ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)QUESTION 1Inquiry Discovery Method Miss Liza wants to teach her pupils the topic of volume. Miss Liza also can guide herpupils to find the volume of cube and cuboid using Inquiry Discovery Method. First, we shouldknow what Inquiry Discovery Method is. Inquiry Discovery Method is a teaching technique that encourages students to take amore active role in their process by answering a series of questions or solving problems designedto introduce a general concept (Mayer 2003). Jerome S. Bruner, a highly influential cognitivepsychologist, is credited for its development into an accepted instructional technique. The discovery method is based on the notion that learning takes place throughclassification and schema formation (Gellenstien 2004). Three main principles guided Bruner’sdevelopment of this approach:1. Consideration should be given to “experiences and contexts” that motivate the student’sinterests.2. There should be a spiral organization of the material forcing students to build upon previouslyacquired information3. The instruction should “facilitate extrapolation”. In this teaching approach, the instructor guides the student’s thought process by posing aseries of questions whose responses would lead to the understanding of a concept before it isexplicitly stated. “Children act as detectives as they solve concept-attainment activities instimulating learning environments. In doing so, they place a newly introduced object in acategory that they have previously discovered or identified” (Gallenstien 2004). This teachingmethod is believed to increase retention of material because the student organizes the newinformation and integrates it with information that has already been stored.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)Method outlineA. Examples ManipulationB. Practice with more examplesC. New concepts explained/defined (Hopkins 2002) Mayer describes these as pure discovery, guided discovery, and expository, respectively.The Discovery method refers to how much guidance a teacher should give their students. Thereare three levels of guidance in teaching:1. Pure Discovery - The student receives representative problems to solve with minimal teacherguidance (Mayer, 2003).2. Guided Discovery - The student receives problems to solve, but the teacher provides hints anddirections about how to solve the problem to keep the student on track (Mayer, 2003).3. Expository - The final answer or rule is presented to the student (Mayer, 2003).Volume From the question, Miss Liza should explain that in this real world is actually a threedimensional space. All things in this world, whether solid, liquid or gaseous, exist in threedimensions. As such, the amount of three dimensional spaces which an object occupies is calledits volume. Volume is also the space something occupies. Volume also refers to the total spacecontained within a three dimensional figure. Volume is expressed in cubic denominations, suchas cubic feet or cubic centimeters. To calculate the volume of an object or solid, we have to use aspecific unit of measure. The most suitable shape for the unit of volume is a unit cube withdimensions 1 cm x 1 cm x 1 cm.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)To find the volume of cubes and cuboids A cube is a polyhedron bounded by 6 square shapes and all its edges are of the samelength. A unit cube is a cube whose edges are of unit length. The volume of a unit cube withedges 1 cm each is 1 cm x 1 cm x 1 cm = 1 cm³. This unit cube is the unit of measure usually used for measuring volume of a solid. MissLiza can ask her pupils to bring a big cube and a big cuboid and also asks their pupils to makemany of this unit cubes. Then, she can ask her pupils to fill these unit cubes into big cubes and also their bigcuboids and count how many unit cubes can be fill into big cubes. From this method, her pupilscan find out the volume of big cube in cm³.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)QUESTION 2(i) Lesson PlanDate : 18 February 2009Time : 10.20 – 11.20 amYear : 5 Al BukhariNo. of Pupils : 32 pupilsSubject : MathematicsLearning Area : Numbers to 1 000 000Learning Outcomes : At the end of the lesson, the pupils will be able to : a. Determine the place value of the digits in any whole number up to 1 000 000.Activities : Place Value Bingo GameMoral Values : Cooperative and CarefulThinking Skills : Comparing and ReasoningTeaching Aids : Number cards, paper, pens, place value chart, spike abacus, Textbooks, internet connections.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)Teaching and Learning Activities PHASE CONTENT TEACHING & LEARNING NOTES ACTIVITIES Introduction Games Teacher shows a game from internet Resources: (Mystery Picture) connections. games from (http://www.dositey.com/addsub/Mystery10.htm) internet Teacher asks pupils to come in front and answer the questions. Teacher: I want you to answer the questions. Teacher introduces the lesson. Teacher: Today, we are going to learn about determine the place value. Step 1 Introducing determine Teacher get pupils to talk about the Resources: place value. number of Singaporeans who visited Textbook. Malaysia by referring to the Textbook on page 3. Moral values: Teacher makes sure pupils read and Careful and pronounce numbers correctly. cooperative
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)PHASE CONTENT TEACHING & LEARNING NOTES ACTIVITIES Teacher use a spike abacus to Resources: show the place value of each digit in Spike 826 079. Introduce the place value abacus of hundred thousands. Teacher also can pose questions based on the situation, such as: How many digits are there in 826 079? (6 digits) What does the digit 7 represent? (70) What is the place value of the digit 6? (Thousands) Teacher can have further discussion about extended notation using other examples.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)PHASE CONTENT TEACHING & LEARNING NOTES ACTIVITIESStep 2 Place Value Bingo Teacher asks pupils to work in Resources: Games pairs. Pen, paper Teacher read the rules to play this game. Each pair writes any 6 digit number on a piece of paper. Eg: 648 921 Teacher calls out a digit, eg: “8 in the thousands place”. Pairs with the digit 8 in the thousands place circle the digit. 648 921 Teacher continues saying other digits. The pupils in pairs with all the digits or most of the digits circled are the winner. 648 921 Continue the activity with other examples of 6 digits number.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)PHASE CONTENT TEACHING & LEARNING NOTES ACTIVITIESStep 3 Arranging number Teacher asks pupils to change their Resources: cards to form 6 digits pair work friends. Number number cards Teacher provides a set of number cards. Eg: 10 500 60 000 3 000 700 000 0 Pupils arrange the cards according to its place value by overlapping them as shown. 70060 0005 001 000 000 3 0 0 Each pair of pupils writes the number formed. Teacher can repeat the steps using other sets of number cards.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450) PHASE CONTENT TEACHING & LEARNING NOTES ACTIVITIES Closure EXPLORE IT Teacher asks pupils to find some information and also worksheets for Resources: exercise from internet: Internet resources. http://www.math- drills.com/numbersense.shtml http://www.shambles.net/pages/staff/M a_Prim/ http://www.softschools.com/math/work sheets/placevalue_worksheets.jsp Teacher asks the pupils to complete the exercises at home.Reflection:_________________________________________________________________________________________________________________________________________________________________________________________________________
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)Question 2 (iii) From the lesson that I have conduct in this classroom, I see the pupils are veryeager and committed to do the activities in step 2 and step 3 because they are veryhappy with the activities. These activities make them excited to be the winner and theydidn’t feel bored with the activities. I feel if we as a teacher just use talk and chalk,pupils will feel bored and sleepy especially when we do our lesson on the afternoon. From this lesson, I have found that they eighty percent understand on what theyhave learn today about determine the place value in the Whole Numbers topic. I cansee from their worksheets that they can answer the questions. They also very eager to do the exercise and also the worksheets that I havedownload from the Mathematics website. They can answer the questions on theworksheets and also they can find many games about Mathematics from the internet. This class is the first class in my school so, they doesn’t have so much troublewith the English Language that I used. They also can communicate with me in EnglishLanguage and I also eager to teach them in the class. I hope they will enjoy to learn with me in the other lesson because I’m so enjoy toteach and be with them in this class.
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)REFERENCESS.S.Mok (2003). A Mathematics Course for Diploma of Education. Subang Jaya, Selangor DarulEhsan. Kumpulan Budiman Sdn Bhd.Y.M.Khairuddin, P.Marzita & P. Santhi (2006). Mathematics Textbook Year 5.Ipoh,Perak DarulRidzuan. Dewan Bahasa dan Pustaka.http://depts.washington.edu/tepacct/tucker/mat_refl.htmhttp://www.math-drills.com/numbersense.shtmlhttp://www.shambles.net/pages/staff/Ma_Prim/http://www.softschools.com/math/worksheets/placevalue_worksheets.jsp
ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)Assalamualaikumwarahmatullahiwabarakatuh, Thank god for His permission I have finish my assignment for the Introduction of LifeSkill Educations that have been given to me. Many thankful to my tutor Mr. Mohamad bin Basarfor his helpness to give me more easier to finish my assignment. Many challenges that I have to face to finish this assignment and also thank to my friendsthat have gave me motivation and also lend their hands to help me and also share theirknowledges. More thanks and love to my family and also my parents, who gave me support and prayto give me more strength to finish my assignment. Hope all of you will be happy and may god bless you. Thank you.