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ASAS NOMBORBBR 13003<br />SarjanaMudaPendidikan (SekolahRendah)<br />UniversitiTun Hussein Onn Malaysia<br />FakultiPendid...
KonsepNomborBulat<br />Definisinomborbulat (whole number)<br />Nombor  yang  terdiridaripada  0,1,2,3,4,5,6,7,8,9…. <br />...
NomborGenap (even number)<br />Nombor yang bolehdibahagikanoleh 2 dandapatjawapan  yang berbentuknomborbulat<br />2, 4, 6,...
Nilai-NilaiTempat (Place value)<br />Contoh:  237<br />Sa (units)= 7<br />Puluh (tens) = 3<br />Ratus (hundreds) = 2<br />...
Sample question<br />What is the place value of the figure 8? <br />	The figure 8 has a value of eight tens, or 80.<br />6...
Writing and describing whole numbers <br />When describing whole numbers, we must remember the place values of the origina...
OperasiNomborBulat<br />Penambahan (addition)<br />Penolakan (subtraction)<br />Pendaraban (multiplication)<br />Pembahagi...
Kesukaran & miskonsepsikonsepnomborbulat<br />Nomborbulatsukar? <br />Apakahmiskonsepsimuridterhadapkonsepnomborbulat?<br ...
Pembinaan PCK <br />What is PCK?<br />Pedagogical Content Knowledge.<br />The importance of content and pedagogical knowle...
Pembinaan PCK <br />
ALAT/BAHAN BANTU MENGAJAR<br />Bahankonkrit [contoh: realia (asli, awet, specimen), model, boneka, dll]<br />Media (media ...
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Asas nombor

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Asas nombor

  1. 1. ASAS NOMBORBBR 13003<br />SarjanaMudaPendidikan (SekolahRendah)<br />UniversitiTun Hussein Onn Malaysia<br />FakultiPendidikanTeknikal<br />
  2. 2. KonsepNomborBulat<br />Definisinomborbulat (whole number)<br />Nombor yang terdiridaripada 0,1,2,3,4,5,6,7,8,9…. <br /> some people say that whole numbers can also be negative, so that would make them exactly the same as integers. And sometimes people say that zero is NOT a whole number. So there you go, not everyone agrees on a simple thing!<br />
  3. 3.
  4. 4. NomborGenap (even number)<br />Nombor yang bolehdibahagikanoleh 2 dandapatjawapan yang berbentuknomborbulat<br />2, 4, 6, 8…<br />Nomborganjil (odd number)<br />Nombor yang tidakbolehdibahagikanoleh 2 (adabaki)<br />1, 3, 5,……<br />
  5. 5. Nilai-NilaiTempat (Place value)<br />Contoh: 237<br />Sa (units)= 7<br />Puluh (tens) = 3<br />Ratus (hundreds) = 2<br />237 mempunyai 3 digit, berlainannilaitempat<br />7 = terdapat 7 “satu”<br />3 = terdapat 3 “puluh”<br />2 = terdapat 2 “ratus”<br />200 + 30 + 7 = 237<br />
  6. 6. Sample question<br />What is the place value of the figure 8? <br /> The figure 8 has a value of eight tens, or 80.<br />6<br />
  7. 7. Writing and describing whole numbers <br />When describing whole numbers, we must remember the place values of the original digits. However, some digits are 'joined' in their description. <br /> For example - when describing the number 35, we do not say 'three tens and five units', but instead describe it by the more common name of 'thirty five'. <br />7<br />
  8. 8. OperasiNomborBulat<br />Penambahan (addition)<br />Penolakan (subtraction)<br />Pendaraban (multiplication)<br />Pembahagian (Division)<br />
  9. 9. Kesukaran & miskonsepsikonsepnomborbulat<br />Nomborbulatsukar? <br />Apakahmiskonsepsimuridterhadapkonsepnomborbulat?<br />Contoh:<br />Nomborbesar<br />Nomborbesar (358454) lebihcompleksdaripadanomborkecil (12)<br />Bilangan operand (+, -, x, ÷)<br />1+1+1+1 lebihsukardaripada 1+1<br />sifatkomutatif (commutative property)<br />Miskonsepsi : 4 + 5 ≠ 5 + 4<br />
  10. 10. Pembinaan PCK <br />What is PCK?<br />Pedagogical Content Knowledge.<br />The importance of content and pedagogical knowledge.<br />
  11. 11. Pembinaan PCK <br />
  12. 12.
  13. 13. ALAT/BAHAN BANTU MENGAJAR<br />Bahankonkrit [contoh: realia (asli, awet, specimen), model, boneka, dll]<br />Media (media cetak, bukancetak (tayangan & bukantayangan)<br />Penggunaanteknologi<br />

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