line and explain to them that digit 5 is actually nearer to 10. After that they did response well to the activity. As for the last activity, I have to say at first students were quite confused especially they were given numbers like 76 and they will have to round to number to the nearest digit which is 80. I was in dilemma whether I should tell the students the method of adding 1 to 7 and then round the 6 to 0. However, I realized that I shouldnt confuse them as they were still young and I should just stick to my method from my last two activities so I asked the students whether 76 is nearer to 80 or 70, I even reminded them about the shelter game we played in Activity 2. Finally, they were able to relate to the previous activity and could give me 3 correct answers from 5 questions given. At the first 10 minutes, students did find it difficult to round the numbers from the dice once they saw the numbers, so they wrote down the numbers before they round up the numbers. Slowly, they started to grasp the concept and they improved a lot and became more spontaneous when the game went on. Majority of the students could do well only 3 to 4 weaker students they might need more practice and reinforcement, in that case I can say my objectives are being achieved.

(2670 words)

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References: Commutative, Associative and Distributive Laws.(n.d) Retrieved from :

http://www.mathsisfun.com/associative-commutative-distributive.html Algorithms and Arithmetic in Everyday Mathematics. (n.d). Retrieved from: http://instruction.aaps.k12.mi.us/EM_parent_hdbk/algorithms.html Rounding Off Numbers. (n.d) Retrieved from: http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/roundoff.html Rounding Numbers. (n.d). Retrieved from: http://www.mathsisfun.com/rounding-numbers.html Rounding Numbers. (n.d). Retrieved from: http://www.factmonster.com/math/numbers/rounding.html Rounding Numbers. (n.d). Retrieved from: http://www.sd91.bc.ca/frenchj/My%20Pages/Math%20lessons/Numbers_Estimating&Rounding. html

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