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Introduction

Hello and Good Day Everybody !
I am a new teacher in the school named Sekolah Menengah Kebangsaan Datuk Bendahara. This school is situated in Jasin, Melaka.
I am accepted to be one of the Guru Sandaran Terlatih (GST) here. There are 10 of us, my batch joined the schools in 27th June 2011.
In this blog, I share with you my experience and great things that are happening to me in the school.
There are also notes and things for good English class usages, so feel free to browse them whenever there are gaps between classes.
My mentor here is Hajjah Zaorah and she has been guiding me to be a better English teacher.
Thank you !
.
In this blog, I have uploaded
Literature lesson plans for form 4 and 5
working papers, reports after programmes, yearly uniform body reports, weekly reports, sponsorship letters, sample of memos and thank you notes, short stories and others.



Happy teaching, teachers !
Here is a good link to English Materials:

http://www.ppdjasin.edu.my/unitakademik/index.php?option=com_content&view=article&id=47&Itemid=54

Pengikutku, Sila jadi pengikut untuk blogs saya !

Wednesday, June 6, 2012

OUM MATHS ASSIGNMENT



Introduction
The level of competency among standard four students are different from each other. This assignment aims to expose to the latest techniques that has been proven in schools. These techniques are entertaining and educational, in other words they are edutaining. The first activity tackles the problem the students are careless when they subtract. Students must be able to identify the words and phrases that are used in the question and determine what algorithm is needed. solve 4 major problems in solving division task. In division, the students use the times-table and subtraction method. It also tests students on the skills of recognising small and big numbers.
Students are introduced to the concept of subtraction using the formula. They are shown on how to solve the dividing number on the white board. They are given a problem, and they have numbers from 1 to 9 printed on cards, and they arrange the numbers according to the correct method. They use the buttons to represent zero. The exercises are shown, and they In this assignment, the aim is to expose to the latest techniques that has been proven in schools. These techniques are entertaining and educational. The errors are visible at question sample no 1, 2 and 3.
First error: The students are careless when subtracting between 2 numbers.
They comprehend the questions and they arrange the numbers in a normal way, but the error happens when they did not subtract correctly, they become careless. This makes them to make an error. They arranged the numbers according to the standard method, but they subtract upwards. This error happens when they have done an error when they multiply the number. When they cannot find the correct way, they do not make correction, instead they carry on subtracting. For example, 1526 / 20= They still do this 15-20=5. The standard method is to subtract 152 to 140, which is the nearest and a lower value than 150(152-140=12).
The pupils understand the concept of division, they divide the numbers according to the normal way, it is just that they are do not subtract correctly, such as 23-3= 19, 15-3=9 and 18-4=8. It makes the error and then the error will affect the method .It happened when the pupils is careless because they want to finish up answering quickly. A simple subtraction such as 26-3 will be answered as 24. The problem with dividing is it will involve only subtraction and multiplication, and there is no addition, but if the student makes an error in the process of dividing, then it will not get the correct answer. This is perhaps they are hasty in doing the work, or they subtract mentally but they are unable to complete the task.



Second error: Students do not understand the concept.
            Students come to school with varied language experience. While some students utilize Standard English, others may use a local dialect or speak a different language at home. There will be some children who speak very little even though they may talk a lot at home. One of the errands of teachers is to extend their use of language. Speech not only facilitates the child’s successful manipulation of objects but also control the child’s own behaviour. In this case, misunderstanding will happen, and the students are not able to grasp a question’s requirements. Students have a low competency level and they do not understand the concept of the question.
The question requires the students to answer by division, but the students answer by addition and subtracting. Students also do not understand what the question means, although the question is in Bahasa Malaysia and English, they are in both languages. They also do not understand the technical terms, when it is presented as a case study, and that makes them not to be able to understand it. They are able to solve the problems when they are presented in numbers only.
When they read a case, such as Mr Salleh divides his RM 5 for all of his 5 sons. How much will one son gets? Instead of dividing the amount RM  using the normal way, they multiply RM 5 with 5= RM 25. The second sample is Ali has 235 stamps and he gives them equally to his three siblings. How many does one has? In this case the student just use the concept of subtraction, that is 235-3= 232, so he thinks each siblings get 232 stamps which is illogical. The second error is they do not understand the meaning of the technical terms, for example, they understand the meaning of the words, they can read either in Bahasa or English or both, but they do not get what the question wants. This situation makes them not be able to fulfil the questions’ requirements. They must divide between 2 numbers, but they happened to add together, subtract from one another and multiply between the two numbers
Third error: The students did not write zero number at the end of the answer.
Zero is one of the most important concept in maths. Zero is used as a place holder: For example in number 400 ,the zero after 4 tells students that the "tens' column is empty and the zero on the right tells that unit' column is also empty. The only column with any value is the hunderds column. Students would have written 400 as only 4 , which is not the number they meant,if there would not be anything to indicate that two right-hand columns were empty. Students would not be able to distinguish 19081 from 1981 if zero is there.
 The students think the zero number do not have a value, valueless, such as when zero stands on its own. They think zero put at the end of a number, such as 300 carry similar value when they are put in front of a number, like 003.  The first error is visible in the first question, where the zero number is not written. The solution is there is a game of dividing, where the answers need to be arranged. The zero is represented with buttons, instead of writing the zero number on manila cards.
Fourth error: They divide a small number with a bigger number.
The students divide the first number’s value with the dividend that involved two digits. They cannot understand that a one digit number cannot be done in such a way.   When they get a question, such as 1526/20, they divide the first two digits of 1526, that is 15 with 20 and they arrive at the solution, 15 can be subtracted with 20, and they subtract upwards. They receive the first equation to be 5. When they proceed, they subtract 52 with 40, which is the nearest multiplication number to 20, that is 20 X 2= 40.
Improvement:

Improvements for First error: The students are careless when subtracting between 2 numbers.
Stress to the pupils to multiply the correct way, on how to get the nearest value for a number, for example, 5 multiply by what number will get 12, or the nearest and has a lower value  from it. arrange the bigger number must be on top of the smaller number. Ask them to count correctly and if possible, use realias such as marbles, straw or sempoa. When it involves a subtraction between 2 digit number, they will find they have to regroup during the subtraction process. In this part, teacher shows the way to subtract, such as 24-16= ?

Improvements for Second error: Students do not understand the concept.
The way to effectively translating and solving word problems is to read the problem fully. Tell students do not start trying to solve anything when they only read half a sentence. They have to get a feel for the whole problem; try first to see what information it has. The students must coin out the phrases that indicate that an operation is required.
The students are given the keywords, teacher stresses on the key words such as difference, balance and remainder, plus and addition, equal sharing, grouping involving dividing and altogether. They are exposed to examples of case studies related to the usage of the keywords. They are also given more exercises to solve the problems, to familiarize the students with problem solving. The students highlight the keywords in the question so they can see clearly the question’s needs.
There are special names for each number in a division: dividend ÷ divisor = quotient. Let us look at the example, 12 is the dividend, 3 is the divisor and 4 is the quotient.
Remind the students about key words such as remainder, difference, sharing, plus and altogether. Vary and add more problem solving so the pupils will become familiar. The students must read the questions carefully, underline the key words in the question.

Improvements for third error: The students did not write zero number at the end of the answer.
            Remind the students that a zero has value , and it is essential to put the zero when it is required. A zero before a number has zero value, but a zero after a number has value.  Ask every students to solve problems on the board.

Improvements for fourth error: They divide a small number with a bigger number.
While teaching, stress to the students that a one digit number cannot be divided for a 2 digit number. Teacher gives simple questions that involves dividing a one digit number, then dividing a two digit number. Teacher makes group work and peer teaching so the students understand.
Activity for First error: The students are careless when subtracting between 2 numbers
Students are gathered into groups of four. They are given cards containing numbers, each card has a number written on it. They are given 9 situational cases and 1 direct question. They have to arrange the numbers so it represents the question using the number cards.
They solve the problem in groups. When it’s discussion time, every  group will show the numbers they have arranged on their desk.
For example:
Salleh has 45 books and he gives 14 books away to his friend. How many books does Salleh has now ?
Arrange the number cards so they represent the standard method of subtraction :
4
5
-
4
4
1




They are given case studies and they arrange the numbers in the correct order as above.

The Case Studies:

1. Karim has 18 pencils. He gives 11 pencils out as birthday gifts. How many pencils does Mr. Karim have left?
2. Our teacher, Mrs. Wistrom has 23 cookies. She gives 16 cookies to Mrs. Zarling, the school nurse. How many cookies does Mrs. Wistrom have left?
3. Jalil has 62 marbles. He gives 22 marbles to Dan. How many marbles does Jalil have left?
4. There were 51 fish swimming by the pier. 28 fish swam away. How many fish were left swimming by the pier?
5.Salleh had 100 goldfish. She gave 30 goldfish to her friend, Mary. How many goldfish does Colleen have left?

Activities
  1. The students are put into groups of four.
  2. They are given the number cards and they are given straightforward questions
  3. They are asked to arrange the numbers so it forms the steps to subtract. They subtract the numbers.
  4. Teacher checks their work and corrects mistakes.

Activity for Second error: Students do not understand the concept.

They are told a simple formula, everything that is the same item can only be added together or subtracted from., and everything that are now coming from the same category can only be multiplied or divided. Explanations are given as a case study:
Mr Salleh divides his RM 5 for all of his 5 sons. How much will one son gets?

RM 5 is money
5 sons is people.

Both of them are coming from a different category, which is money and people, so the formula that we have learnt just now is, everything that is the same item can only be added together or subtracted from., and everything that are now coming from the same category can only be multiplied or divided. So, the numbers cannot be added together or subtracted from, they can only be divided. This method makes the students to come up with the formula RM 5/5= RM 1.
The second sample:
 Ali has 235 stamps and he gives them equally to his three siblings. How many does one has?
235 is the number of the stamps and 3 refers to the amount of siblings that are humans, so they cannot be added like this: 235+3=? or 3 subtracted from 235, which will result like this: 235-3=?. They can be formulated as 235/3= or 235 X 3=.
The question has used the word ‘gives them ‘ so the operation of division is required.
The terms are presented on cue cards, and they are extracted from case study questions. For example,
Ali has 235 stamps and he gives them equally to his three siblings. How many does one has?
The phrase gives them equally:
gives them equally

 The students are given 4 cards which contain 4 different symbols, they are symbols for divide, multiply, addition and subtraction. They show to the class what is the symbols that is meant by the phrase gives them equally.

Activity for Third error: The students did not write zero number at the end of the answer.
            Students are gathered into groups of four. They are given cards that have a number for each card. Students will be given 4 division questions. Starting with the first question,  teacher will tell the groups what specific amount of numbers and subtraction symbols will be used. All the numbers and symbols that teacher have told must be arranged into the normal way of division.
            They are given a case study.
            For example, they are given 2640 / 12. They are given 5 cards containing a zero number each, 5 cards containing the 2 number each, and three cards, each has 4 number. They are given the subtraction symbol (-) three cards.

Activity:
  1. The class is briefed on the importance of doing division using the normal way, that is from top to bottom.
  2. They are shown on one sample, how to divide a three digit number with a 2 digit number
  3. Teacher tells of the division game, where they cannot use a pencil or papers to solve the division problem. Instead, they will use cards .They are given a set of divison cards and 5 division questions. Teacher tells the cards that will be used, and they set aside cards that are not used for question number one.
  4. They solve the first question by arranging the cards and symbols.
  5. Teacher looks at their activity.

Cut out the cards
0
0
0
0
0
2
2
2
2
2
4
4
4



Division symbols to be used:
÷
÷
÷

Give questions that require a single or a number of zeros at the end of the answer.
  1. 4000 ÷4 =
  2. 2000÷4=
  3. 100÷4=
  4. 500÷5=
Ask them to arrange the numbers according to the normal method.


Activity for fourth error: They divide a small number with a bigger number.
They are given all the number cards, but they are given an extra card, which is the      ‘ X ’ card. We put the card where a number should not be put. It will avoid the students from putting any numbers in the empty space. Another method is the teacher arranges the X card before the student solve the problem. For example:
 They cannot understand how a one digit number can be divided with a two digit. It looks like they try to make the number to be able to subtract. When they see 230 divided with 25, they will just subtract 23 with 25, (23-25) and they put the balance as 2. This makes all the rest of the work as wrong. The solution is to determine which number can be subtracted with another number. They choose a number from category A to be divided with a number from category b.
Activity:
1)     Teacher mentions the importance of subtracting correctly.
2)     Draw an arrow to link which number in column A can be divided with number in column B.
Sample:

A                     B

5                      7
14                    16
30                    10

14/7= 7
3)     They choose a number from category A with category B and write the question.


Conclusion
            It takes quite some time to let students master the skill of division, as it involves subtraction and at the same time it requires the students to master the times-table as well.

References

Dr Mahmood Othman. (2011).HMBT3103 Teaching Mathematics in Year Four. Kuala Lumpur . Open University Malaysia
Wan Yusof Wan Ngah et al. (2005). Mathematics Teachers Guidebook Year 4. Kuala Lumpur. Dewan Bahasa Dan Pustaka






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