Let us sing together
October 23, 2011
October 22, 2011
Penambahan Wang
Selesaikan.
1. 55 sen + 10 sen = _____________
2. 25 sen + 30 sen = _____________
3. 50 sen + 40 sen = _____________
4. 27 sen + 15 sen = _____________
5. 13 sen + 35 sen = _____________
6. RM4.55 + RM4.30 = _____________
7. RM6.78 + RM1.81 = _____________
8. RM1.46 + RM7.50 = _____________
9. RM2.35 + RM3.90 = _____________
10. RM3.48 + RM1.20 = _____________
October 21, 2011
October 20, 2011
Kaedah Tambah melibatkan wang
Rancangan Pengajaran Harian
Mata Pelajaran : Matematik
Tarikh : 9 Oktober 2011
Hari : Ahad
Masa : 5:25 pm – 5.55 pm (30 minit)
Tingkatan : 1M
Tajuk : 6 : Wang Hingga RM10
Sub-topik : Tambah melibatkan wang
Objektif : Pada akhir pelajaran ini, pelajar akan dapat:
1. Melakukan operasi menambah antara ringgit hingga RM10
2. Melakukan operasi menambah antara ringgit hingga RM10
Kaedah Mengajar : Pembelajaran Masteri( Kooperatif) dan Pembelajaran Kontekstual
Alat Bantu Mengajar : Wang kertas dan duit syiling, contoh wang kertas dan duit syiling, kad ibasan, alat tulis, lembaran kerja
Kemahiran/Nilai : Semangat keusahawanan, berjimat cermat, berkerjasama, berhati-hati
KBKK : Berfikir, membanding beza, menganalisis
Pengetahuan Sedia Ada: Pengalaman menggunakan wang
Perkembangan Aktiviti Pengajaran Pembelajaran
Langkah/ Masa/ Isi Pelajaran | Aktiviti Pengajaran Dan Pembelajaran | ABM/ KBKK/ Nilai | |
| Aktiviti Guru | Aktiviti Pelajar | ||
Set induksi ( 3 minit ) | 1. Guru meminta murid membuat pemerhatian terhadap jenis-jenis duit yang dipamer. Soalan: a. Berapakah jumlah duit syiling? b. Berapakah jumlah wang kertas?  | 1. Murid menyatakan jumlah duit syiling dan wang kertas. | ABM: Wang kertas dan duit syiling KBKK: Pemerhatian dan Analisis Nilai: Bersyukur， Berjimat-cermat, Berhati-hati |
Langkah 1 ( 12 minit ) | 1.Guru mengedarkan contoh duit syiling dan wang kertas kepada ketua kumpulan masing-masing. 2.Guru meminta murid menambah duit syiling dan wang kertas mengikut arahan guru. | 1. Murid menambah duit syiling berpandukan contoh duit yang telah diedarkan. 2. Murid bincang dalam kumpulan. 3. Ketua kumpulan memberikan jawapan. | ABM: Contoh wang kertas dan duit syiling KBKK: Penjanaan Idea Sintesis Idea Nilai: Bekerjasama |
Langkah 2 ( 5 minit ) | 1. Guru emperkukuhkan kemahiran murid dengan melakukan aktiviti jual beli di dalam kelas. | 1.Murid menjalankan aktiviti jual beli. | ABM: Contoh wang, alat tulis KBKK: Penjanaan Idea Sintesis Idea Nilai: Bekerjasama Semangat Keusahawanan |
Langkah 3 ( 7 minit ) Penilaian | 1. Guru mengedarkan lembaran kerja. | 1.Murid menjawab soalan. | ABM: Lembaran kerja KBKK: Penjanaan Idea Sintesis Idea Nilai: Berhati-hati Bekerjasama |
Penutup ( 3 minit ) | 1. Guru menyoal murid secara lisan untuk menguji kefahaman mereka. Soalan: a. Berapakah jumlah nilai wang: i. 36sen + 24sen= ii. 17sen + 23sen= iii. RM1.80 + RM5.95= iv. RM4.23 + RM3.74= | 1.Murid menjawab soalan. | |
October 19, 2011
October 18, 2011
October 17, 2011
October 16, 2011
Fraction Poker
The operation of division can be done by using the concept of proportion or ratio, and can be expressed in the form of mathematics sentence through the inverse of multiplication.
(1) Recollect the multiplication table up to 9 X 5
(2) 12 pieces of chalks divide among 3 pupils, each pupils gets 4 pieces of chalks. Write the mathematics sentence : 12 ÷ 3 = 4
(3) Put the 6 objects one by one into 2 boxes until all objects are put inside the box. Write the mathematics sentence : 6 ÷ 2 = 3
(4) Relate the operation of division with the inverse of multiplication
12 ÷ 3 = 4 -> 12 = 3 X 4
6 ÷ 2 = 3 -> 6 = 2 X 3
October 14, 2011
October 13, 2011
October 12, 2011
October 11, 2011
Addition
Addition is an operation on numbers. It is a process of adding two or more quantities by using numbers. In this case, the result always increases as the quantities are represented with whole numbers. There are usually two common ways to express addition.
Mathematics Sentence: 5+1=6
Standard Form: 5 (addend)
+1 (augend)
6 (sum)
* The plus sign + indicates addition
October 10, 2011
2 Dimensional Shapes
Who Am I?
(1) I have 4 straight sides. All sides have the
same length. I am _______________.
(2) I have 3 straight sides. 3 corners. I am
_________________.
(3) I have a curved side and a round face. I am
_________________.
(4) I have 4 straight sides. 2 opposite sides
have the same length. I am _____________.
(5) I have a curved side. My shape is not round.
I am _______________.
Answer:
(1) Square
(2) Triangle
(3) Circle
(4) Rectangle
(5) Oval
October 09, 2011
October 08, 2011
October 07, 2011
Membandingkan Nilai Dua Nombor
Mari kita belajar bersama-sama ‘lebih daripada’(>) , ‘kurang daripada’(<) dan sama dengan (=)
(1) 5 kurang daripada (<) 10
(2) 9 lebih daripada (>) 8
(3) 0 kurang daripada (<) 1
(4) 6 lebih daripada (>) 5
(5) 10 sama dengan (=) 10
October 06, 2011
October 05, 2011
What is the next number
Learning numbers less than 20
(1) Use 10 rubber seeds and count one by one while reading out 1-10 aloud.
(2) Count one by one and read the numbers and ascertain digits 11-20.
(3) Take any picture card and read out its number by counting, and then match the picture card with the correct number card.
(4) Read out loud according to the number sequence.
October 04, 2011
October 03, 2011
Counting Bugs
Pupils are free to carry out mathematical game activities by using teaching aids or numbers related to the concept to be learned. They can carry out these activities freely without following any law or rule. During this stage, pupils formulate their own mental structure and attitude which will help them to understand the mathematics concept which they required to learn.
Subscribe to:
Posts (Atom)