MTE3109 (Teaching of Numbers, Fractions, Decimals dan Percentages) Minggu 1 (Whole numbers) Kuliah Pre-number concepts Counting strategies

ies Early numbers developments and number sense Place value representation of numbers o grouping or trading o developing place value o regrouping and renaming Tutorial Discuss: o What are characteristics of numbers? o Ilustrate with examples with the meaning of number sense -dalam powerpoint Amali Prepare a set of materials that can helpful for o counting o learning basic facts o writing and recording numbers Try out the resources with your peers during micro teaching. Make number expander or arrow cards for use in reinforcing reading and writing numbers. Make hundred number chart and carry out Lesson area 8-3 (Reys: pp 177) and Activity In Classroom 8-3 (reys: pp182) ISL

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2 (Whole numbers)

3 (Numbers Operations and basic Facts)

Models for addition and subtraction Models for multiplication and division Basic Facts

Show how 201 and 120 would be representation with different place-value models. Examine a primary mathematics text-books. How many different placevalue models are illustrated? Which model is used the most? Comment if the textbooks provides a good choice of models? Defend your answer. 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.

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Task 1 In pairs, choose and buat nota dari tutorial prepare only cards from Activity In Classroom 9-5 to -nota ringkas9-9-8 (Reys) o Play with your peers. o Exchange the Activity Cards with other groups so that you get

a chance to play all the 4 types. Task 2 In group 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. 4 (Operation sense and computations) Mental computation The role of mental computation Computational estimation estimation skills why doing estimations The role of algorithms - Childrens use and understandin g of alogarithms in whole numbers operations Calculators and abacus 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 material computation.

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5 (Operation sense and computations)

Make a list of the standards written alogarithm 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.

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 group of suitable size, design an exercise or games where you can use abacus/calculators to teach operations of numbers.

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6 (Key issues in teaching whole numbers)

Issues in teaching whole number - Knowing basic facts - Teaching of place-value - Mathematics knowledge of teachers

Read article X and summarise the issues raised in the teaching of mathematics in primary schools.

7 (Fractions)

Conceptual development of fraction and equivalent fraction. Mixed number and improper fraction

Based on Reys, discuss and do activities, In the classroom 12-1, 12-2 and 123.

How far abacus is used in teaching whole numbers in Malaysian primary schools? Activity 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. In groups Prepare suitable models for introducing word and symbols cards. prepare suitable models for teaching equivalent fractions, mixed numbers and improper fractions. Plan a teaching activity and carry out micro-teaching using the model and aids

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prepared. 8 (Fractions) Fractions operations additions of fractions subtraction of fractions. 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. Discuss the following question: In groups: Create 4 story problems and How the multiplication of relevant lesson that involve: fractions different from multiplication of whole multiplication of fraction numbers? with -whole numbers and How do you illustrate the fraction multiplication and division of: o Fraction with a whole division of fraction with number -whole numbers and o Fraction with a fraction. fraction Design an assessment task or game 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

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9 (Fractions)

Fraction operations - multiplication of fractions - division of fraction

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10 (Decimals)

11 (Decimal and

Common fractions and decimal (relationship and conversation) Place value, ordering and rounding Percentages Relationship

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. Decimal operations. Discuss the use of place

Prepare teaching material to introduce children to decimal notation of tenths, hundredths and thousandths.

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Write a lesson plan to introduce decimal

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Percentages)

between fractions, decimals and percentages

value chart to help children understand decimal computation

12 (Key issues in teaching Fraction, Decimal and Percentages)

Key issues in teaching of fractions, decimals, and percentages 1. Student related 2. Teacher related 3. Environmenta lly related (Socialeconomic demands)

Discuss the differences between pedagogical issues and content pedagogical issues. Discuss why teachers content pedagogical knowledge is crucial to effective and meaningful teaching of elementary mathematics

computation Construct models that can be used to help children understand percentages Discuss with example the use of percentages in daily lives. In groups, create rela-life stories related to the practical application of the concepts and operation learned in Fraction, Decimal and Percentages.

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