tag:blogger.com,1999:blog-50913024605320970212017-10-11T23:11:46.702-07:00NUMBERSNur Liyana Simnoreply@blogger.comBlogger7125tag:blogger.com,1999:blog-5091302460532097021.post-45535562983559997572013-10-06T08:52:00.001-07:002013-10-06T08:52:47.926-07:00<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-vB9emmvbyyQ/UlF1wrWGRYI/AAAAAAAAADU/C9bz8Uj7O_8/s1600/its-a-wrap.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="http://1.bp.blogspot.com/-vB9emmvbyyQ/UlF1wrWGRYI/AAAAAAAAADU/C9bz8Uj7O_8/s320/its-a-wrap.jpg" width="320" /></a></div>It's the last session!! Wo Hoo!! today we had a quiz. Unexpected but yeah it's done and over :) The quiz is about setting question that suit with the working statement indicated. through this activity i have learnt the importance of language. it is important for the setter to ensure proper sentence structure to allow clarity and appropriate interpretation.<br /><br />Lesson learnt!!<br />***DO NOT TEACH CHILDREN TO FIND KEYWORDS STRATEGY. TEACH CHILDREN TO UNDERSTAND THE QUESTION INSTEAD.<br />*** WHEN TEACHING CHILDREN ABOUT SHAPE, ENSURE THAT THE SHAPE IS NOT 3D. IF IT IS 3D THE TERM IS DIFFERENT. DO NOT CONFUSE THE CHILD!<br /><br />I forgot to mention this in my previous post<br /><b>Multiplication </b><br />1. equal group<br />2. Comparison (4 more than, 4X as many as)<br />3. Array model<br />4. combination<br />5. rate (3km per hour continue at the same rate)<br /><br /><b>Division</b><br />1. Grouping<br />2. Sharing<br /><br />We also learn that long division is only meant for beginner children. But guess what, i still practice using those!!<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-A7N_5Lh7iiE/UlF41RTeO7I/AAAAAAAAADg/0jAJhaCPzqE/s1600/no.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-A7N_5Lh7iiE/UlF41RTeO7I/AAAAAAAAADg/0jAJhaCPzqE/s1600/no.jpg" /></a></div>When we were young, we had to remember a list of formula to find are and volume of the different shapes. as such, Dr Yeap asked, "Why is the formula to find the area of the triangle is 1/2 X b X h?"<br />WHY??? I DON'T KNOW! SUCH QUESTION NEVER CROSS MY MIND!!!<br />Nevertheless, we manage to settle with one reasoning:<br />Two triangle will make one rectangle. the formula to find the area of the rectangle is <b>B X H. Thus, area of triangle is 1/2 of the rectangle: 1/2 X B X H</b><br /><b><br /></b>I shall wrap this module with a short reflection:<br />I have never questioned or thought of the reason behind every formula or the steps that were taught. It was all about the memory. In other words, follow blindly. Nevertheless, i enjoy doing mathematics even till now. i do not enjoy my primary school maths though. it could be because of my lack of interest and understanding. As compared to secondary school, the teacher really explained in great detail and provide much visual. I admit that i did a lot of rote learning! especially during my O level!<br />Through this course, i learn the importance of understanding the concept rather than the finding the solution. Young children need to see the relation and connection in order for them to agree and understand the situation. When they understand, it enhance their skills as well as evoke their interest in doing.<br /><br />And lastly,<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-p8c3Cv4_52I/UlGHOZKzUQI/AAAAAAAAADw/1IGfLEyzwMc/s1600/math+is+fun.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="250" src="http://3.bp.blogspot.com/-p8c3Cv4_52I/UlGHOZKzUQI/AAAAAAAAADw/1IGfLEyzwMc/s320/math+is+fun.gif" width="320" /></a></div>Signing off!!<div>Nur Liyana Sim<br /><br /><b><br /></b><b><br /></b></div>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-87957564275019666812013-10-06T07:29:00.001-07:002013-10-06T07:29:51.432-07:00Session 5<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-lAWxQaBW72M/UlE-JF4N3nI/AAAAAAAAACs/0dFrR2VWhig/s1600/math1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-lAWxQaBW72M/UlE-JF4N3nI/AAAAAAAAACs/0dFrR2VWhig/s1600/math1.jpg" /></a></div><span style="color: red;"><br /></span><div><span style="color: red;"><br /></span></div><div><span style="color: red;">Wo hoo!! after so long today then i remember to update this blog!! For session 5 we did more on Geometry. One of my favourite topic during school days. it's all about angle. I still remember in past how the teacher would make us memorize the reason of doing such steps to get the unknown angle, isosceles triangle, equilateral triangle, right-angle triangle etc. There are so many reasons but none of it i even care to think about or questioned myself with. as such, it is all about the answer ;) But during this session, the Dr Yeap actually made us think and analyze the reasons. For the very first time, i began to ponder. and for the very first time also i got to know the reason as to why the total interior angle is 180 degree. </span></div><div><span style="color: red;"><br /></span></div><div><span style="color: red;">1) if the triangle is a right angle, fold it (the end will meet the centre) as such the angle of the 2 end is 45 degree. this proves that the triangle is an isosceles triangle.</span></div><div><span style="color: red;"><br /></span></div><div><span style="color: red;">2)tear off the three end and join them together making a straight line. the angle of the straight line is 180 degree. Thus, this proves that the sum of the three angle of the triangle is 180 degree. *this applies to all the triangle.</span></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-tnnCd4rQn2c/UlFv3mOXubI/AAAAAAAAAC8/W9hoQgREDiI/s1600/cool.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-tnnCd4rQn2c/UlFv3mOXubI/AAAAAAAAAC8/W9hoQgREDiI/s1600/cool.jpg" /></a></div><div><span style="color: red;"><br /></span></div><div><span style="color: red;">Next we also did the the tangram!! so excited!! this activity emphasize on exploration on creating different sizes of square as well as comparing the area unit by using unit value :)</span></div><div><span style="color: red;"><br /></span></div><div><span style="color: red;">Overall, this session taught me that <b>through concrete reasoning it allow the children to see and understand the connection to what they had known with the new knowledge.</b></span></div><div> </div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-BnzGYaM_iVk/UlFzwNGheKI/AAAAAAAAADI/d9-VShDBYkA/s1600/triangle.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="247" src="http://4.bp.blogspot.com/-BnzGYaM_iVk/UlFzwNGheKI/AAAAAAAAADI/d9-VShDBYkA/s320/triangle.jpg" width="320" /></a></div><div><br /></div>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-6229448266444660462013-09-26T22:29:00.000-07:002013-09-26T22:29:22.530-07:00Session 4- Measurement & GeometryJia Yo! Few more session to go. Little by little we discover the different in teaching strategies and pathagogy of the past education system to now. How much teachers now were bwing emphasize on delivering instruction in a proper way in such that lessen the confusion and increase in understanding. <br /><br />Unlike the past three session, the opening problem of this session had already confused me. I went, "What are referring to actually!" although at that moment i felt like just giving up, but my body began to twitch. the feeling of uneasy when i do not get to know the reason behind the "so-called" trick. slowly while he was explaining, me and my friend began to to experiement to see the relationship between the number. and with much persistence and peer helping I GOT IT! Pretty slow but nevertheless mission accomplish!<br /><br />There was a reinforcement on session 2; Fraction. Dr Yeap also emphasize that not all the skills had to be covered within a stipulated time but for the whole lifetime. this is known as <strong>spiral approach.</strong> This means that the topic Fraction will have many concept embeded but it will only be introduced yearly. This is to say that for example, this year the children were introduced with the concept fraction and the different noun. The following year this topic will be reinforce but with added skills such as adding fraction etc. <br /><br />We end the night with geometry. It was fun drawing irregular shape and inventing ways of finding the biggest number of square. We even found out other than calculating the number of square needed to make up the polygon we could calculate the number of dots and divided it into 2. and this method is proven! Mr Georg A. Pick comes with the equation: <strong><em>A= p/2 +i -1.</em></strong><br /><strong></strong><br /><strong>Hope to learn new things today too!!</strong><br /><strong>Nur Liyana Sim</strong>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-32997591446883991002013-09-26T00:46:00.000-07:002013-09-26T00:46:06.280-07:00Session 3- Teaching of Fraction<span style="color: #d5a6bd;">Session 3, Quiz time!!! and it's over. Phew! We had a reflection or so call analytical session after we had completed our quiz. this session proves to me how words can complicate and imfluence our thinking. most of us get confused by the word 'enrichment'. We do know that enrichment classes are additional support meant for children learning. As such, i assume it as creating lesson that will enhance their skill which is merely by practicing. But, the lecturer meant it by developing lesson that challenge the child further but still under the same concept and focus.</span><br /><span style="color: #d5a6bd;"></span><br /><span style="color: #d5a6bd;">Fraction has never been good to me. doing the fraction problem yesterday reminded me much of my primary school learning. i got confused each time the phrase, "of the remainder". this could be because of the inexplicit instruction given by the teacher. but no matter what i had past that phase of life. </span><br /><span style="color: #d5a6bd;"></span><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-4CtRDJ70A1E/UkPlgm1TOhI/AAAAAAAAACY/Uef_geQjSDc/s1600/SP006_-_Fractions_Board.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: #d5a6bd;"><img border="0" height="312" src="http://2.bp.blogspot.com/-4CtRDJ70A1E/UkPlgm1TOhI/AAAAAAAAACY/Uef_geQjSDc/s320/SP006_-_Fractions_Board.jpg" width="320" /></span></a></div><span style="color: #d5a6bd;"></span><br /><span style="color: #d5a6bd;">This is one toy that i find that it could be useful for the younger children when they are learning about fraction. Through visual medium, they will be able to see the clearer picture of the different fraction terminology. </span><br /><span style="color: #d5a6bd;"></span><br /><span style="color: #d5a6bd;">Picture from: Santoys SP006 Fraction Board</span><br /><a href="http://www.bigjigstoys.co.uk/"><span style="color: #d5a6bd;">www.bigjigstoys.co.uk</span></a><span style="color: #d5a6bd;"> </span><br /><span style="color: #d5a6bd;"> </span><br /><span style="color: #d5a6bd;"></span><br /><span style="color: #d5a6bd;">New words learnt: 1 whole (1)</span><br /><span style="color: #d5a6bd;"> 1 half (1/2)</span><br /><span style="color: #d5a6bd;"> 1 third (1/3)</span><br /><span style="color: #d5a6bd;"> 1 quarter (1/4)</span><br /><span style="color: #d5a6bd;"></span><br /><span style="color: #d5a6bd;">We even have a discussion about abacus. The lecturer gave us an opinion that abacus is a good concrete tool that could aid children in counting. however, it may not be suitable for the younger children. This because abacus beads are not or proportionate value. which means that all the beads look alike. The value were not being clearly distinguish. This could caused confusion among the young children. Reflecting back on experience, the different enrichment programme that were provided in centre or even outside allow children as young as 4+ to join for abacus class. As much as i believe that <strong>through constant exposure, children will be able to grasp the skill faster. However, is it still consider inappropriate for children as young as 4 to join for abacus enrichment classes?</strong></span><br /><strong><span style="color: #d5a6bd;"></span></strong><br /><strong><span style="color: #d5a6bd;">Nur Liyana Sim</span></strong>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-10291865092797349682013-09-25T00:02:00.001-07:002013-09-25T00:02:12.613-07:00Session 2- Whole numbers<span style="color: #cc0000;">Seriously, i couldn't believe how complicated and how deep the concept whole numbers!!!! We were taught to see it as mere numbers. Little did we even consider or think them as something meaningful that affect the whole problem. What's more surprising is the alien terminology that i would consider it as <i>chima-logy</i> (to describe words that is hard to understand)!</span><br /><span style="color: #cc0000;"><br /></span><span style="color: #cc0000;">List of new words learnt: - Functional curriculum </span><br /><span style="color: #cc0000;"> curriculum meant for special needs children. they need to be equipped with skills </span><br /><span style="color: #cc0000;"> That </span><span style="color: #cc0000;">is adequate for their daily lives.</span><br /><span style="color: #cc0000;"> </span><br /><span style="color: #cc0000;"> rote counting</span><br /><span style="color: #cc0000;"> Rational counting</span><br /><span style="color: #cc0000;"> </span><br /><span style="color: #cc0000;"> Cardinal numbers</span><br /><span style="color: #cc0000;"> Ordinal numbers (numbers that indicates position in term of space and time)</span><br /><span style="color: #cc0000;"> Nominal numbers (meant for social convention)</span><br /><span style="color: #cc0000;"> Measurement numbers (indicated with the unit)</span><br /><span style="color: #cc0000;"> Subitize(ability to name the numeral just by looking)</span><br /><span style="color: #cc0000;"><br /></span><span style="color: #cc0000;">And of course hands-on activity is the best!! we did the counting down beans!!</span><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-edMcwcto7Po/UkKJxEk-hjI/AAAAAAAAAB4/2O2C6k-2UlQ/s1600/20130924_202335.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-edMcwcto7Po/UkKJxEk-hjI/AAAAAAAAAB4/2O2C6k-2UlQ/s320/20130924_202335.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-DyQWEJWvFfk/UkKJxUa_5MI/AAAAAAAAAB8/-dRP2hfQD8A/s1600/20130924_202355.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-DyQWEJWvFfk/UkKJxUa_5MI/AAAAAAAAAB8/-dRP2hfQD8A/s320/20130924_202355.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-6mn7v0t_MWU/UkKJxSz4EVI/AAAAAAAAACA/rn5Sl2eZKeI/s1600/20130924_203103.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-6mn7v0t_MWU/UkKJxSz4EVI/AAAAAAAAACA/rn5Sl2eZKeI/s320/20130924_203103.jpg" width="240" /></a></div><span style="color: #cc0000;"><b>Qn: How many beans do you need to create the heart?</b></span><br /><span style="color: #cc0000;"><b><br /></b></span><span style="color: #cc0000;"><b><i>Nur Liyana Sim</i></b></span>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-38822923256531455652013-09-24T01:14:00.001-07:002013-09-24T01:14:25.032-07:00Session 1- 23 September<span style="color: blue;">Session 1 is OVER!!!! i felt like i have overwork my brain cell... it has been such a long time since i think so much just to do a simple math problem. Little did i realize that even using the simplest concept - counting needs much analytic thinking.</span><br /><span style="color: blue;"><br /></span><span style="color: blue;">Doing the problem set by Dr Yeap Ban Har, remind me of the time i am attending primary school. Unlike the math problem in secondary school curriculum, focus mainly on equation, primary problem sum needs you to think deeper and often i am lost with the explanation given by the teacher. </span><br /><span style="color: blue;"><br /></span><span style="color: blue;">Nevertheless, i had much fun especially when doing the tangram problem. one thing i like about this activity is because i do not have to think so much. instead i get to explore and get my answer through trial and error. through this session i have really understand i learned the importance of peer learning (listening to others' solution), persistence (keep on trying) and most importantly understanding the problem.</span><br /><span style="color: blue;"><br /></span><span style="color: blue;">In all, i feel that providing the opportunity and ample time of exploration allow children (adult) to understand the problem deeper and be a more analytic thinking person. :) </span><br /><span style="color: blue;"><br /></span><span style="color: blue;">Nur Liyana</span><br /><span style="color: blue;"> </span><br /><span style="color: blue;"><br /></span><br />Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0tag:blogger.com,1999:blog-5091302460532097021.post-7690416715383815102013-09-21T19:36:00.000-07:002013-09-21T19:36:04.892-07:00<div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;">Unlike language, Mathematics skills are more concrete. As such, teacher has to ensure that they are well-verse on the mathematical skill that they are teaching so that they will be able to deliver explicit instruction. Even so, teachers should continually upgrade and be kept updated to improve themselves in teaching Mathematic learning process includes; problem solving, reasoning and proof, communications, connections and representation. </span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;"><br /></span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;">Children would find it difficult for the children to understand the purpose and the skills imparted. Teachers have to understand that children learn and accept new skill as different paces. It is important for the teacher to be persistent as well as patience when teaching the children. Teacher should often reinforce new knowledge and discipline themselves by using the terminology. Through such incidences, children will pick up the mathematical language.</span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;"><br /></span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;">Environment is the next medium which a child has close contact with. As such, the learning environment has to be conducive as well as engaging to promote children learning experiences. It is not easy for children to see the relation of the concept in their daily lives. By continuing reinforcing of the concept and having print-rich environment, children will be able to see the relation the need of the concept in their daily lives as not as a subject only. It is also essential for teacher to set adequate opportunity for the children to explore.</span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;"><br /></span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;">With the advancement in technology, calculators had aid much in learning mathematics. Through exposure on more than one concept, there is also more than one way of finding the solution. As such, teachers as well as children have to be flexible and analyze other solution. Other than calculator, tools such as manipulative are often used to represent concept and problem. Using symbol representation allows children to translate the problem visually. </span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;"><br /></span></span></div><br /><div class="MsoNormal"><span style="background-color: white;"><span style="color: magenta;"> As a whole, it is important for the children to develop understanding of the mathematical concept. This allow to see the relation better and thus children does not have to retain much information. As such, it enhances the childâ€™s problem solving skill. </span></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="color: magenta;"><i>Liyana (BSc09)</i></span></div><div class="MsoNormal"><span style="color: magenta;"><i>22 September 2013</i></span></div>Nur Liyana Simhttps://plus.google.com/108257975143558963268noreply@blogger.com0