Isu dalam p & p

pecahan,
perpuluhan dan
peratus
CONTOH KERJA MURID
Bulatkan pecahan yang lebih besar
1/6 1/3 1/7 2/7
1 4/3 3/10 1/2
3/6 1/2
Tulis sebagai pecahan tak wajar atau
nombor bercampur.
5 2/3
13/6
What she said:
1 is bigger than 4/3 because its a whole
number
1/7 is bigger than 2/7, because usually
(with fractions) you go down to the smallest
number to get to the biggest number
1/2 is bigger than 3/10, because you just
change the bottom number 1 more digit
and it would be 1
1/2 is bigger than 4/6, same reason
Her understanding:
Acts uncertain
Uses nonsensical rules
Believes all fractions are smaller than 1
Relies on surface features of the symbol rather than
understanding meaning of fractions to create
equivalent mixed numbers and improper fractions
Not generative*

*Generative -- leads to new concepts, strategies,
procedures, and so on
If children learn fractions by doing lots of
exercises like this one, what are they likely
to think about fractions?
How much is shaded?







A common curriculum approach to fractions:








They think
Fractions are pieces


Fractions are always smaller than a whole


Fractions values are determined by counting
parts
Its 1/3 because 1 part out of 3
parts is shaded.
4/3? Thats impossible!
A fourth is a little pie shape.
Pecahan sebagai
sebahagian dari seluruh
Guru mengarahkan murid untuk membahagi bentuk
ini kepada perempat. Ada murid menjawab seperti
berikut:






Apa kesalahan? Mengapa berlaku begini?
Pecahan sebagai sebahagian dari
satu set benda
Guru bertanya apakah pecahan dari set di
bawah adalah bernyawa?
daripada
set ini
adalah
bernyawa
3
1
Apa kesalahan? Mengapa ini
berlaku?
Pechan sebagai nombor atas
nombor garis
10
2
1
0
2
1
Guru meminta murid meletakkan kad nombor
pada nombor garis itu.
Apa kesalahan? Mengapa
ini berlaku?
Perkaitan model dan abstrak
dalam penyelesaian masalah
Problem #1
3 children want to share 2 candy
bars equally. How much can each
child have?

Contoh strategi murid
Strategi 1


I cut the candy bars in half, to see if it
would work and it did. Everybody gets
a half. Then I cut the last half in three
parts. Everyone gets another piece.
Contoh strategi murid
Strategi 2


Each child gets 1 third from the first
candy bar.


Each child also gets 1 third from the
second candy bar. Thats 2 thirds for
each person.
Mental strategy


I know that everyone can share
each candy bar and get 1/3 of a
candy bar. Theres 2 candy bars, so
that 1/3, 2 times. Its 2/3.
Mental strategy


2 3 = 2/3
Problem #2
Eric and his mom are making
cupcakes. Each cupcake gets 1/4 of a
cup of frosting. They are making 20
cupcakes. How much frosting do they
need?

Sample childrens strategies
1/4 of a cup
1 cup 2 cups 3 cups
4 cups
5 cups
so 5 cups altogether.
1/4 of a cup
So, 5, 6, 7, 8 -- thats 2 cups.
so 5 cups altogether.
9, 10, 11, 12 -- thats 3 cups.
17, 18, 19, 20 -- thats 5 cups.
13, 14, 15, 16 -- thats 4 cups.
4 of these is 1 cup
1/4 + 1/4 + 1/4 + 1/4 = 1
1/4 + 1/4 + 1/4 + 1/4 = 1
1/4 + 1/4 + 1/4 + 1/4 = 1
1/4 + 1/4 + 1/4 + 1/4 = 1
1/4 + 1/4 + 1/4 + 1/4 = 1
5 cups
Q: Whats a number sentence for this problem?
A: 20 x 1/4 = 5 (there are others)
Problem #3
Ohkee has a snowcone machine. It takes 2/3 of a
cup of ice to make a snowcone. How many
snowcones can Ohkee make with 4 cups of ice?

Sample childrens strategies
1 2
3
4
5
6
Ohkee can make 6 snow cones.
2/3 plus 2/3 is 1 and
1/3. If I add 1 and 1/3
three times, I get 4. I
remember this from
another problem. So
there are six 2/3s in 4.
The answer is she can
make 6 snow cones.
Q: Whats a number sentence for this
problem?
A: 4 2/3 = 6 (there are others)

Developing childrens understanding
Use problem contexts to elicit childrens
thinking about fractions
Equal Sharing good place to start
Then problems that involve combining like fractional
units
Equal Groups
Division (Total divided by size of group)
Ask children to solve problems in ways that
make sense them. This helps children develop
fundamental concepts with understanding

Developing childrens understanding,
contd
Ask children how they solved problems.
Probe their understanding.
Introduce symbols, number sentences, and
mathematical language to go with
strategies
Dont rush using and manipulating symbols


start with an Equal Sharing problem




Have materials for children to create fractions (nothing
fancy)
By drawing
By folding or cutting
Set expectation that children solve in way that makes sense
to them (i.e., that builds on their understanding)
Share and discuss strategies
Use your own judgment about what to do and when to do it,
by listening to children

There are 3 candy bars for 4 children to
share equally. How much candy bar can
each child have?
Helping children symbolize fractions

Let children use physical materials to create
fractional amounts (draw, fold, cut, shade):



Use fraction words: 2 thirds of a candy bar
a third + a third




Symbolizing fractions, contd
Relate unknown fractions to well known
fractions,
such as 1/2 or 1/4:
its more than a fourth, but less than a half
its smaller than a quarter

Use language that emphasizes relationship of
fractional quantity to unit instead of number of
pieces.
how many of this piece would fit into the whole candy
bar?
instead of how many pieces is the candy bar cut
into?

Perpuluhan
Ramai orang tidak memahami berapa besar bahagian
perpuluhan dalam sesuatu nombor.
Murid belajar menterjemah saiz nombor perpuluhan dari Gred
4 ke atas. Lebihkurang 25% murid Gred 4 memahaminya
dengan cepat, tetapi lebih kurang 25% murid Tahun 10
masih tidak dapat menguasai konsep ini (Moloney and
Stacey, 1995)
Ada pelbagai kesilapan :
Ramai murid sekolah rendah keliru dengan panjang
bahagian perpuluhan. Mereka fikir 14.285714 lebih besar
dari 14.3 kerana 285714 lebih besar dari 3.
Ramai pula murid sekolah menengah merasai 14.285714
lebih kecil dari 14.2. Mereka kata bahawa 0.2 ialah
persepuluh tetapi 0.285714 ialah persejuta dan mereka
payah menyelaras bilangan bahagian dengan saiz
bahagian . Oleh kerana persepuluh adalah lebih besar
dari persejuta, mereka membuat kesimpulan bahawa 14.2
lebih besar.
Operasi tambah dan tolak
Pengetahuan sedia ada:
fakta asas , nilai tempat,
mengumpul semula
Ragged decimals : 0.35 + 6.941 +
295.7
Mendarab

Satu kesilapan yang sering berlaku
ialah tersalah meletakkan titik
perpuluhan dalam jawapan.
Menganggar jawapan dahulu
sebelum mendarab akan
menolong mengelakkan
kesalahan ini.
Cara-cara meletakkan titik
Gunakan:
anggaran berpatutan
mengira tempat perpuluhan
kaedah lattice

Contoh : 2.7 3.8

contoh
Murid diberi lembaran kerja berikut:

Gandaan Nombor Perpuluhan

Ganda dua nombor berikut. Tulis
jawapan dalam kotak

1. 0.43
2. 0.72
3. 0.54
4. 0.36

0.86
0.144
0.108
0.72
Adakah
jawapan
murid betul ?
Jika tidak,
bagaimana
anda
membimbing
murid untuk
mendapat
jawapan
yang betul?
Peratus
Kefahaman tentang peratus
Puan Laila telah meminta murid mewarna 50 kotak
dari kotak 100. Dia memberitau itu mewakili 50 %
daripada 100 kotak. Dia meminta murid untuk
memerhati dengan teliti . Murid nampaknya boleh
mengaitkan bahawa satu perdua daripada
segiempat sama itu telah diwarnakan. Sama juga
untuk kes 25 %.
Keesokan hari, Puan Laila memberi segiempat sama
berikut dan meminta mewarnakan 50 %.


1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
Murid telah mewarnakan 50 kotak
seperti di atas. Adakah murid itu
betul? Bagaimana menanganinya?
Murid perlu memahami kesetaraan
antara peratus dan pecahan.
Murid perlu memahami hubungkait
antara peratus, perpuluhan dan
peratus.