TEOH SOOI KIM JABATAN MATEMATIK, IPG-KSAH MINGGU 1

Menyediakan

pengalaman pembelajaran (pra-nombor) yang bermakna kepada kanak-kanak Membina bijak nombor (number sense)

KUMPULAN JIGSAW: A : Apakah Bijak Nombor? B : Konsep Pra-Nombor

Klasifikasi Pola

what?, why?

C : Konsep Pra-Nombor

Membuat Perbandingan Pengekalan - Pengecaman Kumpulan

what?, why?

D : Prinsip & Peringkat Membilang E : Strategi & Latihan Membilang

 Kebolehan

membuat perhitungan dengan tepat & berkesan mengesan kesilapan @ ralat dalam perhitungan/operasi menilai sesuatu hasil sebagai munasabah Mengesan dan membanding nilai relatif magnitud nombor Menetapkan penanda-aras (bench-marks) untuk pengukuran & panganggaran yang boleh digunakan dalam kehidupan seharian.

Klasifikasi
Pola

(Patterns) Membuat Perbandingan (Comparisons) Pengekalan (Conservation) Pengenalan Kumpulan (Group recognition)

Keperluan awal (pre-requisite) untuk perkembangan bijak nombor & kemahiran membilang Mengenal & membezakan ciri-ciri Pengabstrakan & mengenal pasti tema Meningkatkan kebolehan memerhati Memperkembangkan kemahiran pemikiran awal & pemikiran fleksibel Memperkembangkan pemikiran yang fleksibel Kemahiran matematik awal yang penting Mengenal pasti apa yang boleh dibilang & apa yang tidak

 Mathematics

is the study of patterns Creating, constructing & describing patterns require problem solving skills -> an important part of mathematics learning Patterns can be based on geometric attributes (shapes, symmetry), relational attributes (sequence, function), physical attributes (colour, length, number), affective attributes (like)

 Patterns

can be created/observed through stacking, arranging, ordering objects (paper, cubes, attribute blocks, pattern blocks) in various ways Helps develop number sense, ordering, counting & sequencing

Copying a pattern
Stringing beads Copying pattern blocks Copying figure on a geoboard

Finding

the next one

 Extending

the pattern

Making

their own patterns

Provide opportunities for them to create their own patterns & communicate their rationale of their paterns

 Lead

to important mathematical ideas regarding one-to-one correspondence

 Able

to discriminate what is important & not important. A framework helps ordering

Provide a graphical representation of the information, allows quick & accurate visual comparisons

 More

equal Develop the idea of order & succession

than, less than, as many as,

one more than, one less than 4 is a number between 3 & 5

 For

comparing & ordering

 Sesuatu

nombor tidak akan berubah sekiranya kedudukan, susunan berubah.

 Bila

kedudukan berubah

 Bila

susunan berubah

 Early

awareness of one nose, two eyes, three wheels on a tricycle most children can identify quantities of 3 things or less. The skill to instantly see how many in a group is called subitizing (suddenly in Greek) Important to develop immediate recognition of groups of up to 5 or 6.

 Saves

time Forerunner of some powerful number ideas Helps to develop sophisticated counting skills Accelerates the development of addition & subtraction

Rectangular

Linear

Circular

Scrambled

A process where children call number values by name Must learn the number-name series, beginning with one, and point to a different object as each number is spoken.

Rational counting

 Each

object to be counted must be assigned one & only one number name The number-name list must be used in a fixed order every time The order in which the objects are counted does not matter The last number name used gives the number of objects (cardinality rule)

 Counting

on Counting back Skip counting

 Numbers

play different roles in real life. Nominal numbers - appear as names on home addresses and sport jersey. Eg: 1 on football jersy often worn by the goalkeeper. Ordinal numbers - numbers that identify the location of an object in a sequence. Eg: Ridzuan is first in class position. Cardinal numbers - counting numbers that tell how many objects are in a set. Eg: Ali has 2 pens and 4 pencils.

 These

numbers demonstrate meaningful uses of the number system. A number itself is a representation as in nominal, ordinal and cardinal numbers. Thus a number is represented by the links between them:
materials

NUMBER
language symbols

 Difference

in meanings for the term number and numeral. Number is an abstract idea related to quantity of objects an abstraction of a quantity. Symbols are used to represent numbers. E.g., 25 - represent the number twenty-five in the Hindu-Arabic Numeration System, whereas in the Roman Numeration System, the symbol XXV is used instead.

 In

mathematics, a symbol that is used to represent a number is called a numeral. Another term that you need to know its precise meaning is digit. A digit is an individual numeral. There are ten digits in the Hindu-Arabic Numeration System: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0. Hence, digits are the basic symbols used to form numerals.