ASSIGNMENT QUESTIONS (PEDALAMAN)

As an effective teacher, you have to overcome problems that arise with different
solutions. Most of the pupils in Year Five and Six do not comprehend mathematics
concept in certain topics completely. This might be one of the reasons why pupils
can’t perform well in their examinations.

QUESTION (a)

a) Access the internet or other sources to identify at least TWO articles on the
methods/approaches of teaching and learning TIME in primary schools. You are
required to elaborate on those methods/approaches and identify the implications to
the teaching and learning of mathematics in primary schools. Your writing should
also include discussion on the effectiveness of implementing the method/approach in
schools.

The concept of teaching and learning basically is not something easy as most
teachers were having difficulties applying both concepts successfully. Generally, the majority
of students in schools nowadays are unable to make connections between what they are
learning and how that knowledge will be used. This is because the way they process
information and their motivation for learning are not touched by the traditional methods of
classroom teaching. The students have a difficult time understanding academic concepts
(such as math concepts) as they are commonly taught that is, using an abstract, lecture
method, but they desperately need to understand the concepts as they relate to the
workplace and to the larger society in which they will live and work.

Related to the problem of teaching and learning above, it can be seen that most of
the pupils in Year Five and Six do not comprehend mathematics concept in certain topics
completely. This might be one of the reasons why some pupils fail to perform well in their
examinations. As an effective teacher, we should find solutions by getting the right methods
or approaches of teaching every topic in Mathematics. For the topic like TIME, there are
some methods that can be use and implement in the class. For the introductory,
mathematics are defined as much by what they do and how they do it as they are by the
results they achieve. To understand it as ways of thinking and doing, as well as bodies of
knowledge, requires that students have some experience with the kinds of thought and
action that are typical of those fields. Teachers, therefore, should do apply different methods

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of teaching mathematics have been proposed by different educators and the knowledge of
these methods may help in working out a better teaching strategy.

By considering different methods and applying them into a lesson, usually teacher
should adopt a teaching approach after considering the nature of the children, their interests
and maturity and the resources available. This basically can be done through sound
teaching. Sound teaching usually begins with questions and phenomena that are interesting
and familiar to students, not with abstractions or phenomena outside their range of
perception, understanding, or knowledge. Students need to get acquainted with the things
around them, including devices, organisms, materials, shapes, and numbers and to observe
them, collect them, handle them, describe them, become puzzled by them, ask questions
about them, argue about them, and then to try to find answers to their questions. Taken into
account, each method has certain advantages and few disadvantages and it is the work of a
teacher to decide which method is best for the pupils. Here are eight general teaching
methods for mathematics: Co-operative learning, Exposition, Games, Guided discovery,
Laboratory approach, Simulations, Problem solving and Investigations. All the
mentioned methods may not be evenly appropriate and suitable for all levels of mathematics
teaching. The teacher, after knowing about all these methods and their effectiveness should
be able to make their own method by inserting the good qualities of all the methods. The
method finally adopted by the teacher must certify utmost participation of the students,
proceed from concrete to abstraction and also can provide knowledge at the understanding
level. For the teaching, only six of the methods or approaches can be used in order to teach
the topic of TIME. There are Co-operative learning, Exposition, Games and Simulation
Guided discovery, and Problem solving.

For the topic like TIME, cooperative learning method is one of the effective
approaches. Cooperative learning is grounded in the belief that learning is most effective
when students are actively involved in sharing ideas and work cooperatively to complete
academic tasks. Cooperative learning has been used as both an instructional method and
as a learning tool at various levels of education and in various subject areas. Johnson,
Johnson and Holubec (1994) proposed five essential elements of cooperative learning:

a) Positive interdependence: The success of one learner is dependent on the success of

the other learners. For example, questions of TIME can be given to each group and they
must find the solution and answer for a set of question in 15 minutes, therefore, all
students must work together and find the solution and answer. Basically, each group will
be given different questions to complete, such as:

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 • Time in the 24-hour system.
• Convert time in fractions and decimals.
• Year, Decade, Century and Millennium.
• Operations.
• Calculate the duration of an event.

b) Promotive interaction : Individual can achieve promotive interaction by helping each

other, exchanging resources, challenging each other’s conclusions, providing feedback,
encouraging and striving for mutual benefits.

c) Individual accountability: Teachers should assess the amount of effort that each member
is contributing. These can be done by giving an individual test to each student and
randomly calling students to present their group’s work.

d) Interpersonal and small-group skills: Teachers must provide opportunities for group
members to know each other, accept and support each other, communicate accurately
and resolve differences constructively.

e) Group processing: Teachers must also provide opportunities for the class to assess grou
progress. Group processing enables group to focus on good working relationship,
facilitates the learning of cooperative skills and ensures that members receive feedback.

Essentially, then, cooperative learning, represents a shift in educational paradigm

from teacher-centered approach to a more student-centered learning in small group. It
creates excellent opportunities for students to engage in problem solving with the help of
their group members (Effandi, 2005). In conclusion, implications of this method for teaching
mathematics are;

i. It promotes co-operation among pupils.

ii. Pupils learn to accept responsibility for their own learning (autonomy)

iii. Reinforces understanding –each pupil can explain to other group members.

iv. Implies change in teachers role from leader to facilitator and initiator.

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 Another method or approach is the expository teaching approach typically utilized
in whole class instruction, is still prevalent in our classroom nowadays. Through this
approach, mathematical ideas are explained in depth during the expository instruction in
classrooms creating opportunities for students to learn conceptually. Basically, good
expository teaching involves a clear and proper sequenced explanation by the teacher of the
idea or concept. In this approach to learning, teachers present material in a carefully
organized, sequenced, and finished form. Students receive the most usable material in the
most efficient way in this manner. Ausubel believes that learning should progress
deductively, from the general to the specific and not inductively as Bruner recommended.
This is also means that optimal learning generally occurs when there is a potential fit
between the student's schemas and the material to be learned. To foster this association,
Ausubel suggests that the lesson always begin with an advanced organizer.

For the topic like TIME, an introductory statement of a TIME must be introduce in
high-level concept, broad enough to encompass all the information that will follow. The
function of the advanced organizer is to providing scaffolding or support for the new
information regarding to the topic of TIME. It is a conceptual bridge between new material
and a student's current knowledge. Mathematics text books contain advanced organizers;
the chapter overviews are examples. They serve three purposes: (1) they direct attention to
what is important in the coming material; (2) they highlight relationships among ideas that
will be presented; and, (3) they remind the student of relevant information already in
memory. Here, teacher must be very wise to use this advanced organizers, for example,
teacher asks students to point out all the examples of TIME that they can find in their daily
life.

In conclusion, expository teaching works better in some situations than in others. It is

most appropriate when teacher want to teach about the relationships among several
concepts. For example in the teaching of TIME in Mathematic teaching and learning,
Students must have some knowledge of the actual concepts first. Another consideration is
the age of the students. This approach requires students to manipulate abstract ideas; this
means expository teaching is more developmentally appropriate for students at the fifth or
sixth grade level. Some of the implications of this approach are:

i. Fast and efficient way of giving information

ii. Relatively easy to organize and often requires little teacher preparation.
iii. It is possible for teacher to motivate with enthusiastic and lively discussion.

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 iv. The lesson can be regulated according to the pupils’ response.

Another method or approaches in for teaching TIME in Mathematics is through

Games and Simulation. Playing math games can be an enjoyable and efficient way for
students to learn certain concepts. Math games allow for practice and repetition, often
leading to stronger mental math reflexes and skills. Students often get bored with
worksheets, and games can serve as a valuable substitute. Using games to teach math can
work at every level, from elementary to high school and beyond. Numerous activities exist to
help students learn math.

On the other hand, mathematical games develop mathematical communication as

pupils explain and justify their moves to one another. In addition, games can motivate
students and engage them in thinking about, and applying, concepts and skills. Games give
pupils an opportunity to communicate their ideas and justify their thinking. In using games,
for example regarding to the teaching of the topic; TIME, the teacher plays an important role
in encouraging pupils to explain their thinking and in keeping them focused on mathematical
ideas. Asking them to explain and justify their moves during a trial round of the game played
as a whole class demonstrates the type of thinking and communicating that is important for
students to use later when they play the game in pairs. Games contribute to the
development of knowledge by having a positive affect on the atmosphere in the class which
in turn produces a better mental attitude towards maths in the pupils. Educational games
provide a unique opportunity for integrating the cognitive, affective and social aspects of
learning.

The success of the games as learning tools depends on the teacher's talent in asking
probing, open questions and ultimately how well the teacher establishes a classroom climate
that encourages experimentation. Ultimately the focus must be on cognitive processes
rather than on the correctness of final outcomes. The process by which 'wrong' answers are
reached should be valued as much as processes producing 'right' answers. Ernest (1986)
claims that the success of mathematics teaching depends to a large extent on the active
involvement of the learner and playing games demands involvement. Games cannot be
played passively: players have to be actively involved. For this reason psychologists
including Piaget, Bruner and Dienes suggest games have a very important part to play in
learning, particularly in the learning of mathematics.

When considering what games to use it is vital that the context which they are to be
used is considered. The thinking behind each game should be analysed and matched to the
learning objectives that are to be met. Looking at some of the questions which pupils should

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ask themselves when starting to play a game, and putting them under a mathematical
heading gives a good idea to the higher order skills involved. Such games that can be use in
teaching TIME in Mathematics are; pontoon, dice and counter, pairs, computer games as
well as personal experience. On the other hand, simulation game attempts to replicate
various activities in "real life" in the form of a game for various purposes: training, analysis,
or prediction. For example, teacher asks students to explain what they understand of the
topic TIME and try to relate it with their real life. Most certainly, simulation is all about
realism. In conclusion, the games must be appropriated for the use of students in class and
the teacher must be clear about the objectives of the game. Certain games are suitable for
certain subject to teach and certain are not. Most importantly the pupils need to be practiced
at using games and solving problems analytically so that they do not waste valuable time.

Another method or approach for teaching time is Guided Discovery. Guided

discovery, also known as an inductive approach, is a technique where a teacher provides
examples of a language item and helps the learners to find the rules themselves. For the
topic of TIME in Mathematics, students discover knowledge without guidance, developing
their own understanding. The role of instruction is merely to provide a suitable environment,
which in software might be a simulation or guided Discovery, is characterized by convergent
thinking. In the teaching of TIME, usually teacher devises a series of statements or
questions that guide the student, step by logical step, making a series of discoveries that
leads to a single predetermined goal, for example teacher comes up with the question of the
today’s time or anything related to the topic of TIME. In other words the instructor initiates a
stimulus and the learner reacts by engaging in active inquiry thereby discovering the
appropriate response. Mosston (1972:117) specifies ten cognitive operations that might take
place as the learner engages in active inquiry: recognizing, analysing, synthesizing,
comparing and contrasting, drawing conclusions, hypothesizing memorizing, inquiring,
inventing, and discovering. By actively doing and consequence discovering facts or
concepts, the learner will understand and therefore remember the subject matter. Mosston
(1972:122) cautions that "discovery learning cannot take place if t answers are given."

In conclusion, guided discovery is regarded by many teachers as an important and

effective tool for teaching Mathematics in particular. It encourages independence, makes
learning more memorable, and if analysis is done in groups is a meaningful communicative
task. It is important, however, to understand that some learners are resistant to this
approach.

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 The last method or approach is for teaching TIME is Problem Solving. The focus of
problem solving approach is basically on teaching mathematical topics through problem-
solving contexts and enquiry-oriented environments which are characterised by the teacher
'helping students construct a deep understanding of mathematical ideas and processes by
engaging them in doing mathematics: creating, conjecturing, exploring, testing, and verifying'
(Lester et al., 1994, p.154). It is also recommended that problem solving be the focus of
mathematics teaching because, they say, it encompasses skills and functions which are an
important part of everyday life. In aspect of teaching TIME in particular, teacher can always
use creative problem to students and asks them to solve it ; individual or in group work.

Problem solving is an important component of mathematics education because it is

the single vehicle which seems to be able to achieve at school level all three of the values of
mathematics listed at the outset of this article: functional, logical and aesthetic. Besides, it
has already been pointed out that mathematics is an essential discipline because of its
practical role to the individual and society. Through a problem-solving approach, this aspect
of mathematics can be developed. Presenting a problem and developing the skills needed to
solve that problem is more motivational than teaching the skills without a context. Thus, the
ultimate goal of any problem-solving program is to improve students' performance at solving
problems correctly. The specific goals of problem-solving in Mathematics are to:

1. Improve pupils' willingness to try problems and improve their perseverance when
solving problems.
2. Improve pupils' self-concepts with respect to the abilities to solve problems.
3. Make pupils aware of the problem-solving strategies.
4. Make pupils aware of the value of approaching problems in a systematic manner.
5. Make pupils aware that many problems can be solved in more than one way.
6. Improve pupils' abilities to select appropriate solution strategies.
7. Improve pupils' abilities to implement solution strategies accurately.
8. Improve pupils' abilities to get more correct answers to problems.

In conclusion, Problem solving is, however, more than a vehicle for teaching and
reinforcing mathematical knowledge and helping to meet everyday challenges. It is also a
skill which can enhance logical reasoning. Individuals can no longer function optimally in
society by just knowing the rules to follow to obtain a correct answer. They also need to be
able to decide through a process of logical deduction what algorithm, if any, a situation
requires, and sometimes need to be able to develop their own rules in a situation where an
algorithm cannot be directly applied. For these reasons problem solving can be developed

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as a valuable skill in itself, a way of thinking (NCTM, 1989), rather than just as the means to
an end of finding the correct answer.

QUESTION (b)

Prepare a suitable teaching aid to introduce the concept of perimeter and area.
Ask your pupils to use it and evaluate the suitability of your teaching aid in order to
enhance their understanding on the concept of perimeter and area. Also, based on
your experience or self-reflection on the lesson plan, identify at least THREE
difficulties that you encounter when you teach the topic of perimeter and area in your
class.

A teaching aid is a tool used by teachers, facilitators, or tutors to help learners

improve reading and other skills, illustrate or reinforce a skill, fact, or idea, or in some
circumstances, relieve anxiety, fears, or boredom, since many teaching aids are like games.
In simple definition, it is materials used by a teacher to supplement classroom instruction or
to stimulate the interest of students. There are many teaching aids that can be use to help
the learning process of introducing the concept of Perimeter and Area. Some effective
teaching aids for math include chalkboard, chalk, magnets, poster board cut into various
shapes, ruler, overhead projector, markers for the transparency, transparencies of formulas
and problems, handouts with formulas and problems (same as transparencies) and
calculator. Instead of these kind of solid materials, teachers are also able to use ICT tools to
enhance the teaching and learning of Mathematics. By using ICT tools, teachers can
transfer the learning to their classroom teaching. ICT tools such as Microsoft Power Point
presentations are able to replace massive teaching aids or materials for the teaching and
consolidation of concepts.

For the area and perimeter content domain, the place of area and perimeter in the
curriculum was well established. A perimeter is a path that surrounds an area. The word
comes from the Greek peri (around) and meter (measure). The term may be used either for
the path or its length - it can be thought of as the length of the outline of a shape. The
perimeter of a circular area is called circumference. On the other hand, area is the space
within a shape, and perimeter, the distance around a shape, are usually expressed with

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units. Perimeter is given in terms of the units used to measure distance, 3 feet or 6 meters,
for example while, area is given in square units such as 16 meters 2or 9 feet 2. In simple
definition, perimeter and area are two different terms that help us know how big or small an
object is. The perimeter of an object is the sum of the length of all of the sides. The area of
an object or figure measures the size of the region enclosed by the figure. Area is always
expressed in terms of some type of square unit. Some of the most common examples of
these units are: square meters, square feet, and square inches. All this definition must be
explain clearly to the pupils in order to introduce the concept of Perimeter and Area.

Difficulties on teaching perimeter and area

Based on the pupils’ evaluation and self reflection, there are few difficulties occurred while
teaching this topic. There are:

1. Perplexed and misunderstood the terms of perimeter and area. For the question on
finding the area of rectangle, some of them gave the answer for perimeter instead of
area. Some calculate perimeter of square by adding only 2 sides because getting
confuse with area, which multiply the two side of length and width. They were having
difficulty in explaining and illustrating ideas of perimeter and area. This was
happened because; the topics are usually learned as a set of procedures and
formulas instead of using rich contextualized problems. It might be the leading factor
to misunderstanding the importance of the measurement behind them.

2. Some pupils were having difficulties and hard time to recognize what was the answer
they found represents for. They do not really understand when the right time to use
units is and when to use square units. The process of conserving an area and
simultaneously studying it in relation to the perimeter of its figure is significant since
they confuse these concepts and use them alternately.

3. Many pupils believed that shapes with a fixed perimeter have the same area because
the length is always the same, which is wrong. Pupils can be challenged to make
different shapes using fixed length and then solving for the area of each shape to
address this misconception.

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 \

LESSON PLAN (PERIMETER)

Date : Time : 8:00 am – 9.00

Form : Year 5 Duration : 60 minutes
:
Subject : Mathematic
Topic : Perimeter

General At the end of this lesson, students should be able to

Objectives 1. Calculate the Perimeter as the total length around the shape.
2. To measure the length of a given shape.

Specific At the end of the lesson, students are expected to be able to:
Objectives 1. To calculate the Perimeter of the object found in the surrounding
environment.
2. To learn to cooperate and collaborate to work on a given task during
group or pair work.

Teaching Aids Presentation – Microsoft PowerPoint

Chart – Perimeter
Board Game
Shapes for Board Game
Worksheet 1
Worksheet 2

Methods 1. Exposition
2. Whole Class
3. Group Work
4. Individual

Presentation: Introduction of Perimeter through PowerPoint Presentation

Set Induction
The Perimeter chart could be used during class exposition to check whether
(5 Minutes)
the children have grasped the concept about the right way how to calculate
the Perimeter.

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 STAGE 1 (5 Minutes)

Pair the children who are to

work on the computer and
tell them to go on the
Content computers. Meanwhile you
Development can assign a handout to the
rest of the class while you
are explaining the computer
activity to the children at the
computer.

STAGE 2 (5 Minutes)

On-Screen 1: perimeter
1.pgs: Fill in the missing
number

This activity is divided in two

parts. In the first part the
children are to use the
Content keyboard to fill in the
Development Perimeter of the given
shapes. This is the least
demanding activity to be
carried out by the students.

The second part of the

activity is more demanding
and as in the case of the
first part the students have
to fill in the right answer.

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 STAGE 3(5 Minutes)

On-Screen 2: perimeter
2.pgs: Drag the shape

In this activity the children

Content have to work out the
Development Perimeter of the given
shapes. The children will
then have to drag the shape
bearing a particular
Perimeter in the appropriate
location on the screen.

STAGE 4 (5 Minutes)

On-Screen 3: perimeter
3.pgs: Circle the right
Content answer.
Development
In this activity the children
will have to use the drawing
tools in Primary Writer to
circle the right answer.

STAGE 5(5 Minutes)

On-Screen 4: Internet Site:
Shape Surveyor (Funbrain)

Content Select either Easy or Super

Development Brain and then choose the
game to play (in this case
Perimeter).
The children have to work
out the Perimeter of the
given shapes.

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 STAGE 6 (5 Minutes)
On-Screen 5:Internet Site:
Interactive Geoboard

The children will have to

draw different shapes either
inventing the measurements
Content
or use those given by the
Development
teacher. They will then have
to work out the Perimeter
and compare the result with
that given by the computer.
To compare the result with
that of the computer the
children have to click on
Measures button.

STAGE 7 (5 Minutes)
On-Screen 6:Internet Site:
Perimeter Explorer

In this activity the teacher

Content will have to adjust the
Development shape’s area and the
students will have to work
the Perimeter. The students
will have to enter the answer
in the space provided. They
will be given feedback
whether they worked out the
Perimeter correctly. After
completing the first task, the
students will click on the
Draw New Shape button to
be presented with another
shape.

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 Stage STAGE 8 (5 Minutes)
Development Teacher gives
PerimeterWorksheet1 to
students

This worksheet requires the

children to investigate the
Perimeter of the given flat
shapes. They will have to
use the ruler to find the
measurements and then
they will have to calculate
the Perimeter.

STAGE 9 (5 Minutes)
Teacher distributes
Perimeter Worksheet 2.pdf

Content In this worksheet the

Development students will have to draw
the shapes with the given
Perimeter.

STAGE 10 (5 Minutes)
Board Game

Students will have to work

out the Perimeter of each of
Content the given shapes. They will
Development then use blue tac to stick the
shape in the right place
according the
measurements they find on
the chart.
These 2 files are to be
printed on Printshop
Professional 10.

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 Closure Teacher explains the
(5 Minutes) significance of the lesson
and asks if there is
something that students
might not understand.

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 LESSON PLAN (AREA)

Date : Time : 8:00 am – 9.00

Form : Year 5 Duration : 60 minutes
:
Subject : Mathematic
Topic : Perimeter

General At the end of this lesson, students should be able to

Objectives
3. Define and explain the concept of area and perimeter;
4. Show the relation between the area of a figure and its length and
width.

Specific At the end of the lesson, students are expected to be able to:
Objectives
1. Have practiced finding area of irregular shapes with right angles.
2. Understand that area can be found in multiple ways.
3. Be able to calculate the area of a random shape on a grid.

Teaching Aids 1. Access to a browser.

2. Computer connected to projector.
3. Dry erase markers.
4. Markers or crayons (three different colors for each group).
5. Record sheets and pencils.

Methods 5. Exposition
6. Whole Class
7. Group Work
8. Individual

In the whiteboard/blackboard, draw a rectangular shape for the

students to see. Activate prior knowledge using these guiding
questions:

Set Induction
(5 Minutes) • How would you find the area of this shape?

• Are there other ways to find the area?

• How do you know that these methods work?

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 STAGE 1

• Project an irregular shape on the board.

Content
• Discuss with students different ways to find the area of the shape.
Development
(15 Minutes) • Include counting the squares individually as well as breaking the
shape into smaller rectangular shapes as methods for finding the
area.

STAGE 2 (Activity 1)

• Project an irregular shape on the board using the Shape Explorer

applet.

• Have students volunteer to draw outlines of the smaller shapes that

Content
Development compose the bigger shape.
(15 Minutes)
• Look for at least 3 methods for finding the area for each shape.

• For each method, compose a number sentence.

• Use the following chart as a guideline. (Worksheet 1)

STAGE 3 (Activity 2)

Break the students into groups of three and give them the following
instructions:

• For each shape that is projected on the board, your group is to come
Content
up with three different ways of finding its area.
Development
(15 Minutes)
• Using the record sheet, write down number sentences for those three
methods.

For each shape, give the students a set amount of time to develop methods.
Then have the each group share their methods to see how many methods
the whole class used.

Closure
(5 Minutes) Lead the class in a discussion about how they found the area for a
given shape. Ask the students how the developed new methods of
finding the area each time.

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Worksheet 1

Picture Number sentence Area

(1x4)+(2x7)+(1x3) 21 square units

(3x4)+(2x3)+(1x3) 21 square units

(3x1)+(4x3)+(2x3) 21 square units

Worksheet 2 (PDF  Area worksheet)

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