HBMT3103 TEACHING MATHEMATICS IN YEAR FOUR

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FAKULTI BAHASA DAN PENDIDIKAN
PROGRAM SARJANA MUDA PENGAJARAN (KOHORT 5)
HBMT 3103
TEACHING MATHEMATICS IN YEAR FOUR
ZAMATUN NASRAH BINTI MARWAN
TUTOR
MRS. TEY KAI WEAN
tkwean@oum.edu.my
PUSAT PEMBELAJARAN
Pusat Pembelajaran Wilayah Johor
Semester Mei 2010

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A
ssalamualaikum warahmatullahiwabarakatuh,
,
Thank god for His permission I have finish my assignment for the Teaching
Mathematics in Year Four that have been given to me. Many thankful to my tutor Mrs. Tey
Kai Wean for her 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
friends that have gave me motivation and also lend their hands to help me and also share their
knowledges.
More thanks and love to my family and also my parents, who gave me support and
pray to give me more strength to finish my assignment.
Hope all of you will be happy and may god bless you.
Thank you.

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TABLE OF CONTENTS
1. Acknowledgements
2. Introductions
3. Definitions of Fractions
4. Compare and Contrast :
(i) Differences
(ii) Similarities
5. Modification and Justification
6. Summary
7. References
INTRODUCTION

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Learning about fractions is one of the most difficult tasks for primary school children.
Children seeing the fractions as a number that have unique factors. It is different with the
whole numbers that they have learnt. These unique factors make the children hard to
understand in learning of fractions especially in addition of fractions in different
denominators. The objective of this article is to describe various ways of teaching fractions,
focus on how to teach fractions with different denominators. These three articles are to
compare and find the differences and also the similarities. One of the articles that have the
best method will be choose and can be modified or justified to get suit with our own students.
DEFINITIONS OF FRACTIONS
There are many definitions of fractions such as part of a whole. In arithmetic, a
number expressed as a quotient, in which a numerator is divided by a denominator. In a
simple fraction, both are integers. A complex fraction has a fraction in the numerator or
denominator. In a proper fraction, the numerator is less than the denominator. If the
numerator is greater, it is called an improper fraction and can also be written as a mixed
number where a whole-number quotient with a proper-fraction remainder. Any fraction can
be written in decimal form by carrying out the division of the numerator by the denominator.
The result may end at some point, or one or more digits may repeat without end.
COMPARE AND CONTRAST

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DIFFERENCES
TEACHING FRACTIONS HELP WITH KIDSPIRATION
{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
1) Traditional way to teach 1) Using and working with 1) Teaching using resources
addition of fractions. concrete models. and tools in teaching and
learning sessions.
2) It is a traditional algorithm 2) Students have to find 2) It is requires tools to
that requires paper and „common denominator‟ build fractions and
pencils and also employs and also „least common dynamically search for
mental mathematics. denominator‟. equivalent fractions and
common denominators.
3) Steps 3) Steps 3) Steps
a) ½ + 1/3 a) Build each fractions so Open the lesson by
Find the sum of two that both denominators presenting a situation that
fractions by cross are equal. involves the addition of
multiply. Remember, when fractions with different
1x3=3 adding fractions, the denominators.
2x1=2 denominators must be Eg: Nani bought 5/6 of
b) Add the two cross- equal. So, this is the a kg of fudge and Jerry
products : 3 + 2 = 5. first step. We have to bought ½ of a kg of
The result becomes the find common fudge. Write both
new numerator. denominator. fractions in the board.
c) The new denominator b) Re-write each First, ask which
is the product of the equivalent fraction students, Nani or Jerry
denominators: using this new bought more fudge.
2x3=6 denominator. How do they know?
d) The sum is 5/6.
TEACHING FRACTIONS HELP WITH KIDSPIRATION

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{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
c) Now, we can add the Inform students that
numerators and keep Nani and Jerry would
the denominator of the like to figure out how
equivalent fractions. much fudge they have
d) Re-write the answer as altogether. Does the
a simplified or reduced situation call for
fraction, if needed. addition, subtraction,
multiplication or
division? Why? Then
ask students to estimate
much fudge the two
students purchased
altogether.
a) Some students might
suggest that 3/6 can “fit
inside” of 1/2, or that
3/6 of Nani‟s kilograms
of fudge can be
“combined with Jerry‟s
1/2 kg to make 1 whole
kg.” This concept of
transferring a fractional
quantity to “make a
whole” can be
demonstrated by multi-
selecting 3/6 and
TEACHING FRACTIONS HELP WITH KIDSPIRATION

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{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
dragging them to the
empty 1/2 cell.
Note: A fraction box will
only “accept” tiles if the
fractional quantity being
moved and the space to
which it is moved are
equivalent.
Does the model help us see
how much fudge Nani and
Jerry have altogether? Allow
students to determine that the
total amount is 1 2/6 kg of
fudge. If they are working on
simplifying fractions, they
can use the arrow buttons to
“re-divide” the top fraction
box and explore fractions
that are equivalent to 2/6.
TEACHING FRACTIONS HELP WITH KIDSPIRATION

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{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
Once they see that 2/6 is
equivalent to 1/3, click on the
button that says “3 Parts” to
officially change the top
fraction from sixths into
thirds.
b) A second way to show
5/6 + 1/2 is to use
fraction boxes to model
finding a common
denominator. Begin by
representing each
fraction, as before.
Can we find an
equivalent fraction for
1/2 that would make all
of the pieces the same
size?

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TEACHING FRACTIONS HELP WITH KIDSPIRATION
{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
Show students how they
can explore equivalent
fractions with the up
and down arrow
buttons.
For example, 1/2 of a kg
is equivalent to 2/4 of
kg, but are Nani‟s and
Jerry‟s pieces all the
same size? Continue
changing the divisions
in the fraction box until
students see that 1/2 is
also equivalent to 3/6,
and that both Nani and
Jerry‟s portion can be
thought of in terms of
sixths.

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TEACHING FRACTIONS HELP WITH KIDSPIRATION
{cross-product method} FRACTIONS {Kidspiration Fraction
{Least Common Boxes}
Denominator (LCD)}
To officially re-cut the
bottom fraction into
sixths, instead of halves,
click on the button that
says “6 Parts.” Now that
Nani‟s and Jerry‟s
portions of fudge are
both in sixths of a kg,
the pieces can be easily
combined. Drag tiles
between fraction boxes
to make 1 whole.
Ask students to determine,
based on the model, how
much fudge Nani and Jerry
have altogether. If the
expectation is that students
also simplify their answers,
for example, from 1 2/6 to 1
1/3 kg, they can use fraction
boxes to model simplification
as described in step 1.

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SIMILARITIES
1) In the Teaching Fractions and Help With Fractions articles have a similar method
especially in finding the equivalent fractions for denominator. Even the Teaching
Fractions article using cross multiply and Help With Fractions using Least Common
Denominator, both are still using multiplication to find equivalent denominators.

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MODIFICATION AND JUSTIFICATION
The best method that I can use to teach my students which is in second class after
streaming is using Kidspiration Fraction Boxes. Teaching addition of fractions with different
denominator using Kidspiration Fraction Boxes is one way of the variety of interesting and
interactive programmes that used to show how to add fractions with different denominators.
This method will provide a graduated and conceptually supported framework for students to
create a meaningful connection among concrete, representational and abstract levels of
understanding.
To justify some of the way, teacher also can use cards with Kidspiration Fraction
Boxes. This is to create an activity with hands-on and learning experience. Beginning with
visual, tactile and kinaesthetic experiences to establish understanding, students expand their
understanding through pictorial representations of concrete objects and move to the abstract
level of understanding. "Hands-on and learning by experience are powerful ideas, and we
know that engaging students actively and thoughtfully in their studies pays off in better
learning (Rutherford, 1993, p. 5).” This activity also provides students with a similar set of
experiences so everyone can participate in discussions on a level playing field regardless of
their socio-economic status. In this way, special benefits are not awarded to those who, by
virtue of their wealth or background, have a greater number of experiences under their belts.
It is also forces student thinking by requiring interpretation of the observed events, rather
than memorization of correct responses.
Let the pupils do as many things by himself or herself. Young children need to be
watched closely. However, they learn to be independent and to develop confidence by doing
tasks. It's important to let them make choices, rather than deciding everything for her.
Encourage them to play with other children and to be with adults who are not family
members. The pupils need social opportunities to learn to see the point of view of others.
Young children are more likely to get along with teachers and classmates if they have had
experiences with different adults and children.

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SUMMARY
The importance of providing children with direct experiences with materials, objects,
and phenomena is supported by experience and understanding of how learning takes place.
While information can be remembered if taught through books and lectures, true
understanding and the ability to use knowledge in new situations requires learning in which
children study concepts in-depth, and over time and learning that is founded in direct
experience. Therefore, the justification for hands-on learning is that it allows students to build
understanding that is functional and to develop the ability to inquire them, in other words, to
become independent learners. There are a plethora of benefits that teachers and curriculum
developers adduce to hands-on learning to justify the approach in science. Benefits for
students are believed to include increased learning; increased motivation to learn; increased
enjoyment of learning; increased skill proficiency, including communication skills; increased
independent thinking and decision making based on direct evidence and experiences; and
increased perception and creativity.

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References
M.Othman.(2010). HBMT3103,Teaching Mathematics in Year Four.Seri Kembangan :
Meteor Doc. Sdn Bhd.
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1027&context=library_talks
http://www.ehow.com/facts_5192514_hands_on-learning-children.html
http://www.helpwithfractions.com/adding-fractions-different-denominators.html
http://www.inspiration.com/lessonplan/addingfractions
http://www.resourceroom.net/math/denominators.asp
http://74.6.146.127/search/cache?ei=UTF-
8&p=teaching+fractions+%3A+rules+and+reason&fr=ffds1&u=www.math.ccsu.edu/mitchell/math40
9tcmteachingfractionsrulesandreasons.pdf&w=teaching+fractions+fraction+rules+reason+reasoning&
d=Y72--rZfVC9u&icp=1&.intl=us&sig=LCfyTi8jM6fvGLIQx0tjVA--