Lagu Kanak-kanak Mengira Isipadu
Volume of Liquid
Thursday, October 21, 2010
isipadu cecair tahun 2 kumpulan lemah dan sederhana
NAMA GURU: ABDUL AZIZ BIN ABU BAKAR
ISIPADU CECAIR
MATA PELAJARAN : Matematik
MASA : 10.30 – 11.300 Pagi ( 60 minit )
KELAS : Dua Kesejahteraan
TOPIK : Isipadu Cecair
SUB TOPIK : Mengukur Dan Membandingkan Isipadu Cecair.
HASIL PEMBELAJARAN : Pada Akhir Pengajaran Murid Dapat Mencatat Isipadu Cecair Yang Disukat.
KUMPULAN SASARAN : Kumpulan Murid Lemah dan Sederhana
BAHAN : Gelas, Balang, Botol Air, Cawan, Air Warna, Kad Jawapan, Bikar Lembaran Kerja.
AKTIVITI P & P : Pengajaran Secara Kumpulan
Langkah Pengajaran :
- Guru mempamerkan bikar dan silinder penyukat di hadapan kelas.
- Guru dan murid berbincang tentang cirri-ciri dan kegunaan bikar dan silinder penyukat.
- Seorang murid dipilh sebagai penunjukcara menyukat cecair menggunakan bikar dan silinder penyukat.
- Murid-murid dibahagikan kepada empat kumpulan iaitu BIRU, HIJAU, KUNING dan MERAH.
- Setiap kumpulan diminta berbincang dan menganggarkan jumlah isi padu cecair berwarna yang tersedia di dalam botol minuman dan bekas minuman lain dalam kumpulan masing-masing.
- Guru mencatatkan jawapan yang disebut oleh wakil setiap kumpulan di papan tulis.
- Guru menyuruh setiap kumpulan menyukat isi padu cecair berwarna menggunakan bikar penyukat.
- Wakil setiap kumpulan menulis hasil sukatan cecair di papan tulis.
- Guru merumuskan dapatan daripada aktiviti setiap kumpulan.
- Guru mengedarkan lembaran kerja kepada setiap kumpulan.
isipadu cecair tahun 2 kumpulan cemerlang
NAMA GURU: ABDUL AZIZ BIN ABU BAKAR
ISIPADU CECAIR
MATA PELAJARAN : Matematik
MASA : 09.00 – 10.00 Pagi ( 60 minit )
KELAS: Dua Cemerlang
TOPIK : Isipadu Cecair
SUB TOPIK : Mengukur Dan Membandingkan Isipadu Cecair.
HASIL PEMBELAJARAN : Pada Akhir Pengajaran Murid Dapat Mencatat Isipadu Cecair Yang Disukat.
KUMPULAN SASARAN : Kumpulan Murid Cemerlang
BAHAN : Gelas, Balang, Botol Air, Cawan, Air Warna, Kad Jawapan, Bikar Lembaran Kerja.
AKTIVITI P & P : Berkumpulan Mengikut Stesyen
STESYEN KEMBOJA
Kad Arahan :
- Pelajar dikehendaki berada dalam kumpulan berempat.
- Masa yang diperuntukkan di stesyen ini selama 4 minit.
- Di stesyen ini terdapat 5 pasangan bekas yang mengandungi isipadu cecair di dalamnya.
- Pasangan bekas dilabelkan A, B, C, D dan E.
- Setiap bekas pula dilabelkan dengan i dan ii.
- Bandingkan di antara keduanya.
- Catatkan bekas yang mempunyai lebih banyak air.
- Catatkan bekas yang mengandungi lebih sedikit air.
- Catatkan Keputusan kumpulan anda dalam kad Jawapan.
- Bawa bersama kad jawapan yang telah siap apabila bergerak ke stesyen yang lain.
- Sila bergerak ke stesyen seterusnya.
- Guru mengedarkan lembaran kerja kepada semua murid ( individu ).
- Guru & murid berbincang tentang hasil jawapan murid.
Monday, October 4, 2010
HBMT 2103: TEACHING MATEMATICS IN YEAR TWO
FACULTY OF EDUCATION AND LANGUAGES
HBMT 2103: TEACHING MATEMATICS IN YEAR TWO
SEPTEMBER 2010 SEMESTER
1. This assignment has a ONE (1) question only. You may write in English or in Malay.
2. Your assignment should be typed on A4 paper using 12 pt Times New Roman and 1.5 line spacing.
3. This assignment carries a 30% weightage towards the final grade.
4. This assignment should be prepared individually.
5. You are to submit your assignment online through the myVLE. Please refer to the instructions in the portal for more information on how to submit your assignment online.
6. Your assignment must be submitted before or by the 5th tutorial . Submissions after deadline are not acceptable.
7. Your assignment will be assessed according to the specification contained in the rubric accompanying the assignment question.
8. Your assignment should be limited to 1000-1200 words only.
9. Plagiarism in all forms will not be tolerated. Assignment submitted will automatically be subjected to a similarity check.
· Assignments with 10 – 30% overlap with others will be subjected to a 20% deduction from the total gross marks scored.
· Assignments with more than 30% overlap with others will earn zero mark on the assignment. In such cases, the course grade will be determined solely on the basis of marks obtained in the remaining components of the course assessment.
ASSIGNMENT QUESTION
Misconception on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity. Find ONE (1) video in the internet that show how volume of liquid are measured. Create TWO (2) teaching aids that can be applied to Year Two students to help them understand better. Based on your teaching aids, you are required to create TWO (2) teaching activities; each for high achiever and low achiever students. Finally, you are required to develop your own blog and post the video, teaching aid and teaching activities in your blog. You are free to choose any platform that are available in the internet. For reference you may browse at www.blogger.com on developing your blog. You are only required to submit link to your blog.
Criteria Marks/ (weightage) | Exceeds Standards 4 | Meets Standards 3 | Partially Meet Standards 2 | Weak 1 | Total Score |
Finding video: Filtering information from internet **(0.5) | Video that shows clearly and in detail every process it takes to measure the volume of liquid. Methods used clearly explained during the introduction of the video. All the processes are explained clearly to the audience. | Video that shows every process it takes to measure the volume of liquid. However there is no introduction on the method used. Explanation on the process given throught out the process. | Video that shows every process it takes to measure the volume of liquid. Explanation on the process is made on only certain part of the video. | Video that shows the process in general without any explanation or audience are not informed on the purpose of each step taken. | 2 |
Teaching aid: Generate creative thinking **(3) | Both teaching aids have these criteria: i. Possible to be created / implemented. ii. Things that are related to daily life. iii. Suitable for all levels of students iv. Economical | Teaching aids have these criteria: i. Possible to be created / implemented. ii. Things that are related to daily life. iii. Suitable for all levels of students iv. Incurred high cost. | Teaching aids have these criteria: i. Possible to be created / implemented. ii. Things that are related to daily life. iii. Not Suitable for all levels of students iv. Incurred high cost | Teaching aids have these criteria: i. Impossible to be created / implemented. ii. Not suitable for all levels of students | 12 |
Learning activity: Encourage creative thinking in developing learning activities. **(3) | Both learning activities are very interesting, more real world situations are involved. Activities are student oriented; involvement of students are very high. Activities are appropriate for the students (high & low achievers). | One of the learning activities is interesting. Activities are student oriented; involvement of students are very high. Activities are appropriate for the students (high & low achievers). | Both learning activities are some how interesting. Activities are not student centred and NOT appropriate for students (high & low achievers). | Learning activity is not interesting and not attractive. Less students’ involvement; teacher- oriented. Activities are NOT appropriate for the students (high & low achievers). | 12 |
Developing blog: Encourage teachers to be IT oriented. **(1) | · Blog is very attractive and interesting. · Blog is designed in a unique way · Contents displayed in a most appropriate way. · User friendly. | · Blog is very attractive and interesting. · Blog is designed in a unique way · Contents displayed in a most appropriate way. · Not user friendly. | · Blog is attractive and · Contents displayed are not organized properly. | · Blog is not attractive. · No initiative in designing the blog. | 4 |
Total Marks | 30 | ||||
** The weightage (1 – 4) indicates the weights of the criteria based on the importance for this assignment.
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