Oleh kerana saya terlalu selesa dengan berbahasa Inggeris, anak-anak saya tidak mendapat pendedahan yang baik dalam Bahasa Melayu. Niat di hati hendak kononnya hanya berbahasa Melayu sekurang-kurangnya satu hari dalam seminggu. Ini menjadi satu jam dalam sehari, namun disiplin saya ke laut. Panik mula timbul bila saya lihat kedua anak saya yang paling kecil juga tidak dapat menguasai Bahasa Melayu jadi saya mengambil keputusan untuk membuka kelas dalam talian untuk mereka dan kawan-kawan yang berminat. Akhirnya, ini yang dapat saya lakukan dengan disiplin insyaAllah dan saya berharap untuk dapat meneruskannya sejauh mungkin. Adakah anda berminat untuk membantu anak anda memperbaiki penguasaan Bahasa Melayu mereka di rumah? Kelas-kelas dalam talian yang saya kendalikan ini bukan sahaja mempunyai buku latihan sendiri, tetapi juga panduan mengajar dan bahan talian yang samaada saya buat sendiri atau yang saya jumpai semasa melakarkan pelajaran. Jika anda berminat untuk mengetahui lebih lanjut tentang bahan-bahan ini, hubungi saya di borang dalam talian di laman sesawang ini. Di bawah adalah contoh bahan untuk peringkat tadika yang boleh dimuat turun.
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Lesson Notes 16 Oct 2023
I. Area or Perimeter? In this activity students have to categorise descriptions given in their workbook as either ‘Area’ or ‘Perimeter’ based on what they have learned earlier. The material ‘Area and Perimeter Interactive Notebook’ was purchased on teacherspayteachers.com and sold by the ‘Not So Wimpy Teacher’ store. An example of a perimeter question is how far is the distance around a block, and one for area is how many tiles you need to cover a bathroom floor? There are only three descriptions for each category, so this is a brief exercise that does not aim to exert the child too much but rather to impress the concept of area and perimeter and how they are distinct from each other. It is evident from the question that a practical approach has been taken to enable students to visualise the object of focus, area or perimeter, that is represented by everyday objects they should be familiar with. In this case, bathroom tiles and distance. Students already know the concept of area and perimeter, there is prior knowledge, and this rather plays a reinforcing or in Montessori, is a form of memorisation work. Extension While there is no need to make this a longer exercise than what is already provided, teachers can extend on the lesson by asking students to come up with their own everyday description of area and perimeter and ask their friends to guess which category it should be put into. Analysis Most students would not confuse over area and perimeter, although it may happen at the early stage. It is good to establish concepts before doing more advanced work on a topic after their introduction to avoid misconceptions that at best can cause a slip in judgement and at worst, seeing students mistaking a question on area for one on perimeter. Clarity of concept shortens the time taken to solve a question and reduces likelihood of using the wrong approach such as in choosing which formula to use. Dyscalculia Focus Such exercise which deliberately points out the distinction between concepts that are different but belong to the same family reinforces concepts that have been introduced to students with dyscalculia and are helpful with:
Students have already learned single digit division for numbers to 10,000 with manipulatives such as the golden beads, the stamp game, and the division board. They have been introduced to written long division in single digit with numbers up to 1,000. They have not been introduced to test tube division. Recently, they were taught division with remainder in single digit for number up to 100 on the division board and in long division. Today, they were taught on how to find missing components of a division equation and why we carry out the actions. Students were first reminded of the nomenclature of the division equation: Dividend ÷ Divisor = Quotient After reviewing the above we looked at two situations where the equation is used to find a missing variable on the LHS, i.e. the dividend or the divisor: Case 1 ____ ÷ 4 = 7 Case 2 15 ÷ _____ = 3 Case 1: Using the example of one of my students and her three siblings, I had asked if she received $7 after the money her grandmother gave her and her siblings were divided, what did she receive at first? We note that the quotient shows only what one person receives or in general how much there will be in every divisor. We place seven beads on the division board. If the division board was a table, and everyone starts putting their $7 neatly, column by column on the ‘table’ we can eventually see what was given in total. We note that this involves multiplying the rows by the column or the quotient by the divisor or vice-versa. Thus to find a missing quotient we multiply the row by the divisor. Case 2: In the second case we do not know how many groups the quotient is divided into but we know that each group will have three members. Somehow this was more intuitive and one of the students was able to give the answer of 5. We can see that Case 1 goes from part to whole while Case 2 from whole to parts. Simply by grouping 15 items into threes we are able to find the answer and it can also be obtained by dividing our 15 beads on the division boards in threes till they run out to place five skittles on the board. Thus to find the missing divisor we divide the dividend by the quotient. Conclusion While both are on the opposite side of the equation, the approach taken is different for the dividend or the divisor in relation to the quotient. While we can say the reverse of dividing the dividend by a divisor is multiplying the quotient by the divisor, Case 2 cannot be said to be the reverse but rather a division of the divisor by the desired content in a group where the number of groups is unknown. It does not involve part-whole relationship. Dyscalculia Focus Dyscalculics or novice learners should not rely on simplified definitions as shown in the different approaches needed for case1 and case 2 above. If the same approach was taken as for Case 1, students may think that they should multiply 3 by 15 to get the answer of 45. This is because division is not commutative like in addition and multiplication. This condition should be looked out for when students move to division. While their addition and multiplication should have stabilised by the time they reach division, this stable belief may influence how they treat division. My daughter was in a frenzy for more than three months around May this year when she found out a school here allowed students to wear hijab. Without my knowledge, she had gone up to a teacher and asked if she could wear hijab there as a student when she went there for a writing workshop after getting into the finals of the school's writing competition which we entered because we thought the prize was attractive. What followed was her obsession to get a place there.
I didn't have the heart to tell her that students all over the island have been preparing for such direct entry from primary one and before the workshop, we have not done anything in that direction. So, she handled almost everything in the application, including liaising with administration, and actually applied for two disciplines. My only contribution was a portfolio of sorts of what we have been doing at home and an annual report to the education ministry. The skeptic (or realist?) in me prepared for her heartbreak. She was shortlisted for the talent academy but did not get a place and things calmed down in time for the national primary school exams. So, earlier in the year, her mother was also trying to do the impossible- writing in to ask as a parent that students be allowed to wear hijab in schools in the most civilised manner. I was left hanging with textbook answers rejecting my pleas and reasoning which did not make logical sense and even conflict themselves. No surprises there. The school that my daughter applied to is not under the ministry the rest of the schools here are. While I personally have no knowledge of any students donning the hijab there, my daughter had asked three teachers who replied in the affirmative. Clearly, the policy will have various effects on all students and is part of a hidden curriculum that teaches students that harmony is only achievable by being the same and that you can be rejected from a space everyone else can go to because you do not look like everyone else. Other than this issue, the pollution, the crowded conditions and lack of nature. I love this country. There's hardly any politics. |
AuthorA homeschooling mum who enjoys writing. This is where I share my thoughts and resources on learning.. Archives
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