TAKE HOME EXAMINATION
MAY / 2020
HBMT2203_V2
TEACHING OF ELEMENTARY MATHEMATICS PART II
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PROGRAM : BTPSE
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[email protected]PUSAT PEMBELAJARAN : P. PEMB. NEGERI SEMBILAN
PART A
QUESTION 1
There are many different ways or algorithms to carry out multiplication and division.
Usually, multiplication and division is computed in the vertical form.
QUESTION 1A
Discuss three different ways or algorithms for multiplicationwith regrouping using
the example 164 x 6.
There are many different ways or algorithms to carry out multiplication and division.
Conventionally, multiplication and division is computed in the vertical form.
Algorithm 1
3 2
1 6 4
x 6
9 8 4
Algorithm 2
1 6 4
x 6
2 4
3 6
+ 6
9 8 4
1
Algorithm 3
1 6 4
x 6
2 4 4x6
3 6 0 60 x 6
+ 6 0 0 100 x 6
9 8 4
We must stress upon the place value, especially in Algorithm 2, which is the normal way
of doing multiplication. Otherwise, the pupil will make the following common mistake
where the individual multiplication is correct, but the overall multiplication is incorrect.
123
X 23
---------
369
246
---------
2
QUESTION 1B
Explain TWO different ways or algorithms using long division which you can use to
teach your pupils to divide 951 by 7.
A common way involved in computing division is through a process called long division.
Algorithm 1
1 3 5
7 9 5 1
- 7
2 5
- 2 1
4 1
- 3 5
6 reminde
r
Algorithm 2
5
3 0
1 0 0 Answer 135
7 9 5 1
- 7 0 0 minus 100 x 7
2 5 1
- 2 1 0 minus 30 x 7
4 1
- 3 5 minus 5 x 7
6 reminder
The above algorithms show how division is done traditionally by starting from the left
hand side of the dividend.
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In Algorithm 1, the pupil sometimes will be at a loss as to how to choose the numbers 1,
3, 5. We may try as follows. Start with nine; what is the nearest number to 9 which is a
multiple of 7? It must be 1. Then what is the nearest number to 25 which is a multiple of
7? And so on. In this way their knowledge of multiplication tables and estimation skills
come into place.
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QUESTION 2A
Amin drives for an hour fifty minutes and then Ahmad takes over and drives for a
further two hours and five minutes. What is the total time for the journey? Using a
suitable problem solving strategy, discuss how you can teach your pupils to solve the
problem above.
Here, the addition should be done separately. Otherwise the pupil will treat it like an
ordinary addition. Hence,
Hours: 1+2=3
Minutes: 50 + 5 = 55
So, the journey takes 3 hours and 55 minutes.
From here, it can get a bit complicated if the addition exceeds 60, such as the case if the
second part of the journey takes 2 hours and 15 minutes. Before we allow the pupil to
attempt this question, you must teach the following relationship between minutes and
hours.
60 minutes = 1 hour
120 minutes = 2 hours
70 minutes = (60 + 10) minutes = 1 hour and 10 minutes
Hence, for the original question, the total time for the journey is:
Hours: 1 + 2 = 3 hours
Minutes: 50 + 15 = 65 = (60 + 5) minutes = 1 hour and 5 minutes
The total journey time is then 4 hours and 5 minutes.
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QUESTION 2B
The school clock shows 8.45am. The event will start at 9.30am. Explain how you can
teach your pupils to find the time to wait for the event to start.
Under normal circumstances, the pupil will do the following (remember they have yet to
learn decimals):
Time before working = 9.30 - 8.45 = 0.95.
One way is to guide the pupil as follows:
Between 8.45 and 9.00, there are 60 - 45 = 15 minutes
Between 9.00 and 9.30, there are 60 - 30 = 30 minutes
Altogether, there are 30 + 15 = 45 minutes to wait.
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PART B
QUESTION 1
Fractions can be interpreted in several ways and various representations should be used to
help children develop their understanding of fractions.
Discuss THREE interpretations for fractions and THREE commonly used representations
for developing fraction concepts using suitable examples and illustrations. Justify the
importance of letting children differentiate between these interpretations and the
neccessity of using various representations in the teaching and learning of fractions.
(a) Fractions as Parts of a Unit Whole
A fraction is a share of something. The most common shares are halves, that is, when we
split (divide) something into two equal parts, and quarters when we split something into
four equal parts.
Usually, a fraction is considered as parts of a unit whole. For primary pupils, a unit whole
is better known as “one”. The figure illustrates the meaning of fractions as parts of a unit
whole or “one”.
The following four main ideas are associated with the meaning of fractions:
(i) The size and shape of the unit whole may not be the same;
(ii) The unit whole is divided into parts of equal size;
(iii) The sum of all the equal parts is the unit whole; and
(iv) The fraction refers to the number of parts under consideration.
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The numerator indicates the number of parts under consideration, while the denominator
indicates the number of all the equal parts. Accordingly, as the number of equal parts
increases, the size of each part decreases.
We may believe that children will automatically understand the concept of fractions
simply as a result of using the various representations or manipulatives. This is not
necessarily the case (Thompson & Lambdin,1994). Some pupils define a fraction as “a
piece of pie to eat” because they have only seen fractions represented using circle
diagrams (Niemi, 1996). Providing many kinds of representations can help pupils with
such problems, as long as we help pupils connect their understanding of fractions to the
different representations.
For instance, if we ask a pupil to fold paper of different sizes once he/she would find that
one is bigger than the other, although both represent ½.
Many pupils may not see the idea that the parts of a unit whole can be collected. For
example, 4/5 is actually made up of four “one fifth”s. Another example is illustrated in
Figure below where it is shown that three “one quarter”s make up ¾.
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However, we have to be careful with this. We have to help the pupils understand that
fraction is part of a whole. This is their first introduction to the topic and they most
probably will not realise that this is a number just like 1, 2 and so on. As a result, there is
a very strong likelihood for them to see fractions as two separate whole numbers and can
be manipulated separately. They may say (later on, with more complex fractions,
providing pictures is not easy; anyway, just relying on pictures can deter them from
developing abstract thinking) if we can add the numerator separately, why not also the
denominator? So you may get ‘weird’ answers such as 1/12.
(b) Fractions as Parts of a Collection of Objects
Fractions can also be considered as parts of a collection of objects. This concept is clearly
illustrated in Figure below.
You may have the tendency to reduce the fraction 5/10 in Figure above to ½. Reduction
is a higher level skill and we must resist the tendency to do this. On the other hand, to
multiply a fraction by a number is acceptable for pupils at this level.
(c) Fractions as Division of Whole Numbers
A fraction can be expressed as a division of whole numbers in the form p/q, where p and
q are whole numbers. The number p is called the numerator and q is called the
denominator. For example, 4/5 = 4 ÷ 5 and 7/8 = 7 ÷ 8.
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QUESTION 2
Data is available in various forms. The management of data will give important
information needed to make good decisions.
Outline a teaching activity to manage data using tally. Support your answer with suitable
examples and worksheets.
Learning Outcome:
At the end of the learning pupils will be able to interpret data from a table
Materials:
(a) Worksheet A and Worksheet B
(b) Colour pencils
(c) Clean writing papers
Procedure:
(a) Divide the class into two groups. Group One gets Worksheet A while Group Two
gets Worksheet B.
(b) Ask the pupils to work in pairs.
(c) Instruct the pupils to solve all the questions in the worksheet given.
(d) Each pair is expected to spend 10 minutes on the worksheet.
(e) At the end of 10 minutes, the groups exchange worksheets. Group One now gets
Worksheet B while Group Two gets Worksheet A.
(f) Each pair now spends another 10 minutes on the worksheet.
(g) At the end of 20 minutes, collect the worksheets from the pupils.
(h) Choose two pairs to present their answers in front of the class.
(i) Summarise the lesson on how to interpret data from a table.
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Example of worksheets.
1. Answer the following questions based on the favourite food of the Year 5 Bestari
students.
a. How many students like to eat fried rice?
______________________________________________________________
b. Which is the favourite food of 11 students?
______________________________________________________________
c. Which is the most food among the students?
______________________________________________________________
d. How many students like cereals and laksa?
______________________________________________________________
e. What is the difference between the number of students who like nasi lemak
and cereals?
______________________________________________________________
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