Pemulihan Teacher's Module

Teachers Module
ENGLISH FOR TEACHING MATHEMATICS AND SCIENCE (ETeMS) _____________________________________
REMEDIAL MATHEMATICS PRIMARY SCHOOL
TEACHERS MODULE
BAHAGIAN PENDIDIKAN GURU KEMENTERIAN PELAJARAN MALAYSIA
Remedial Mathematics / ETeMS 2008
Teachers Module
Bahagian Pendidikan Guru Kementerian Pelajaran Malaysia Aras 2 6, Blok E 13 Kompleks Kerajaan Parcel E Pusat Pentadbiran Persekutuan 62604 PUTRAJAYA
Hak cipta terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian isi kandungan modul ini dalam apa juga bentuk dan dengan apa juga cara sama ada elektronik, fotostat, mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripad Bahagian pendidikan Guru, Kementerian Pelajaran Malaysia Aras 2 6, Blok E 13, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Persekutuan, 62604 PUTRAJAYA.
Hakcipta Bahagian Pendidikan Guru Kementerian Pelajaran Malaysia Cetakan Pertama 2008
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FOREWORD T
he Teacher Education Division, Ministry of Education Malaysia with the cooperation of all State Education Departments, have embarked on the implementation of the Teaching of Mathematics and Science in English (ETeMS) course since 2002. To date, a total of 120,000 Mathematics and Science teachers from primary and secondary schools have been successfully trained by our own local trainers. Although we are happy with this development, we will not be satisfied until all the Mathematics and Science teachers are truly competent in the language. The Teacher Education Division tries to find ways to assist the teachers concerned. Thus, the idea of writing a module was mooted by our division to include training teachers who are teaching Remedial Mathematics classes. The main focus of this module is to develop teachers basic communicative skills and build confidence in using the English Language. It is aimed to assist teachers to manage classroom interaction as well as the teaching and learning processes. It will also enhance teachers abilities in using the accurate terminology and classroom language so the students are able to follow the lessons taught effectively. It is hoped that this module will be fully utilised and beneficial to all teachers to upgrade their proficiency level to teach Science and Mathematics in English. Hence, once the teachers face less problems where English Language is concerned, they will be able to deliver their lessons more successfully, thus moulding the students towards becoming world class citizens. They will be able to contribute towards nation building and thus take part in international events. This module is designed to help teachers to be more independent, creative and innovative. I would like to convey my sincere thanks and appreciation to those involved in producing this module. I would also like to acknowledge their dedication and perseverance in helping the Mathematics and Science teachers to cope with the change. Thank you.
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DATIN ASARIAH BINTI MIOR SHAHARUDIN DIRECTOR OF TEACHER EDUCATION DIVISION MINISTRY OF EDUCATION, MALAYSIA
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COORDINATOR
En. Romai Noor bin Rabbu Bahagian Pendidikan Guru Kementerian Pelajaran Malaysia
MODULE PANELLISTS:
1. Cik Zarena Bi Binti Mohamed Sadique SMK Tengku Aris Bendahara, Kluang Johor 2. Cik Siti Asmah Binti Ismail SMK Mersing. Mersing Johor 3. Cik Sim Joan Meah Jabatan Pelajaran Negeri Perak 4. En. Musa Bin Ismail Jabatan Pelajaran Negeri Johor 5. Pn. Rogayah Binti Omarl Jabatan Pelajar Negeri Melaka 6. En. Che Harun Bin Ibrahim Jabatan Pelajaran Negeri Terengganu 7. En. Jajuli Bin Sarjo Jabatan Pelajaran Negeri Selangor 8. En. Khairuddin Bin Man Jabatan Pelajaran Negeri Pahang 9. Pn. Roselina Binti Hashim Jabatan Pelajaran Wilayah Persekutuan Kuala lumpur
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Teachers Module
MODULE WRITERS:
Ahmad Bin Mohd Nor SK Sultan Ismail, Kemaman Terengganu Amizah Binti Osman SK Taman Inderawasih, Perai Pulau Pinang Azahari Bin Talib SK ( LKTP), Jengka 2 Pahang Azman Bin Yusof SK Danau Perdana, Kuala Lumpur Wilayah Persekutuan Chang Mai Feng SJK ( C ) Ek Te.Lereh, Tg.Kling Melaka Chua Sua Chin SK Bukit Kenak, Jerteh Terengganu Emillia Binti Zakaria SK Kompleks Gong Badak Terengganu Fakarudin Bin Abd.Ghani SK Tenggaroh 3, Mersing Johor Fauziyah Binti Ariffin SK Seri Iskandar, Bota Perak Hazlan Binti Yusof SK Gulau, Sik Kedah Hjh.Kalsum Binti Mahamood Sk Khir Johari, Perai Pulau Pinang Jam' iyah Binti Mohd Idris SK Nenasi, Pekan Pahang Jamaliah Binti Abd.Samad SK Batu Maung Pulau Pinang Kamariah Binti Jusoh SK Kg Tengah, Kuala Terengganu Terengganu Kamsiah Binti Maulud SK Tebrau, Bakar Batu, Johor Bahru Johor Khazimah Binti Mahmud SK Palong 3 Negeri Sembilan Lee Sung Ling SJK ( C ) Chung Hua, Pasir Panjang Negeri Sembilan Lena Tan SJK ( C) Pei Chai, Kuantan Pahang Mahani Binti Che Don SK Bandar Baru Sg.Lalang, Sg. Petani Kedah Mohammad Nizam Bin Mohammad Wazir SK Tengkera (1) Melaka Mohd Amri Bin Jasman SK B.Baru Seri Petaling ( 1), K.Lumpur Wilayah Persekutuan Mohd Amzari Bin Jamil SK Ngee Heng, Johor Bahru Johor
Teachers Module
Mynah Binti Baba SK Jalan Datok Palembang Melaka Najib Hafidz Bin Mohd Ibrahim SK Sultan Idris Il, Kuala Kangsar Perak Nasrun Bin Mohamad SK LKTP Batu 27, Muar Johor Ng Ah Leng SJKC Ave Maria Convent, Ipoh Perak Ngajeni Bin Remot SK Sungai Lang Selangor Norahizayatun HasnahBinti Abd.Said SK Bota Kiri, Bota Perak Norazah Binti Ahmad SK Duyong Melaka Norhayati Binti Mat Zain SK Seksyen 18, Shah Alam Selangor Norlida Binti Kamarudin SK Sri Damai Sek. 17, Petaling Jaya Selangor Norsiah Binti Samsudin SK Lelaki Bandar, Kluang Johor Pamlah @ Pazilah Binti Mohamad SK Pianggu, Kuala Rompin Pahang Rafidah Binti Hamzah SK ( P ) Durian Daun Melaka
Rastam Bin Ab.Aziz SK Sri Bandar Melaka Rohana Binti Ibrahim SK Balik Pulau Pulau Pinang Roos Zainah Binti Zainal Abidin SK Ampangan, Seremban Negeri Sembilan Rosli Bin Bashah SK Taman Intan, Sg. Petani Kedah Sapura Binti Ihsan SK Cenderawasih, Kuantan Pahang Satifah Binti Mohd Aris SK Seri Sekamat, Kajang Selangor Suhaimi Bin Itam SK Palong Negeri Sembilan Tuan Rohani Binti Tuan Yahya SK Binjal Kertas Terengganu Wan Norleza Binti Ahmad Shah SK Ayer Tawar Perak Yong Hooi Kin SJK ( C) Simpang Pertang Negeri Sembilan Zaiton Binti Abd.Hamid SK, Kampung Tunku, Petaling Jaya Selangor Zulihi Binti Mohamad SK St Teresa ( 2 ), Brickfields Wilayah Persekutuan
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MODULE WRITERS
Mohamad Ikhsan Bin Abas SK Sega, Raub Pahang Mustapha Kamal Bin Mohamad Yusof SK Pulau Indah (2), Pulau Indah Pelabuhan Kelang, Selangor
EDITORS:
1. Florence Kok Siew Lin SMK Durian Daun Melaka 2. Ganeswari Karuppiah SJK (T) Serdang Selangor 3. Sahridah Binti Abu Samah SMK Lurah Bilut Pahang 4. Sarweswari Karuppiah SMK Dato Hj Kamaruddin Kuala Kubu Bharu, Selangor 5. Selvarani Thanggiah SMK Sultan Abd Aziz Shah Kajang, Selangor
FACILITATORS:
1. Zarena Bi Binti Mohamed Sadique SMK Tengku Aris Bendahara, Kluang Johor 2. Siti Asmah Binti Ismail SMK Mersing, Mersing Johor
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COURSE OBJECTIVES
1. To develop teachers confidence in using English to deliver content, manage classroom interaction and to manage teaching and learning in the remedial classroom. 2. To enhance teachers knowledge in using the correct terminology and classroom language. 3. To upgrade teachers skills in producing teaching-learning materials, writing notes and scripts and formulating questions in English. 4. To expose teachers to the Educational Remedial For Elementary Mathematics (E-ReEM)
Is there an objective to all this?
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ETeMS COURSE TIMETABLE

Day 1 2
CS CIC LP
Week/Slot
1 2 3 NOTE: CS COC CIC CI TD1 LP TD2 SCT MT -
1
CS CIC LP
3
CS CIC LP
1
COC CIC TD2
Day 2 2
COC CIC TD2
3
COC CIC TD2
1
CIC CIC SCT
Day 3 2
CIC CIC SCT
3
CIC CIC SCT
1
CIC CI MT
Day 4 2
CIC CI MT
3
CIC CI MT
1
CIC TD1 MT
Day 5 2
CIC TD1 MT
3
CIC TD1 MT
COMMUNICATION SKILLS CURRICULUM ORIENTATION COURSE CURRICULUM IN CONTEXT COURSEWARE INTEGRATION TASK DESIGNS 1 LESSON PLAN TASK DESIGNS 2 SCRIPTING MACRO TEACHING
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ENGLISH FOR TEACHING MATHEMATICS AND SCIENCE (ETeMS)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 COMMUNICATIVE SKILLS CURRICULUM ORIENTATIONS COURSE CURRICULUM IN CONTEXT CURRICULUM IN CONTEXT CURRICULUM IN CONTEXT CURRICULUM IN CONTEXT CURRICULUM IN CONTEXT CURRICULUM IN CONTEXT COURSEWARE INTEGRATION TASK DESIGN LESSON PLAN TASK DESIGN 2 SCRIPTING MACRO TEACHING MACRO TEACHING OBSERVATION SHEET BIBLOGRAPHY 2 - 17 18 - 35 36 - 42 43 -53 54 - 67 68 - 82 83 - 100 101 - 111 112 - 119 120 - 131 133 - 144 145 167 168 - 179 180 180 181 182
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PORTFOLIO
1.
You are required to save and compile all your work beginning from Day 3 until Day 15 in a portfolio.
2.
Organize your work according to the headings given below: Day 3 : Day 4 : Day 5 : Day 6 : Day 7 : Day 8 : Day 9 : Day 10 : Day 11 : Day 12 : Day 13 : Day 14 : Day 15 : Curriculum In Context Curriculum In Context Curriculum In Context Curriculum In Context Curriculum In Context Curriculum In Context Courseware Integration Task Design 1 Lesson Plan Task Design 2 Scripting Macro Teaching Macro Teaching
3.
Your portfolio will be evaluated by the facilitators at the end of this course.
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WEEK ONE
GETTING STARTED
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DAY 1
SLOT 1 TIME
: COMMUNICATIVE SKILLS
: ICE BREAKING : 2 Hours
ACTIVITY 1: SING ALONG Objectives Time Required Materials required INSTRUCTIONS: 1. 2. 3. 4. 5. Read aloud the lyrics. Sing aloud the song together. Next, form groups of five. Each group will be given a song. Present the song with actions. : At the end of the activity, you will be able to speak with correct pronunciation, stress and intonation. : 30 minutes : Song CD, lyrics of the songs.
LYRICS OF THE SONGS TEN LITTLE INDIAN BOYS One little two little Three little Indians Four little five little Six little Indians Seven little eight little Nine little Indians Ten little Indian boys ONE, TWO BUCKLE MY SHOES One two Buckle my shoe Three four Shut the door Five six Pick up sticks Seven eight Put them straight Nine ten A big fat hen WHAT IS YOUR NAME? What is your name? What is your name? What is your name, my friend? My name is Siti. My name is Siti. My name is Siti, my friend. I like Mathematics. I like Mathematics. I like Mathematics, my friend. Do you like it? Do you like it? Do you like it, my friend? Yes, I do. Yes, I do. Yes, I do, my friend. I can count. I can count. I can count one to ten. (tune: Clementine)
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HEAD, SHOULDERS, KNEES AND TOES Head and shoulders, knees and toes Knees and toes, knees and toes Head and shoulders, knees and toes Parts of my body. (Tune : London Bridge)
INCY WINCY SPIDER Incy Wincy spider Climbed up the spout Down came the rain And washed the spider out Out came the sun And dried up all the rain Now Incy Wincy spider Went up the spout again.
TWINKLE, TWINKLE LITTLE STAR Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky
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ACTIVITY 2: MUSIC DIRECTOR. Objectives Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Form groups of five. Create your own lyrics for a song. Create a tune for your song. Take turns to present the song (with clapping action). : At the end of the activity, you will be able to build your selfconfidence and overcome the phobia for the English Language : 45 minutes : --
Whats your song?
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ACTIVITY 3: KNOWING YOU KNOWING ME Objectives Time Required Materials Required INSTRUCTIONS: 1. 2. 3. Work in pairs. Introduce yourselves by singing the song What is your name?:. Include in your song the following questions: a. Do you like teaching mathematics? b. Do you like teaching mathematics in English? c. Why / why not? d. What are your problems? e. How to overcome this problem? : At the end of the activity, you will be able to: i. build your self-confidence ii. communicate effectively with your peers. : 45 minutes : 1. CD song (Tune of Clementine) 2. Handout lyrics of the songs (What is your name?)
Whats your name?
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DAY 1
SLOT 2 TIME
: ENERGIZERS : 2 Hours
ACTIVITY 1: TWIST, TWIST YOUR TONGUE Objectives Time Required Materials Required : At the end of the activity, you will be able to: i. pronounce words correctly. ii. develop your speech skills. : 45 minutes : List of tongue twisters.
What is a tongue twister? A tongue twister is a phrase or sentence which is hard to speak fast, usually because of alliteration or a sequence of nearly similar sounds . It helps develop speech skills and helps in speech therapy . To get the full effect of a tongue twister you should try to repeat it several times, as quickly as possible without stumbling or mispronouncing.
INSTRUCTIONS: 1. 2. Practice reading aloud all the tongue twisters given. Select a tongue twister and say it as many times as you can in a minute.
EXAMPLE OF TONGUE TWISTERS: 1. Sanjeevs sixth sheep is sick 2. One-one was a race horse Two-two was one too One-one won one race Two-two won one too 3. There those thousand thinkers were thinking how did the other three thieves go through 4. Six sleek swans swam swiftly southwards 5. If you understand, say understand. If you dont understand, say dont understand. But if you understand and say dont understand. How do I understand that you understand? Understand! 6. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I wont wish the wish you wish to wish.
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7. One smart fellow, he felt smart. Two smart fellows, they felt smart. Three smart fellows, they all felt smart. 8. Peter Piper picked a pack of pickled peppers, If Peter Piper picked a pack of pickled peppers, Where is the pack of pickled peppers Peter Piper picked? 9. Billy Button bought a buttered biscuit, Did Billy Button buy a buttered biscuit? If Billy Button bought a buttered biscuit, Wheres the buttered biscuit Billy Button bought ?? 10. Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan! 11. If you tell Torn to tell a tongue-twister his tongue will be twisted as tonguetwister twists tongues. 12. I thought a thought. But the thought I thought wasnt the thought I thought I thought. 13. Baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo 14. How many cans can a canner can, if a wood chopper could chop wood? 15. Purple Paper People, Purple Paper People, Purple Paper People 16. A sailor went to sea To see, what he could see. And all he could see was sea, sea, sea. 17. Upper roller lower roller Upper roller lower roller 18. Which watch did which witch wear and which witch wore which watch?..... 19. I scream, you scream, we all scream for ice cream! 20. The big black bug bit the big black bear, But the big black bear bit the big black bug back!
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ACTIVITY 2: MAGICAL NUMBERS Objectives Time Required Materials Required INSTRUCTIONS: 1. You are given the number 11 2. Form as many objects as you can using the shape of the number. 3. Talk about the objects you have formed using simple sentences example: : At the end of the activity, you will be able to: i create objects with the number given. ii describe the objects with confidence. : 30 minutes : A4 paper, pen
I have made a door. It is a big door.
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ACTIVITY 3: MY CHOICE Objectives Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. 5. Work in groups of four. You are given a list of skills and hardware. You are to sequence your choice according to your priority. When you have finished, you have to take turns to read out the sequence. Explain to your group the reason for your choice. : At the end of the activity, you will be able to: i. build your self-confidence and communicate effectively. ii. express your opinions with your peers. : 45 minutes : Laptop, LCD
LCD Television Radio
Communicative Skills Classroom Language Instructional Language
Computer Video Printer
YOUR CHOICE: 1.____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________ 6. ____________________________________________________________________ 7. ____________________________________________________________________ 8. ____________________________________________________________________ 9. ____________________________________________________________________
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DAY 1
SLOT 3 TIME
: TALKING TIME : 2 Hours
ACTIVITY 1: CHIT CHAT Objectives Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Work in pairs. Create a dialogue by referring to the questions given. Practise the dialogue among yourselves. Present the dialogue. : At the end of the activity, you will be able to: i. write a simple dialogue using the questions given. ii. talk with confidence. : 30 minutes : Script dialogue
Situation You are a foreign student and have been invited to a primary school. You enter a classroom. Teacher B is the class teacher and you are going to ask him /her questions about the school and the students. 1. 2. 3. 4. 5. 6. 7. What is the name of your school? How many students are there in this class? Why are there so few students in this class? What time do they start and finish school? What lesson are you carrying out at the moment? Are they happy to learn Mathematics in English? Do you have any problems in your teaching?
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ACTIVITY 2: PLAY TIME Objective Time Required Materials Required INSTRUCTIONS: 1. Work in pairs. 2. Pick a topic from the list given. 3. Role play the situation stated. SUGGESTED SITUATIONS: 1. You are at the post office. You are waiting to buy stamps at the counter. The Post Master attends to you. : At the end of the activity, you will be able to express your opinions clearly and confidently. : 45 minutes : Laptop, LCD
2. You are at the hospital. You are requesting for a Medical Certificate from the doctor.
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ACTIVITY 3: PUZZLING CHALLENGE Objective Time Required Materials Required INSTRUCTIONS: 1. Work in pairs. 2. Solve the puzzles as quickly as you can. PUZZLE A: HIDDEN NUMBERS INSTRUCTIONS: 1. Find the hidden numbers. 2. The numbers are placed either vertically or horizontally. 3. Circle them. : At the end of the activity, you will be able to solve the puzzles. : 45 minutes : Puzzles
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PUZZLE B: NUMBER BUILDER INSTRUCTIONS: 1. 2. CLUE Solve the puzzle using the given clues. No zeros are used.
Across 1. 89 - 20 3. 10 + 5 6. 33 + 3 8. 5 + 12 10. 93 - 56 12. 26 - 12 14. 40 - 22 16. 91 - 15 19. 54 - 10 21. 22 + 5 23. 69 + 16 25. 58 + 29 27. 30 + 15 28. 47 - 26
2. 4. 5. 7. 9. 11. 13. 15. 17. 18. 20. 22. 24. 26.
Down 20 + 73 79 - 28 46 + 7 18 + 43 96 - 18 26 + 45 68 - 21 52 + 32 8 + 54 94 - 6 25 + 23 38 + 39 37 + 17 79 - 7
PUZZLE
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PUZZLE C: TREASURE MAZE INSTRUCTIONS: 1. 2. chest. 3. 4. Add up all the digits as you go along the paths A, B, C and D. The smallest total holds the key to the chest. There are four ways to the treasure chest, A, B, C and D. Only one of them holds the key that can open the treasure
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DAY 2
SLOT 1 TIME
: CURRICULUM ORIENTATION COURSE

: OVERVIEW CURRICULUM SPECIFICATION : 2 Hours
ACTIVITY 1: CURRICULUM SPECIFICATIONS Objective Time Required Material Required INSTRUCTIONS: 1. 2. 3. 4. 5. Work in pairs. Go through the E-ReEM. Focus on the Preface, Introduction, Aims and Objectives. Write out the key points in the table below and on a display sheet. Share your ideas with other participants. Topic 1. Preface Main Point : At the end of the activity, you will be able to know the content of the Curriculum Specifications : 45 Minutes : E-ReEM Curriculum Specifications
2.
Introduction
3.
Aims
4.
Objectives
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ACTIVITY 2: CONTENT ORGANIZATION Objective Time Required Material Required INSTRUCTIONS: 1. Work in pairs. 2. Read and understand the structure and content of E-ReEM Curriculum Specifications ( topic, key concepts, previous knowledge, learning activities, learning outcomes, resources, key words). 3. Discuss and write out the purpose of every item in the table below. 4. Present your work. : At the end of the activity, you will be able to know and understand the structure and content of the Curriculum Specifications. : 45 Minutes : E-ReEM Curriculum Specifications.
No
Item
Suggested Examples 5.2- To write the mathematical sentence for the operation of addition by using the process of combination 1. Addition means combining two groups of objects. 2. The process of addition involves counting all the objects. Students have the ability to read, count, write and compare numbers 0 to 10.
Purpose
Topic
Key concept
Previous Knowledge
Learning Outcomes
Students will be able to : 1. Find the total of two numbers within 10. 2. Write number sentences for addition.
Learning Activities Various objects such as plastic cup, sweets, pictures, number cards, work sheets, LCD, Laptop, screen, trolley, and CD ROM. add, one more, sum, count on, addition, put together, make.
Resources
Key Words
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ACTIVITY 3: MIND MAPS Objectives Time Required Material Required INSTRUCTIONS: 1. Work in pairs. 2. Read the topics in the E-ReEM Curriculum Specifications. i. Elementary Mathematics Skills ii. Counting Skills 3. Discuss and complete the mind maps given below. 4. Present your work. : At the end of the activity, you will be able to know and understand and the content of E-ReEM Curriculum Specifications. : 30 Minutes : E-ReEM Curriculum Specifications.
Elementary Mathematics Skills
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Counting Skills
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DAY 2
SLOT 2 TIME
: CURRICULUM ORIENTATION COURSE

: OVERVIEW E-ReEM CURRICULUM SPECIFICATIONS : 2 Hours
ACTIVITY 1: GLOSSARY Objective Time Required Material Required INSTRUCTIONS: 1. Work in groups of three. 2. Referring to the skills below, identify words which are necessary to teach those skills 3. Find the Bahasa Malaysia equivalent for the words you have identified. 4. Present your work. : At the end of the activity, you will be able to use correct and suitable mathematical terminologies. : 1 Hour : E-ReEM Curriculum Specifications.
Skills English 1. Pre Number colour size shape type
Glossary B. Malaysia warna saiz bentuk jenis
2.
Number Concept
3.
Recognizing Number
4.
To recognize zero 0
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ACTIVITY 2: CONSTRUCT SENTENCES Objectives Time Required Material Required INSTRUCTIONS: 1. Work in groups of three. 2. Construct questions or statements using the vocabulary based on the topic given 3. Take turns to read the sentences to your group members and display your work. : At the end of the activity, you will be able to construct grammatically correct sentences. : 1 Hour : E-ReEM Curriculum Specifications.
Skill 1. Pre-Number
Vocabulary 1. colour 2. size 3. type 4. shape
Sentence 1. Colour the pictures given.
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DAY 2
SLOT 3 TIME
:CURRICULUM ORIENTATION COURSE

: OVERVIEW CURRICULUM SPECIFICATION : 2 Hours
ACTIVITY 1: MIND MAP Objective Time Required Material Required INSTRUCTIONS: 1. Work in groups of three. 2. Prepare a content map based on the topics given. 3. Present your work. EXAMPLE OF A MIND MAP : At the end of the activity, teachers will be able to prepare a mind map based on the topics given. : 2 Hours : E-ReEM Curriculum Specifications.
colour size
Compare Recognize big or small Tall / short, long / short Name sizes Match the same sizes Colour the same sizes Recognize colours Name colours Join colour cards Sort out colours Match colours with objects Colour according to instructions
Pre - Number
shape
Sort out objects according to shapes Name the shapes Match the shape cards with concrete objects Colour the same shapes
type
Name objects according to types Group semi concrete objects according to types Classify pictures/ objects according to types Colour/draw objects according to types
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DAY 3
SLOT 1 TIME
: CURRICULUM IN CONTEXT
: GREETING AND QUESTIONING : 2 Hours
ACTIVITY 1: CANTEEN FOOD Objectives : At the end of the activity, you will be able to: i. practise your communication skills. ii. write a dialogue between a buyer and a seller. iii. converse among yourselves. : 2 Hours : A4 papers, display sheets, manila cards and marker pens.
Time Required Materials Required INSTRUCTIONS:
1. Sit in pairs and look at Picture A. 2. Discuss and write out a dialogue between a buyer and a seller. (Use WH questions) 4. Practise the conversation with your partner. 5. Present it. Picture A: HEALTHY FOOD HEALTHY BODY The students are buying food at the canteen. There are many types of food. The price list is shown below.
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Food / drinks Nasi Lemak Curry Puff Fried Mee Fried Chicken Syrup RM 0.50 RM 0.30 RM 0.60 RM 1.00 RM 0.30
Price
Buyer : Seller :
Good (morning). Mak Timah Id like to ..
DAY 3
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SLOT 2 TIME
: SET INDUCTION : 2 Hours
ACTIVITY 1: INDUCING THE AUDIENCE Objective Time Required Materials Required INSTRUCTIONS: 1. 2. Work in pairs and study Picture A again. Design a suitable set induction using Picture A to introduce a topic in the E-ReEM Curriculum Specifications. 3. Present your set induction. : At the end of the activity, you will be able to design a suitable set induction using the E-ReEM Curriculum Specifications and stimulus. : 1 Hour : A4 papers, display sheets, manila cards, marker pens and E-ReEM Curriculum Specifications.
Example Of Set Induction:
Topic
Learning Objectives :
Learning Outcomes :
Set Induction
ACTIVITY 2: SET INDUCTION
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Objective
: At the end of the activity, you will be able to create a set induction using newspapers and magazines based on E-ReEM Curriculum Specifications. Time Required : 1 Hour Materials Required : A4 papers, display sheets, manila cards, marker pens, newspapers, magazines and E-ReEM Curriculum Specifications. SUGGESTED INSTRUCTIONS: 1. Cut out any pictures from newspapers or magazines. 2. Use those pictures to create a set induction according to the E-ReEM Curriculum Specifications topics. 3. Present your work. EXAMPLE:
Teachers ask students questions using the selected pictures. SAMPLE QUESTIONS: 1. Do you go with your mother to the market? 2. What can you see there? 3. Can you name a few things that your mother usually buys?
DAY 3
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SLOT 3 TIME
: SET INDUCTION : 2 Hours
ACTIVITY 1: STARTING SET Objectives Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Work individually. Study STIMULUS A. Discuss how to use the given stimulus as a set induction. Present the set induction. : At the end of the activity, teachers will be able to: i..create a set induction with the given stimulus. ii. present the set induction. : 1 Hour : A4 papers, display sheets, manila cards, marker pens and E-ReEM Curriculum Specifications.
STIMULUS A
ACTIVITY 2: SET AND GO
4
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Objectives Time Required Materials Required INSTRUCTIONS:
: At the end of the activity, teachers will be able to design one set induction : 1 Hour : A4 papers, display sheets, manila cards, marker pens and E-ReEM Curriculum Specifications.
1. Work individually. 2. Choose one of the four topics given below to design a suitable set induction (pre number, addition within 10, subtraction within 10, whole numbers). 3. Present the set induction 4. Compile your work in a portfolio
What was your set induction?
DAY 4
SLOT 1
: READING SKILLS
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TIME
: 2 Hours
ACTIVITY 1: READ IT! Objectives : At the end of the activity, you will be able to: i. understand the text on addition and place value. ii. understand the concept of addition. iii. know the mathematics glossary. : 2 Hours : Dictionary, ruler, pencil, and glossary
Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4.
Read Text A individually. Underline the mathematical terms and find the meanings in Bahasa Malaysia. List them in the table provided. Check your answers with the others.
Text A NUMBER 1 TO 50 / OPERATION OF ADDITION Whole numbers are numbers beginning from zero onwards. These are presented in digits like ones, tens and hundreds onwards. Example: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.. The numbers can be read in an ascending or a descending order. Ascending is also known as counting on and descending is known as counting back.
Numbers which begin from the smallest value to the largest value are in ascending order. Eg: 0, 1, 2, 3, 4, 5. 32, 33, 34, 35.. 10, 20, 30, 40. Numbers which begin from the largest value to the smallest value are in descending order.
e.g:
9, 8, 7, 6 90, 80, 70, 60
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47, 46, 45, 44, 43.
7 9 8 6
5 3
2 1
Number nine is the largest number in the diagram. Number one is the smallest number in the diagram.
5 is less than 6
4 is more than 3
PLACE VALUE
The position, or place, of a digit in a number written in standard form determines the actual value the digit represents. This table shows the place value for various
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positions:
Place (underlined) 1 000 1 000 1 000 1 000
Name of Position Ones (units) position Tens Hundreds Thousands
The sentence is five thousand four hundred and twenty-three The place value for number 5 is thousands The place value for number 4 is hundreds The place value for number 2 is tens The place value foe number 3 is ones
Example:
The number 721040 has a 7 in the hundred thousands place, a 2 in the ten thousands place, a one in the thousands place, a 4 in the tens place, and a 0 in both the hundreds and ones place.
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Expanded Form The expanded form of a number is the sum of its various place values. Example:
9836 = 9000 + 800 + 30 + 6.

http://www.whole numbers and their basic properties.htm
Mathematical Terms 1. Number 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
Bahasa Malaysia Equivalent Nombor
DAY 4
SLOT 2 TIME ACTIVITY 1: Objective
: LANGUAGE FOCUS/ READING SKILLS : 2 Hours MATHEMATICAL TERMS : At the end of the activity, you will be able to recognize mathematical terms. : 2 Hours : Dictionary, A4 papers and marker pens.
Time Required Materials Required
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INSTRUCTIONS: 1. 2. 3. 4. 5. Read Text B and Text C individually. In pairs, underline the mathematical terms and other difficult words in both texts. Use a dictionary to find the meanings of the words identified. Write on the A4 paper the words and the meanings. Present the results.
What is the meaning of
Text B Division
In mathematics, especially in elementary arithmetic, division is an arithmetic operation which is the inverse of multiplication. Specifically, if c times b equals a, written: cxb=a
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where b is not zero, then a divided by b equals c, written: a_ b = c
In the above expression, a is called the dividend, b the divisor and c the quotient. Division by zero (i.e. where the divisor is zero) is not defined. Division is most often shown by placing the dividend over the divisor with a horizontal line, also called a vinculum, between them. This can be read out loud as "a divided by b" or "a over b". A way to express division all on one line is to write the dividend, then a slash, then the divisor. This is the usual way to specify division in most computer programming languages since it can easily be typed as a simple sequence of characters. A typographical variation, which is halfway between these two forms, uses a solidus (fraction slash) but elevates the dividend, and lowers the divisor:
a
b .
Any of these forms can be used to display a fraction. A fraction is a division expression where both dividend and divisor are integers (although typically called the numerator and denominator), and there is no implication that the division needs to be evaluated further. A less common way to show division is to use the obelus (or division sign) in this manner: This form is infrequent except in elementary arithmetic. The obelus is also used alone to represent the division operation itself, as for instance as a label on a key of a calculator.
Text C Multiplication
Multiplication is the mathematical operation of adding together multiple copies of the same number. For example, four multiplied by three is twelve, since three sets of four make twelve: Multiplication can also be viewed as counting objects arranged in a rectangle, or finding the area of rectangle whose sides have given lengths.
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Multiplication is one of four main operations in elementary arithmetic, and most people learn basic multiplication algorithms in elementary school. The inverse of multiplication is division. Multiplication is written using the multiplication sign "" between the terms; that is, in infix notation. The result is expressed with an equals sign. For example, 2X3=6 (verbally, "two times three equals six")
The numbers to be multiplied are generally called the "factors" or "multiplicands". When thinking of multiplication as repeated addition, the number to be repeated is called the "multiplicand", while the number of repetitions is called the "multiplier". In algebra, a number that is multiplied by a variable or expression (i.e. the 3 in 3xy2) is called a coefficient. The result of a multiplication is called a product, and is a multiple of each factor. For example 15 is the product of 3 and 5, and is both a multiple of 3 and a multiple of 5.
No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Mathematics Terms
Meanings
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DAY 4
SLOT 3 TIME
: LANGUAGE FOCUS/ READING SKILLS : 2 Hours
ACTIVITY 1: READ AGAIN ! Objective Time Required Materials Required INSTRUCTIONS: 1. Read Text D individually. 2. Based on the text, write a similar passage changing the words or phrases underlined with their own words (parallel writing). 3. Check the answers with your partner. Text D : At the end of the activity, you will be able to do parallel writing. : 1 Hour : Dictionary, pens, pencils.
SOURCE: http://www.newimage.com/search.aspx?mid-3378842 FOOD STALL Last Wednesday, Zarena, Florence and Rani from Sekolah Kebangsaan Limbongan Melaka (2) finished their Co-Curriculum activities at 4.00 oclock. All of them felt very thirsty and hungry. So they went to Mak Aziahs stall. Zarena bought a glass of orange juice for RM 0.50 and two packets of Nasi Lemak for RM 2.00. Zarena had RM 5.00 in her purse. After she paid, she got the balance of RM 2.50. Florence bought two cup cakes for RM 0.90 and a glass of syrup for RM 0.50 and she paid RM 2.00. She received back RM 0.60. Rani bought three pieces of Keropok Lekor for RM 0.60 and a glass of orange juice for RM 0.50. She paid for all the things she bought with RM 5.00 and Mak Aziah gave the balance.
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ACTIVITY 2: STORY TELLER Objective Time Required Materials Required INSTRUCTIONS: 1. Work individually and study the picture carefully. 2. Write 10 sentences based on the picture. 3. Present the sentences. : At the end of the activity you will be able to write sentences to make a story. : 1 Hour : Dictionary, pens, pencils.
My goodness !!!! What is the answer?????????
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DAY 5
SLOT 1 TIME
: CONCEPT DEVELOPMENT (THE USE OF COMMAND WORDS) : 2 Hours
ACTIVITY 1: COMMAND THE CROWD Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Work in pairs Study the pictures given below. Point out the errors committed by the teachers in the pictures. Suggest command words the teacher should have used for managing the classroom. 5. Next, write down a list of command words you normally use in managing your classroom. 6. Present your work to the others. EXAMPLES OF COMMAND WORDS: : At the end of the activity, you will be able to use correct command words for a specific situation. : 2 Hours : A4 papers, mahjong papers, manila cards, marker pens, dictionary and E-ReEM Curriculum Specifications.
1. Keep quiet.
2. Close the door. 3. Switch on the fan. 4. Do not play in the classroom. 5. Ali, bring your chair to the front now.
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DAY 5
SLOT 2 TIME
: CONCEPT DEVELOPMENT : 2 Hours
ACTIVITY 1: COMMAND WORDS Objective Time Required Materials Required : At the end of the activity, you will be able to write grammatically correct sentences using command words. : 45 minutes : A4 papers, display sheets, manila cards, marker pens, dictionary and E-ReEM Curriculum Specifications.
INSTRUCTIONS: 1. Work individually. 2. Read the command words given. 3. Find Bahasa Malaysia equivalent. 4. Make sentences based on the command words given. COMMAND WORDS English 1. state 2. name 3. match 4. round up 5. decompose 6. complete 7. arrange 8. sequence 9. sort 10. solve 11. count 12. find 13. list 14. express 15. label 16. compare 17. give 18. draw 19. sketch 20. separate Bahasa Malaysia Equivalent 1. nyatakan Sentences
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ACTIVITY 2: TRANSLATION TIME! Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. Work in pairs and translate the mathematical sentences from Bahasa Malaysia to English Write the word problems on a display sheet. Present your work. : At the end of the activity, you will be able to formulate questions from the text. : 45 Minutes : A4 papers, display sheets, manila cards, marker pens, dictionary and E-ReEM Curriculum Specifications.
Bahasa Malaysia:
1. Lapan puluh lima biji guli.
English: ____________________________________________________________
Bahasa Malaysia:
2. Tujuh puluh tiga tolak lima sama dengan berapa?
English: ____________________________________________________________
Bahasa Malaysia:
3. Bahagikan 99 dengan 3.
English: ____________________________________________________________
Bahasa Malaysia:
4. Bahagikan 45 biji limau kepada 5 orang murid
English: ____________________________________________________________
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5.
Bahasa Malaysia Jam ini menunjukkan pukul berapa?
English: _________________________________________________________
Bahasa Malaysia: 6. RM 1
RM 0.50 RM 0.50
Berapakah jumlah wang di atas? English: ________________________________________________________
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ACTIVITY 3: TERMINOLOGIES Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. 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 Work in pairs. Discuss the English equivalent. Write the answers in the table. Present your answers on a display sheet. Bahasa Malaysia jumlahkan dicampur menyelesai cari jawapan nilai hitung nyatakan semuanya jumlah perbezaan kurang tinggal lengkapkan binakan takrifkan berapakah senaraikan rekodkan lakarkan bundarkan cerakinkan operasi bercampur hasil bahagi ruang segi empat sama segi empat tepat segi tiga sama sisi segi tiga sama kaki segi tiga bersudut tegak tapak / tinggi Mathematical terms : At the end of the activity, you will be able to understand Mathematical terms. : 30 Minutes : A4 papers, display sheets, manila cards, marker pens, dictionary and E-ReEM Curriculum Specifications.
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DAY 5
SLOT 3 TIME ACTIVITY 1: Objective
: CONCEPT DEVELOPMENT : 2 Hours PROBLEMATIC WORDS : At the end of the activity, you will be able to use mathematical words and phrases in word problems. : 1 Hour : A4 papers, display sheets, manila cards, marker pens,
1. Work individually and translate the word problems. 2. Write the problems that you have translated on a display sheet. 3. Present your work.
Masalah 1 Puan Suraya membeli sepasang kasut dan sehelai baju yang berharga RM 78. Suaminya hanya boleh memberi RM 50 kepada beliau. Berapakah baki wang yang perlu di bayar oleh Puan Suraya? ____________________________________________________________ ____________________________________________________________
Masalah 2 Sebuah kilang mengeluarkan 45 helai baju pada minggu pertama dan berkurang sebanyak 30 helai pada minggu kedua. Berapakah jumlah baju yang dikeluarkan oleh kilang itu pada minggu kedua? _____________________________________________________________ _____________________________________________________________
Masalah 3 Pertandingan bola sepak berlangsung selama 90 minit. Pertandingan itu ditamatkan pada pukul 10.00 malam. Pukul berapakah permainan bola sepak itu dimulakan? _______________________________________________________ _______________________________________________________ ____ 54
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DAY 5
Masalah 4 Encik Ali membeli sepasang seluar yang berharga RM 59. Dia memberi wang kertas RM 100 kepada penjual itu. Berapakah baki wang yang perlu di pulangkan oleh penjual itu? ____________________________________________________________ ____________________________________________________________
Masalah 5 Seorang pekedai menjual sebanyak 30 kg sawi sehari. Berapakah jumlah sawi yang dijualnya dalam 5 hari? _____________________________________________________________ _____________________________________________________________
Masalah 6 Pertandingan bahas berlangsung selama 70 minit. Pertandingan itu dimulakan pada pukul 9 pagi. Pukul berapakah pertandingan itu akan tamat? _______________________________________________________ _______________________________________________________ ____
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ACTIVITY 2: PROBLEMS! PROBLEMS! Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Complete the activity in pairs. Choose any 2 topics from E-ReEM Curriculum Specifications and construct 20 word problems. Write out the word problems on a display sheet. Present the word problems. : At the end of the activity, you will be able to form grammatically correct word problems. : 1 Hour : A4 papers, display sheets, manila cards, marker pens,
EXAMPLE OF WORD PROBLEMS 1. 2. 3. Siti has 5 apples. Ani gives her 3 more apples. How many apples does Siti have now? The show starts at 8.00 a.m. It finishes at 10.10 a.m. How long is the show? Ali bought 3 shirts yesterday. Today he bought another 8 shirts. Altogether, how many shirts did he buy
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WEEK TWO
MAKING PROGRESS
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DAY 6
SLOT 1 TIME
: INSTRUCTIONAL LANGUAGE : 2 Hours
ACTIVITY 1: INSTRUCTIONS! INSTRUCTIONS! Objective : At the end of the activity, you will be able to translate the instructions from English Language to Bahasa Malaysia. Time Required : 30 minutes. Materials Required : Dictionary, worksheets. INSTRUCTIONS: 1. 2. 3. 4. Work individually. For each expression, write its Bahasa Malaysia equivalent. Choose a partner and compare your answers. Present your answers on a display sheet.
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TASK SHEET Translate the given phrases to English
ENGLISH 1. 2. 3. 4. 5. 6. 7. 8. Count the numbers .... Colour the pictures Compare the sizes Match the numbers Sort the objects Name the shapes Identify the sizes ..... Classify the objects according to the sizes ................ Connect the dotted lines.. Complete the numbers
BAHASA MALAYSIA
9. 10
11. Write in standard form .. 12. Write in mathematical sentence form ..................................
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13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Calculate
...............
Find the sum of ... Write ............. Measure the distance . Shade Construct a table Sketch the graph Draw Compare the result Cut out the triangle Draw a rectangle Arrange the cubes Fold the paper
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ACTIVITY 2: TIME ZONE Objectives : At the end of the activity, you will be able to: i. state your daily activities ii. carry out a questionanswer session. Time Required : 30 minutes Materials Required : Dictionary, worksheets. INSTRUCTIONS: 1. 2. Work individually. List out your daily activities in TASK SHEET 1.
PART 2A List out your daily activities in the task sheet below.
List out your daily activities .
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TASK SHEET 1
Time
Activities
1.
Morning
2. 3. 4. 1.
Afternoon
2. 3. 4. 1.
Evening
2. 3. 4. 1.
Night
2. 3. 4.
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PART B Answer the questions asked by the facilitator JOGGING. Dialogue Facilitator Teacher Facilitator Teacher Facilitator Teacher Facilitator Teacher SEWING. Dialogue Facilitator Teacher Facilitator Teacher Facilitator Teacher Facilitator Teacher . : : : : : : : : : : : : : : : :
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ACTIVITY 3: CONCEPTS OF MULTIPLICATION Objective : At the end of the activity, you will be able to recognize the concept of multiplication. Time Required : 1 Hour Materials Required : Dictionary, worksheets, basic multiplication table ACTIVITY 3 A INSTRUCTIONS: 1. 2. 3. 4. 5. Work in pairs. Complete TASK SHEET 2. Explain the completed task. Complete the basic multiplication table individually. Ask and answer questions based on the basic multiplication table
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TASK SHEET 2 Complete the exercise below.
1. Draw 12 objects.
2. Group the objects in 3`s.
3. How many groups do you have?
4. How many objects are there in a group?
5. Write the statement. Times 6. Write out the mathematical sentences. Equal to
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MULTIPLICATION TABLE Complete the multiplication table.
X 2 1 2 3 4 5 6 7 8 9 3 4 5 6 7 8 9
Ask and answer questions based on the multiplication table.
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DAY 6
SLOT 2 TIME
:CURRICULUM IN CONTEXT
ACTIVITY 1: TEACHING CONCEPTS Objective At the end of the activity, you will be able to teach the concept of division. Time Required : 2 Hours Materials Required : Lap top, display sheet, straw, concrete material ( real object ). INSTRUCTIONS: 1. 2. 3. 4. 5. Work in groups of four. Read Text G. Identify the concept of division. Write the steps to teach the concept of division. Role play the teaching and learning situation. :
Text G
DIVIDING POSITIVE INTEGERS

The arithmetic operation of division is the opposite, or inverse, of multiplication. Using the example of 12 divided by 4, we may indicate division by the division sign;
(12 4),
a bar ( - ),
a slash ( / ), or the notation ( : ).
Division determines how many times one number is contained in another number. For example, 4 is contained 3 times in 12; thus, 12 apples could be divided into 3 sets of 4 apples, so 12 divided by 4 is 3. The number to be divided is called the dividend. The number the dividend is divided by is called the divisor. The end result of division is called the quotient :
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INSTRUCTION : Read the above text carefully. Then write out the steps on how to teach the concept of division. Steps 1 2 3 4 5 6 7 8 9 Concepts
Role play the teaching and learning situation on teaching the concept of division.
DAY 6
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SLOT 3 TIME
ACTIVITY 1: ADDITION Objectives : At the end of the activity, you will be able to: i. teach the concept of addition. ii. formulate problem solving questions iii. role play the teaching and learning situation. Time Required : 2 Hours Materials Required : Dictionary , worksheets, mahjong papers, manila cards, etc INSTRUCTIONS: 1. 2. 3. 4. 5. Work in pairs. Complete the following TASK SHEET 3. Using the task sheet, plan out how you would teach the concept of addition to your students Role play the teaching and learning situations. Work in pairs to construct problem solving questions from the given mathematical sentences.
TASK SHEET 3
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Fill in the blanks
..... cats
in the house
cats
outside the house
1. How many 2. How many
are in the house ? are outside the house?
3. Count how many cats there are altogether. There are cats.
4. Write the mathematic sentences. ..cats in the house 5. Write in vertical form.
cats outside the house
cats.
ACTIVITY 1B:
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Using TASK SHEET 3 plan how you would teach addition to your students. Role play the situation.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
ACTIVITY 1C
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Study the mathematical sentences. Then, form problem solving questions from the given mathematical sentences.
Example: 26 + 15 = _______________
There are 26 red marbles and 15 yellow marbles on the table. How many marbles are there altogether ?
1. 22 + 61 =
2. 44 + 25 =
3. 55 + 41 =
4. 22 + 77 =
5. 29 + 9 =
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6. 69 + 9=
7. 74 +18 =
8. 18 + 18 =
9. 39 + 49 =
10. 56 + 36 =
DAY 7
SLOT 1
: CONCEPT DEVELOPMENT
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TIME
: 2 Hours
ACTIVITY 1: TIME TRAVEL Objectives : At the end of the activity, you will be able to: i. locate information from various sources ii. do correct translations Time Required : 1Hour Materials Required : Calendar 2008, task sheets, LCD, laptop INSTRUCTIONS: 1. Work in pairs. 2. Study the calendar carefully. 3. Translate the questions given in Bahasa Malaysia to English Language and answer the questions in TASK SHEET 4. 4. Take turns to read the translated sentences and provide appropriate answers. 5. Complete the translation exercise on TASK SHEET 5.
CALENDAR 2008
January 2008
February 2008
S
< tr> < 7 tr>
6
M
1 8
T
2 9
W
3
T
4
F
5
S
< tr> < tr> 4
3
M
5
T
6
W
7
T
1 8
F
2 9
10
11
12
< 14 tr>
13
15
16
17
18
19
< tr> 11
10
12
13
14
15
16
< 21 tr>
20
22
23
24
25
26
< tr> 18
17
19
20
21
22
23
< 28 tr>
27
29
30
31
< tr> 25
24
26
27
28
29
< tr>
< tr>
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March 2008
April 2008
S
< tr> < tr>
2
M T W T F S
1 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29
S
< tr>
M T W T F S
1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26
< tr> 7
6
< tr>
9
< tr> 14
13
< tr>
16
< tr> 21
20
< tr>
23
< tr> 28
27
< tr>
30
May 2008
June 2008
S
< tr>
M T W T F S
1 6 13 20 27 7 14 21 28 8 15 22 29 2 9 16 23 30 3 10 17 24 31
S
< tr> < tr>
1
M T W T F S
2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28
< tr> 5
4
< tr> 12
11
< tr>
8
< tr> 19
18
< tr>
15
< tr> 26
25
< tr>
22
< tr>
< tr>
29
July 2008
August 2008
S
< tr>
M T W T F S
1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26
S
< tr> < tr>
3
M T W T F S
1 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29 2 9 16 23 30
< tr> 7
6
< tr> 14
13
< tr>
10
< tr> 21
20
< tr>
17
< tr> 28
27
< tr>
24
< tr>
< tr>
31
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September 2008
October 2008
S
< tr> < tr>
7
M T W T F S
1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27
S
< tr> < tr>
5
M T W T F S
1 6 13 20 27 7 14 21 28 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25
< tr>
14
< tr>
12
< tr>
21
< tr>
19
< tr>
28
< tr>
26
< tr>
November 2008
December 2008
S
< tr> < tr>
2
M T W T F S
1 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29
S
< tr> < tr>
7
M T W T F S
1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27
< tr>
14
< tr>
9
< tr>
21
< tr>
16
< tr>
23
< tr>
28
< tr>
30
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TASK SHEET 4 INSTRUCTION: Translate and answer the questions. BAHASA MALAYSIA 1. Apakah tarikh hari ini? ENGLISH _____________________________________________ ? _____________________________________________ 2. Bilakah hari jadi kamu ? _____________________________________________ ? _____________________________________________
3. 1 Februari jatuh pada hari apa?
_____________________________________________? _____________________________________________
4. Berapakah bilangan hari Sabtu dalam bulan November ? 5. Namakan bulan sebelum bulan Ogos ?
_____________________________________________? _____________________________________________ _____________________________________________? _____________________________________________
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TASK SHEET 5 INSTRUCTION: Translate and answer the questions. BAHASA MALAYSIA 1. Ada berapa hari dalam seminggu ? 2. Bulan apakah yang ada 31 hari ? 3. Dalam satu tahun ada berapa bulan ? 4. Bilakah sambutan Tahun Baru Cina diadakan?. 5. Bilakah hari pertama persekolahan pada tahun 2008? 6. Bilakah tarikh Hari Keputeraan Yang DiPertuan Agong? 7. Bilakah sambutan Hari Kebangsaan diadakan? 8. Bilakah sambutan Hari Raya Aidil Fitri diadakan? 9. Bilakah sambutan Hari Deepavali diadakan? 10. Bilakah sambutan Hari Buruh diadakan? ENGLISH _______________________________? DAYS ____________
______________________________ ?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
_______________________________?
____________
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ACTIVITY 2: WRITERS BLOCK Objective Time Required Materials Required INSTRUCTIONS: 1. Work individually and study the information chart given. 2. State what the information chart is about. 3. Answer the facilitators questions based on the chart. 4. Construct sentences from the information chart orally. 5. Translate the given report in Bahasa Malaysia to English Language. 6. Read out the translated report. : At the end of the activity, you will be able to write a simple report. : 1 Hour : Information chart, worksheets
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ACTIVITY 2A INSTRUCTION: Study the information chart below. Favourite Fruits in SK Kampung Tunku
apple
20 teachers
banana
70 teachers
orange
15 teachers
papaya
34 teachers
mango
25 teachers
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Construct 5 sentences from the information chart above. You may use the sample sentences below as a guide. SAMPLE SENTENCES 1. 20 teachers in SK. Kampung Tunku like to eat apples. 2. Most of the teachers in SK. Kampung Tunku like to eat bananas. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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ACTIVITY 2B INSTRUCTION: Fill in the blanks with the correct answers based on the information chart
1.
________
teachers like to eat papayas.
2. The teachers in SK Kampung Tunku like to eat ___________ and _____________ 3. 4. ___________ _________ is the most popular fruit. teachers like to eat oranges.
5. The total number of teachers who like to eat mangoes and papayas is _________ .
ACTIVITY 2 C INSTRUCTION: Translate the given paragraph to English Language. Semua guru di Sekolah Kebangsaan Kampung Tunku gemar makan buah-buahan. Buah pisang merupakan buah yang paling digemari oleh guru. Buah yang paling kurang dimakan oleh guru ialah buah oren. 20 orang guru gemar makan buah epal dan 25 lagi suka makan buah mangga.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____
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DAY 7
SLOT 2 TIME
: CONCEPT DEVELOPMENT (Report Writing) : 2 Hours
ACTIVITY 1: LETS GET CREATIVE Objectives : At the end of the activity, you will be able to: i. create a picture using cut outs of different shapes and sizes. ii. write out the steps involved in creating the picture. iii. explain the process of creating the picture. Times Required : 2 Hours Materials Required : Manila cards, Marker pens, rulers, scissors, display sheets and glue INSTRUCTIONS: 1. 2. 3. 4. 5. 6. Work in groups of three Draw different shapes on a manila card (rectangle, square, circle, star and triangle) Cut out the shapes and create a picture ( e.g. robot, car, train, animals ). Stick the shapes on a piece of display sheet (refer to the sample given) Write out the steps involved in creating the picture. Present your work.
rectangle
square
star
triangle
circle
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SUGGESTED PICTURES
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DAY 7
SLOT 3 TIME
ACTIVITY 1: REPORTER Objective : At the end of the activity, you will be able to write a report on the task of creating picture. Time Required : 1 Hour Materials Required : Laptop, LCD INSTRUCTIONS: 1. Work in pairs. 2. Write a report on the task of creating a picture (refer to the sample given) 3. Your report should include the following: . materials . procedure . analysis . conclusion . experience . suggestions 4. Present the report using LCD.
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Report Format Topic Materials : ___________________________________________ : ________________________________________________________ _______________________________________________________ Procedure : 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ Analysis : - The picture required _________triangle, _________ square _________ rectangle, __________ , circle and __________ star.
Conclusion
: ________________________________________________________ ________________________________________________________
Experience
: ________________________________________________________ ________________________________________________________ ________________________________________________________
Suggestions : ________________________________________________________ ________________________________________________________
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SAMPLE REPORT FORMAT Topic Materials Procedure : Creating A Bird From Different Shapes : Manila Card, glue, scissors, marker pens, rulers, display sheets : Step 1- The Body Structure Cut out a big circle and a big triangle to form the body and wing. Step 2 Paste the circle in the centre of an A4 paper to represent the body. Next, paste the triangle in the center of the circle to represent the wing. Step 3- The Tail Cut out a bigger triangle to represent the tail. Step 4 Paste the triangle outside the big circle with one end of the triangle touching the circle. Step 5- The Legs Cut out two equal triangles to represent the legs Step 6 Paste the ends of the triangles to the bottom of the circle to represent the legs. Step 7- The Neck Cut out a rectangle Step 8 Paste the rectangle to the circle to represent the neck Step 9- The Head Cut out a small circle to represent the head, a star and a small square to represent the eye. Step 10 Paste the circle to the other end of the rectangle to form the head. Next, paste the star inside the circle for the eye. Then, paste the small square inside the star to form the pupil. Step 11- Crown And Beak Cut out 4 equal triangles. Step 12 Paste 3 triangles on the head (circle ) to form the crown. Next, paste the other triangle to form the beak.
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Analysis
: - The picture requires 8 triangles, 1 square, 2 rectangles, 2 circles and 1 star. : Different shapes can be used to create different pictures. : - Enjoyable and has an impact on the learning of shapes. - Build team work and co-operation among teachers. - manageable within the given time limit.
Conclusion Experience
Suggestions : - use coloured papers to make the pictures more attractive. - allow teachers to create as many pictures as they can.
ACTIVITY 2: FOLLOW MY ORDERS Objective : At the end of the activity, you will be able to give correct instructions. Time Required : 1Hour Materials Required : A4 paper, pens, pencils INSTRUCTIONS: 1. 2. 3. 4. 5. Listen to the instructions given by the facilitator. One of you will be given a geometrical design of different shapes. You will have to give verbal instructions on how to draw the design. The other teachers will listen to the given instructions and draw the design on A4 paper. Compare your drawing with the correct design.
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DAY 8
SLOT 1 TIME ACTIVITY 1: Objectives
: LESSON RECAP (Summarizing Skills) : 2 Hours TRY ME : At the end of the activity, you will be able to: i. locate specific information from the texts ii. transfer information iv. construct problem solving questions : 2 Hours : Display sheets, marker pens.
Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. 5. 6. 7. 7.
Work in pairs Read Text H. Extract the main points from the text. Complete the table given (Task 1A). Construct questions from the table (Task 1B) Present the questions Obtain feedback from peers and facilitator Draw a bar chart (Task 1C).
Text H K.LUMPUR. Mon - Fish prices are higher in Seremban than in Kuala Lumpur, Klang, and Ipoh, according to this weeks price watch by the Domestic Trade and Consumer Affairs Ministry. The ministry found the price of bawal high at RM10 per kg in Seremban compared with RM8 per kg in other markets. The price of tenggiri , at RM9 per kg, was also higher compared with other markets, especially Kuching where it was RM6 per kg. However, Ipoh, Kuala Lumpur, Klang and other market price for ikan merah, at RM10 per kg, was higher than the Seremban market price which was RM6 per kg. Ikan selar was sold at RM4 per kg throughout the country. Local beef price remained stable at RM8 per kg in all towns, except Kota Kinabalu and Kuching which recorded RM10 per kg. Meanwhile, chicken price also remained stable, at RM5 per kg. The price of cabbage ranged from RM1.60 to RM2.50 per kg in most towns, except Seremban (RM2.80), Klang (RM2.90) and Ipoh (RM3.15). Spinach was the cheapest in Johor Bahru at RM1.30 per kg while sawi was the cheapest in Penang at RM1.50 per kg.
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TASK 1A I NSTRUCTIONS: 1. Read Text H. 2. Complete the table below with information from the text above. Prices by the Domestic Trade and Consumer Affairs Ministry Items Bawal Tenggiri Ikan merah Local beef Chicken Cabbage Spinach Sawi Ikan selar TASK 1B INSTRUCTION: 1. Based on Text H, form 4 problem- solving questions. You may use the samples as a guide. Sample questions 1. 2. 3. 4. How much does 2 kg of tenggiri cost in the Seremban market? Compare the prices of ikan merah in the Seremban and Penang markets. How much is the difference? Ali went to the market in Seremban. He bought 2 kg of ikan merah and kg of cabbage . How much did Ali spend ? Susan goes to the market in Kuching . She buys 1 kg of local beef, 1 kg of spinach and 2 kg of ikan merah. She pays with a RM 50 note. How much change does she get? Seremban RM10 Prices in the States Kuching Kuala Lumpur RM8 RM8 Penang RM8 Johor Bahru RM8
TASK 1C INSTRUCTION: Based on the completed table above, draw a bar chart showing the prices of different items sold in any one town.
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ACTIVITY 2: NEWSPAPERS! NEWSPAPERS ! Objectives : At the end of the activity, you will be able to: i. skim and scan an article ii. locate main points from the article iii. transfer information from linear text to non-linear form e.g. mind maps, graphs, etc iv. present your work orally : 1 Hour : Newspapers, display sheets , marker pens
1. Bring a copy of newspaper to the class 2. Work in pairs and find an article that has numbers, percentages, etc. 3. Summarise the article in the form of a mind map, chart or diagram. 4. Present your work. EXAMPLE: K.LUMPUR. Mon - Fish prices are higher in Seremban than in Kuala Lumpur, Klang, and Ipoh, according to weeks price watch by the Domestic Trade and Consumer Affairs Ministry. The ministry found the price of bawal high at RM10 per kg in Seremban compared with RM8 per kg in other markets. The price of tenggiri, at RM9 per kg, was also higher compared with other markets, especially Kuching where it was RM6 per kg. However, Ipoh, Kuala Lumpur, Klang and other market price for ikan merah, at RM10 per kg, was higher than the Seremban market price which was RM6 per kg. Ikan selar was sold at RM4 per kg throughout the country. Local beef price remained stable at RM8 per kg in all towns, except Kota Kinabalu and Kuching which recorded RM10 per kg. Meanwhile, chicken price also remained stable, at RM 5 per kg. The price of cabbage ranged from RM1.60 to RM2.50 per kg in most town, except Seremban (RM2.80), Klang (RM2.90) and Ipoh (RM3.15). Spinach was the cheapest in Johor Bahru at RM1.30 per kg while sawi was the cheapest in Penang at RM1.50 per kg.
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EXAMPLES: TOPIC: PRICES OF GOODS BY DOMESTIC TRADE AND CONSUMER AFFAIRS MINISTRY.
highest bawal lowest
Seremban RM 10 elsewhere RM 8
highest Fish tenggiri lowest
stable selar stable
stable beef Meat chicken Fish stable stable stable spinach Vegetable sawi cabbage Johor Bahru RM 1.30
RM 8 RM 8 RM 5 RM 5
Penang
RM 1.30
elsewhere RM 1.60-RM 2.50
Seremban
RM 2.80
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DAY 8
SLOT 2 TIME
:CURRICULUM IN CONTEXT
: LESSON RECAP ( SUMMARIZING SKILLS ) : 2 Hours
ACTIVITY 1: DAILY ROUTINE Objectives : At the end of the activity, you will be able to: i. locate information from the text ii. complete the table iii. write a short paragraph about ones daily activity : 1 Hour : Worksheets
1. Work individually. 2. Read Text I and complete the given table (Task 1A). 3. Check your answers. 4. Write a short description of your own daily activities using Text I as a guide. 5. Present your work. Text I Ali wakes up at 6.00 oclock in the morning. He brushes his teeth and takes his bath. After that he puts on his school uniform. He has his breakfast at 6.30 in the morning. Then he goes to school at 6.45 in the morning. At 1.00 oclock in the afternoon, Ali goes home. He has his lunch at 1.30. He does his homework at 3.00. He plays football with his friends at 5.00 oclock in the evening. He has dinner at 8.00 and study at 8.30. At 10.30, he goes to bed.
TASK 1 A Complete the table below on Alis daily activities Activity 1. Wakes up 2. Has breakfast 3. Goes to school 4. Has lunch 5. Does homework 6. Plays football 7. Has dinner 8. Studies 9. Goes to bed Time
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TASK 1 B Using the text above as a guide, write out your own daily activities. I wake up at 6.00 oclock in the morning . After that __________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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ACTIVITY 2: FESTIVALS Objectives : At the end of the activity, you will be able to: i. locate information from the given table ii. answer WH-questions iii. complete mind maps : 1 Hour : Task sheets, display sheets, marker pens.
1. Work individually. 2. Study the table on festivals. 3. Answer the questions (Task 2A). 4. Check the answers. 5. Complete Task 2B. 5. Present your work TASK 2A A. Study the table. Festivals 1. Hari Raya Puasa 2. Chinese New Year 3. Hari Raya Haji 4. National Day 5. Christmas Answer the questions below. 1. When is National Day celebrated in our country? .. 2. Which festival falls on the 25th of December? .. 3. When do Muslims celebrate Hari Raya Puasa? .. 4. Which festival is celebrated on the 5th of February? .. 5. Which festival is held on the 16th of December? .. Date 28 September 5 February 16 December 31 August 25 December
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TASK 2 B Complete the mind map below
IMPORTANT DATES
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DAY 8
SLOT 3 TIME
: CLOSURE : 2 Hours
ACTIVITY 1: LETS HAVE FUN Objective : At the end of the activity, you will be able to communicate effectively. Time Required : 2 Hours Materials Required : -INSTRUCTIONS: 1. 2. 3. 4. Work in pairs. Read the given situation. Write out a simple dialogue based on the situation. Role play the situation.
Situation 1 You are at the market. You want to buy a kilo of prawns. The price is RM 18 per kilogram. You try to bargain the price with the fishmonger. Situation 2 You are a waiter at the Sayang Restaurant. A customer comes to the restaurant. Situation 3 You are at the grocer. You bought some items and paid him with a RM50 note.
SUGGESTED SENTENCE STRUCTURE 1. May I help you? 2. How many kilos do you want? 3. What would you like to order? 4. How much do all the items cost? 5. Can you reduce the price? 6. Here is your change. 7. Thank you. 8. You are welcome. 9. Do you need any other items?
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DAY 9
SLOT 1 TIME
: COURSEWARE INTEGRATION
: BASIC SKILLS AND NAVIGATING THE COURSEWARE : 2 Hours
ACTIVITY 1 : GETTING TO KNOW THE COURSEWARE Objective Time Required Materials Required INSTRUCTIONS: 1. Select and work through any one of the sub-topics in the Year 1 Mathematics CD. 2. Answer the questions below. TASK 1 1. The title of CD-ROM reviewed : _________________________________ 2. List the navigation buttons that are found in your courseware and indicate their functions. Name of Button 1. 2. 3. 4. 5. 6. 3. Move the cursor slowly around the edges of the screen. Are there any hidden menus? ____________________________________________________________________ 4. If yes, what are the features / functions that can be accessed through the menus? ____________________________________________________________________ 5. Did you encounter any difficulties as you navigate through the Courseware? Describe them. ___________________________________________________________________ ____________________________________________________________________ Function : At the end of the activity, you will be able to know the function of navigation button in the Courseware CD : 30 Minutes : Mathematics Year 1 Part 2 Courseware CD
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ACTIVITY 2: HARDWARE SOFTWARE Objective Time Required Materials Required : At the end of the activity, you will be able to exploit the teaching-learning resources. : 45 Minutes : CD Courseware (Mathematics Year 1 - 2 Compare Numbers), display sheets, marker pens.
INSTRUCTIONS: 1. Explore the sub-topic you have selected from the courseware. 2. Go through the evaluation segment of the sub-topic. 3. Answer the following questions. i. What type of questions do the courseware pose to the students? What do you think these questions are intended for? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ii. Are the questions provided sufficient or do you need to develop some additional questions of your own? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ iii. What type of responses does the courseware provide when the students give: a) a correct answer? ________________________________________________________________ ________________________________________________________________ b) an incorrect answer? ________________________________________________________________
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ACTIVITY 3: Objective
THINKING ABOUT THE CONTENT : At the end of the activity, you will be able to exploit the teaching-learning resources. : 45 Minutes : CD Courseware Mathematics Year 1-2 (Count Object to 10)
1. Work in pairs. 2. Explore the sub-topic. 3. Answer the questions. i. Is the content in the courseware for this sub-topic sufficient to achieve the learning outcomes? Why? ___________________________________________________________ ii. Is it possible to print out the content, worksheet and evaluation items provided in the students disc? If yes, how could you use these printouts in your teaching? _____________________________________________________________ ______________________________________________________________ _____________________________________________________________ iii. You find that some parts of the courseware need to be improved on. Suggest which part / section need improvement? Why? _____________________________________________________________ _____________________________________________________________ iv. What are the improvements / changes you will make to the selected part / section? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
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DAY 9
SLOT 2 TIME
: COURSEWARE INTEGRATION : 2 Hours
ACTIVITY 1: SMART CLASSROOM Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. Read Text J individually. Answer the questions below. Work in groups of five. Discuss and list suitable courseware that can be used to teach the topics on Addition and Subtraction. 5. Present your work. Text J Aimans hobby is reading story books. On his birthday, his mother gave him 3 mystery story books. Aiman was very happy to add on to his earlier collection of eight. After he had read the books, he lent 2 books to Ah Chong and 3 books to Muthu. After 2 weeks, Muthu returned Aimans books and thanked him. Ah Chong came crying to Aiman. He said that he had lost the 2 books he borrowed. Aiman was very sad and told his parents about it. Aiman did very well in his examination. His father gave him 7 story books and his elder brother gave him 5 interesting story books as a reward. Aiman was very happy because he had a bigger collection of story books. ANSWER THE QUESTIONS: 1. How many story books did Aiman have at the beginning? _________________________________________________ 2. How many books did his mother give him on his birthday? __________________________________________________ 3. How many books did Aiman lend to Ah Chong and Muthu? ___________________________________________________ 4. How many books did he get after his final examination? : At the end of the activity, you will be able to list suitable courseware that can be used according to the text. : 1 Hour : Handout, laptop, LCD, courseware
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___________________________________________________ 5. What type of operation is used in question No. 4? _____________________________________________________ 6. List suitable courseware that can be used for this operation? i. ii. iii.
7. Ah Chong said that he had lost the 2 books he borrowed.

State the unit / operation this situation fall under? ____________________________________________________________ 8. Which CD will you use to teach this unit / operation in question No. 7? ____________________________________________________________ _____________________________________________________________ _____________________________________________________________
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ACTIVITY 2: INTEGRATING COURSEWARE Objective Time Required Materials Required INSTRUCTIONS: 1. Work in groups of three. 2. Select a topic. 3. Design a 30-minute lesson plan. 4. Integrate the courseware into the lesson plan. 5. Use the template given as a guide. : At the end of the activities you are able to integrate the courseware into your teaching and learning processes. : 1 Hour : CD-ROM Text Book (Year 1 Part 2) Topic 6 ddition Within 18
SUGGESTED LESSON PLAN TEMPLATE
Date: Class : Subject: Mathematics Topic: Learning Area: Learning Objectives: (i) (ii) Learning Outcomes : (i) (ii) Moral Values: Teaching-Learning Materials:
Time: No. of Students :
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Procedure ( Time ) Set Induction
Content / Skill
Teaching-Learning Activities
Notes
Step 1
Step 2
Step 3
Step 4
Closure
Reflection:
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DAY 9
SLOT 3 TIME
: DIGITAL TEACHING : 2 Hours
ACTIVITY 1: STAND AND DELIVER Objectives : At the end of the activity, you will be able to: i. use the suitable courseware from various sources Ii.create suitable courseware using the present courseware as a guide. Time Required : 2 Hours Materials Required : Laptop, CD-ROM Text Book (Mathematics Year 1 Part 1 and 2 ) Website: www.uluskum.net/remedial INSTRUCTIONS: 1. 2. 3. 4. 5. Work individually. Identify a topic from E-ReEM Curriculum Specifications Select a Courseware CD that is suitable for the chosen topic. Set up the courseware. Do digital teaching.
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DAY 10
SLOT 1 TIME
: TASK DESIGN 1
: ASSESSMENT : 2 Hours
ACTIVITY 1: WHAT IS ASSESSMENT? Objective Time Required Materials Required INSTRUCTIONS: 1. Read and study the notes on the screen. 2. Discuss the notes with the facilitators. : At the end of the activity, you will be able to explain what assessment is. : 30 Minutes. : Laptop, LCD
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ACTIVITY 2: ASSESS OR ACCESS Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. Work in pairs. Study and understand the statements below. Write the statements into correct boxes. : At the end of the activity, you will be able to understand assessment. : 30 Minutes : Laptop
Summative The process of gathering and interpreting information about students learning. Gap filling Use to provide feedback to students, teachers, parents and other stakeholders. Writing After every skills or topic. Matching To promote changes within the individual classroom. Formative Multiple choice During teaching and learning sessions To measure the process of learning Orally After every teaching and learning session Observing Colouring Completing Fill in the blanks
What is assessment?
When to assess?
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Types of assessment
How to assess?
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ACTIVITY 3: PROBLEMS AND SOLUTIONS Objective : At the end of the activity, you will be able to construct problem solving questions. Time Required : 30 Minutes. Materials Required : Laptop. INSTRUCTIONS: 1. Work in pairs 2. Study the diagram. 3. Create problem solving questions based on the diagrams. 4. Create 5 more problem solving questions of your own. . Diagram A:
Answer : Diagram A
Diagram B:
Answer : Diagram B
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AVTIVITY 4: SANE SENTENCES. Objectives : At the end of the activity, you will be able to: i. use mathematical terms to write mathematical sentences correctly. ii. write correct instructions. : 30 Minutes. : Laptop
1. Work in pairs. 2. Write two sentences using each of the word given. 3. Discuss with facilitator.
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TASK 4A Write sentences using the words given below.. plus total Answer 1. ________________________________________________________________ ________________________________________________________________ 2. ________________________________________________________________ ________________________________________________________________ 3. ________________________________________________________________ ________________________________________________________________ 4. ________________________________________________________________ ________________________________________________________________ 5. ________________________________________________________________ ________________________________________________________________ 6. ________________________________________________________________ ________________________________________________________________ 7. ________________________________________________________________ ________________________________________________________________ 8. ________________________________________________________________ ________________________________________________________________ take away product equally equal difference altogether
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TASK 4 B Write instructions using the words given below. You may change the word form. match tick arrange colour circle gap filling complete choose multiple choice write draw solve
Answers: 1. 2. 3. 4. 5. 6. 7. 8. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
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DAY 10
SLOT 2 TIME
:TASK DESIGN 1
: QUESTION FORMULATION : 2 Hours
ACTIVITY 1: INTRODUCE ME Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. Answer the questions TASK SHEET 1 individually. Based on the examples below, design your own task sheet. Check your grammar with the facilitator. : At the end of the activity, you will be able to design task sheets. : 1 Hour : Laptop.
TASK SHEET 1 i) Match pictures with numerals. Circle the correct number.
ii) What is the difference between 78 and 35?
iii) Write a story based on the mathematical sentence given. a)
19 + 8 = 27
____________________________________________________________
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b)
9 x 4 = 36
____________________________________________________________ ____________________________________________________________
c)
45 5 = 9
____________________________________________________________ ____________________________________________________________
d)
27 - 19 = 8
____________________________________________________________ ____________________________________________________________
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ACTIVITY 2: CONSTRUCTING QUESTIONS

Objective Time Required Materials Required INSTRUCTIONS: 1. Read Text K individually. 2. Construct multiple choice questions and structured questions based on the task sheet given. 3. Share your questions. Text K A. Suggestions for constructing multiple-choice questions (MCQ) 1. The stem for each question should be meaningful by itself and should present a definite problem. 2. The stem should include as much of the question as possible and should be free of irrelevant material. 3. All alternatives should be grammatically consistent with the stem. 4. A question should contain only one correct answer. 5. Distractors should be plausible and homogenous. 6. The relative length of an alternative should not provide any clue to the answer. 7. The correct answer should appear in each of the alternative positions approximately an equal number of time, but in random order. 8. Use special alternatives such as None of the above and All of the above sparingly. 9. Do not use multiple-choice questions where other question types are more appropriate. 10. Arrange the distractors in ascending or descending order. : At the end of the activity, you will be able to construct different types of questions. : 1 Hour : Laptop, workbooks, E-ReEM Curriculum Specifications
Example: a) There are 59 hot drinks, there are 27 cold drinks. How many drinks are there all together? (A) (B) (C) (D) 65 75 78 86
Answer ( D )
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B. Suggestions for constructing structured questions 1. Restrict the use of essay questions to those learning outcomes which cannot be satisfactorily measured by objective questions. 2. Give adequate time and thought to the preparation of essay questions. 3. Phrase each question so that the students task is clearly indicated. 4. Indicate an approximate time limit for each question. 5. Avoid the use of optional questions. 6. Prepare a scoring key. Example of a restricted response essay question: a) There were 15 birds on the tree. 6 birds flew away. How many birds remained on the tree? i) How many birds were there on the tree? ii) How many of them flew away after sometime? iii) How many birds are there now? ______ ( 3 marks )
_______ (3 marks ) _______ (3 marks )
Essay question: a) Use the following mathematical sentence 2 + 4 = 6 to write a short story. (10 marks) Nora has 2 pencils. Her father gives her 4 pencils. How many pencils does she have altogether?
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TASK SHEET
A. Construct multiple choice questions. i.
2x3
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ii.
42
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ B. Construct structured questions. i.
8-6
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ii.
60 sen
40 sen
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DAY 10
SLOT 3 TIME
: TASK DESIGN 1
: ASSESSMENT : 2 Hours
ACTIVITY 1: TEST YOUR POWER Objective Time Required Materials Required INSTRUCTIONS: 1. 2. 3. 4. 5. Work in groups of three. Choose a topic for the remedial class. Assume you have completed teaching that topic. Design a test for that topic appropriate to the learning outcome stated. Design (a) a 20 minute test paper (20 MCQ ) (b) a 40-minute test paper (20 subjective questions) 6. Prepare the marking scheme. 7. Compile the test papers. : At the end of the activity, you will be able to design test papers. : 2 Hours : Laptop, LCD
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WEEK THREE
GRADUATING
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DAY 11
SLOT 1
TIME
: LESSON PLAN
: PLANNING A LESSON : 2 Hours
ACTIVITY 1: LETS PLAN Objective : At the end of the activity, you will be able to list the criteria in writing a lesson plan Time Required : 1 Hour Materials Required : Laptop, LCD, INSTRUCTIONS: 1. Work individually. 2. Read Text L. 3. List down the criteria in writing a lesson plan. Text L CRITERIA FOR PLANNING A MATHEMATICS LESSON 1. Set the stage. At the beginning of the lesson you may want to arouse students attention, capture their imagination, or possibly, just indicate how todays lesson is connected to yesterdays lesson. 2. Tell students your objective(s). Students need to know the intended purpose of the lesson. What will your students be able to do as a result of the lesson? 3. Give directions. Students must understand specifically what they will be doing during the lesson. Clear directions are crucial to the success of a lesson. Will students work together or alone? Will they make things? How much time do they have to complete the activity? 4. Provide a context for learning. It is necessary to build a frame of reference based on past learning and projected toward future learning in order to prove some sense of continuity in learning and to help students see that learning has a cumulative effect. It is absolutely critical that you make connections between lessons.
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5. Illustrate the key concept of skill. Decide ahead of time exactly what your students will need to do in order to carry out the assignment. Demonstrate or illustrate the material until you feel the students have grasped the idea and are ready to work on their own. 6. Help your students to carry out the assignment. Move around the classroom to provide assistance. The nature and amount of guidance will vary with such factors as student age, ability, motivation, and with the nature of the task itself. 7. Promote reflective thinking. You need to allow time for students to look reflectively on their work. If you dont, you may seriously inhibit your students chances of retaining key ideas, and you may limit the lessons potential to achieve transfer of learning. These criteria are meant to give you a framework for lesson planning. Dont fall into the trap of thinking that every point has to be thoroughly accounted for every time you work with students. But remember that these criteria are based on known principles of effective teaching. Source: Ellis, A. K. (1992). Planning for mathematics instruction. In Post, T. R. (Eds) Teaching Mathematics in Grades K-8: Research-Based Methods (2 nd ed). Boston: Allyn & Bacon.
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Criteria for writing a lesson plan:

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
10. ___________________________________________________________
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ACTIVITY 2: INDUCED LESSON Objective : At the end of the activity, you will be able to write the set induction of a lesson plan. Time Required : 1 Hour Materials Required : E-ReEM guide book. INSTRUCTIONS: 1. 2. 3. 4. Work in pairs. Choose a topic from E-ReEM Curriculum Specifications. Plan and write 2 different set inductions for the lesson plan given. Present the lesson plan. SUGGESTED LESSON PLAN
LESSON PLAN A Subject Year Topic Duration/Time Skill Learning Outcomes : : : : : : Mathematics 2 Recognition of numbers 30 minutes 3.2 To recognize numbers 1 to 5 At the end of the lesson the students will be able to: 1. recognize the numbers in words-one to five. 2. match the numbers to the words Prior knowledge Moral Values Thinking Skills Teaching Aids : : : : Students know the value of the numbers 1- 5 Cooperation, responsibility Identifying numbers in words from one to five Number cards 1 to 5, word cards 1 to 5, PowerPoint slides
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Phase Set induction (3 minutes)
Content
Teaching and learning activities

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Step 1 (10 minutes)
Numbers 1 to 5
1. Teacher shows the number cards to the students. 2. Teacher asks students to identify the number shown. 3. Teacher shows the word card ( ) one to the students. 4. Teacher drills the students to spell the word. 5. Repeat the above activities until number five.
Step 2 (10 minutes)
Word cards
1
2
cards/number 1. Teacher pastes number card on 1 the board. 2. Teacher asks a student to pick the correct word card ( one ). 3. Student pastes the card on the board. one 4. Teacher asks the student to spell the number aloud. (Repeat the above steps until card two number 5)
three four five
3 4
5 Step 3 (5 minutes)
Worksheet 1
1. Teacher distributes the worksheets to the students. 2. Students match the numbers to the number words. (Refer worksheet 1)
Closure (2 minutes)
Students sing the song Little Fingers. Little Fingers One little Two little Three little fingers Four and five fingers.
3x
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Task Sheet 1 Name :.. Class : Match the numbers to the words.
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5 2 3 1
Set Induction
Topic
one four five two three

Content Teaching and learning activities
4
: ________________________
Phase Set induction ( minutes)
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DAY 11 : LESSON PLAN

SLOT 2 TIME : WRITING LESSON PLAN : 2 Hours
ACTIVITY : WRITE AWAY! Objective : At the end of the activity, you will be able to write lesson plans. Time Required : 2 Hours Materials Required : Laptop, LCD, E-ReEM Curriculum Specifications
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INSTRUCTIONS:
1. 2. 3. 4. 5. 6. 7.
Work in pairs. Choose a topic from the E-ReEM Curriculum Specifications Draft 2 lesson plans - one single period and one double period. Integrate the lesson plan with the teaching courseware. Check your grammar. Refine your lesson plan before printing it. Present your work to the class.
DAY 11
SLOT 3 TIME
: LESSON PLAN
: INSTRUCTIONAL LANGUAGE : 2 Hours
As teachers, we use instructional language most of the time. It involves the whole act or process of teaching a particular subject or skill. Giving instructions is just one component of instructional language.
ACTIVITY 1
: ACTION! TAKE ONE!
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Objective
: At the end of the activity, you will be able to use correct instructional language. Time Required : 30 minutes Materials Required : Text M, Table A INSTRUCTIONS: 1. 2. 3. 4. 5. Work in pairs. Read and understand the notes given below. (Text M) Study the sentences given and pick out instructional language. (Table A) Indicate instructional language with a tick in the box. Share your ideas with the rest of the course participants.
Text M INSTRUCTIONAL LANGUAGE What do you understand by the word instruction? Instruction : the printed information that tells you how to use a piece of equipment. a statement telling someone what he /she must do. formal teaching that you are given in a particular skill or subject. detailed information on how to do or use something (formal) the act of teaching something to somebody
Language : A system of communication by writing or spoken words, which is used by the people of a particular country or area.
Instructional language is used to : 1. Help students with vocabulary Draw students attention to new words, as they arise. Explain the word, illustrate it with examples, write it on the board, ask students to show examples Translate if necessary.
2. Give instructions and explanations Clear and concise Use short and simple sentences
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Step-by-step Systematic Logical sequence Repeat when necessary Write major points At the right pace (not too slow/fast-sufficient time for students to digest) Can be heard (not too soft/loud ).
3. Ask questions Table A No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Six plus four is equal to ten. You must keep your classroom clean. Seventeen is less than twenty. A square has four equal sides. The remainder of twenty divided by three is two. Next month, the Year Three students are going on a study trip to Aquaria There are 12 months in a year. In a year there are 365 days. Mee Goreng costs RM1 and curry puff is RM0.20. This amounts to RM1.20 Pn. Indra, our senior assistant , will be retiring next August. Whole numbers are numbers beginning from zero onwards. The result of multiplication is called a product. Aminah has been absent for more than a week. 16 oranges could be divided into 4 sets of 4 oranges. 16 divided by 4 is 4. The difference between 39 and 26 is 13. Four 50 sen coins amount to RM2. Sentences Tick
16. A pattern that can be folded to cover a solid is called a net for that solid. ACTIVITY 2: LISTEN TO ME Objective : At the end of the activity, you will be able to explain mathematical concepts using simple instructional language. Time Required : 90 minutes Materials Required : Laptop, LCD, E-ReEM guide book. INSTRUCTIONS: 1. Work in pairs. 2. Each teacher will pick a strip from a box. The strip of paper will have a mathematical statement / problem
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3. With your partner, discuss the instructional language that you would use to explain the mathematical concept and solve the mathematical problem. 4. Help your partner with his / her task. 5. Take turns to explain to the rest of the class using any media. NO 1 MATHEMATICAL CONCEPTS / PROBLEMS Recognizing numbers Arrange the numbers: a) Order 1 to 10 (ascending order) 10, 3, 9,1, 6, 5, 7, 2, 8, 4 b) Order 1 to 10 (descending order) 10, 3, 9,1, 6, 5, 7, 2, 8, 4 c) Order 80 to 100 ( ascending order ) 87,97,90,81,95,84,91,99,93,86,89,98,100,82,96,85,92,83,94,88 d) Order 80 to 100 ( descending order ) 87,97,90,81,95,84,91,99,93,86,89,98,100,82,96,85,92,83,94,88 2 Subtraction within 10. ( Horizontal and Vertical Layout) a) b) c) d) e) 3 5 - 2 = _________ 6 - 2 = _________ 7 - 2 = _________ 8 - 5 = _________ 3 - 2 =__________
Addition within 10. ( Horizontal and Vertical Layout) a) 4 + 4 = ________ b) 8 +1 = _________ c) 3 + 3 = _________ d) 6 + 3 = _________ e) 7 + 1 = _________ f) 5 + 2 = _________ Multiplication within 10. ( Horizontal and Vertical Layout) a) b) c) d) e) 3 x 2 = __________ 9 x 5 = __________ 8x 8 = ___________ 5 x 7 = ___________ 6 x 6 = ___________
Multiplication within 100. ( Vertical layout) a) 46 x 1 = ________ b) 96 x 2 = ________
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c) 25 x 5 = ________ d) 33 x 7 = _________ e) 25 x 6 = _________ 6 Subtraction within 20. (Vertical Layout) a) b) c) d) 7 20 1 = __________ 13 5 = __________ 17 9 = __________ 20 19 = _________
Place value of a whole number. NOTES FOR PLACE VALUE Place (underlined) 1 000 1 000 1 000 1 000 a) b) c) d) 06 60 660 6660 Name of Position Ones (units) position Tens Hundreds Thousands
Division within 10. ( Use the distribution concept) a) b) c) d) e) 0 2 = _________ 9 6 = _________ 5 5 = _________ 8 2 = ________ 6 3 = _________
Addition within 100. ( Vertical layout) a) b) c) d) e) 18 + 18 = __________ 39 + 21 = __________ 56 + 36 = _________ 16 + 35 = __________ 21 + 06 = __________
10
Draw and explain the shape: a) Rectangle b) Square c) Circle
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d) Triangle e) Cubes 11 Tell the time in words and draw the clock to show the time. a) b) c) d) 12 7.00 am 7.15 am 7.30 am 7.45 am
Write numbers in words. a) 7 = _________ b ) 9 = _________ c) 16 = _________ d ) 18 = _________ e) 20 = _________
13
Counting money. a) 10 sen = _________ x 1 sen coins b) 20 sen = _________ x 10 sen coins c) 50 sen = _________ x 20 sen coins and _____ x 10 sen coins d) 50 sen = _________ x 10 sen coins e) RM 1.00 = ________ 10 sen coins
14
Number concept. Explain the meaning of the words below using a mathematical example. a) b) c) d) e) Many Few Equal More Less
15
Subtraction within 100. ( Vertical Layout) a) 100 90 = ________ b) 90 - 77 = ________ c) 85 25 = _________ d) 97 89 = _________ e) 67 - 58 = __________
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DAY 12
SLOT 1 TIME
: TASK DESIGN 2
: TASK SHEET : 2 Hours
ACTIVITY 1: MEANINGFUL WORDS Objective : At the end of this activity, you will be able to find and give the correct mathematical terms. Times Required : 1 Hour Materials Required : English BM Dictionary INSTRUCTIONS: 1. Work in pairs. 2. Find the Bahasa Malaysia equivalent for the English words given.
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3. Use the dictionary to find the words. 4. Present your work.
English concrete semi concrete size colours shapes types recognize join spot out match long short quantity many few equal sample product quotient correct order counters currency denominations spent fares transaction purchase interest problem related multiplication table 12 random
Bahasa Malaysia
English value groups determine count dotted line word form sequence spontaneously vice versa ascending descending arrange complete state jumble reduce emphasize fraction quarter information long hand short hand prepare timetable clock face hours minute division distribute similar divide worksheet remainder
Bahasa Malaysia
ACTIVITY 2: WORD PLAY
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Objective
: At the end of this activity you will be able to find and give the correct mathematical terms in English. Time Required : 1 Hour Materials Required : BM English Dictionary. INSTRUCTIONS:
1. Work in pairs.
2. Find the English Language equivalent for the Bahasa Malaysia words. 3. Use the dictionary to find the words. 4. Present your answers.
Bahasa Malaysia pertambahan pengurangan nilai tempat bentuk lazim libatkan kumpul semula tambah ayat matematik penyelesaian masalah pengasingan tolak asas tukar nombor sesuai contoh
English
Bahasa Malaysia gabungkan simbol semua baki tolak digit gandaan tukar dalam lingkungan mengulangkaji proses ulang berdasarkan lukis tunjuk nombor tertinggal
English
DAY 12
SLOT 2 TIME
: TASK DESIGN 2
ACTIVITY 1: GETTING THE FEEL Objective : At the end of this activity you will be able to design task sheets. Time Required : 2 Hours Materials Required : Laptop
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INSTRUCTIONS: 1. Work in pairs. 2. Design a task sheet based on the topics listed in the E-ReEM Curriculum Specifications. 3. Formulate 5 questions for each of the following question-type: a. b. c. d. e. 4. 5. 6. 6. gap filling rearranging matching colouring completing the table
Refer to Note A for guidance. Check your grammar. Refine the task sheet. Present your work.
NOTE A
A Gap Filling
1. Fill in the blanks with the correct ascending numbers.

7 6 4 3 2
6
B. Arranging
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2. Arrange and write the numbers in descending order.
1.
5,7,4,6
2.
9,7,6,8 2,1,4,3 8,5,6,7 2,3,5,4

C. Matching
3.
4.
5.
3. Match the pictures with number words.
1
six
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seven
3
two
4
three
5
four
D. Colouring
4. Colour according to the given value.
1.
3
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2.
3.
8
E. Completing
5. Complete the number of denominations to make up the amount.
RM1
Denominations of coins 50 sen 20 sen 10 sen 5 sen
Amount 1 sen
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coin 2
coin 4
coin 10
coin 20
coin 40 35
coin 200 175 380 RM2.00 RM1.75 RM3.80 RM4.00 RM4.95 RM2.99 RM3.05 RM5.00
20
40
80 99
400 495 299
61 5 10 25 50 100
305 500
DAY 12
SLOT 3 TIME
: TASK DESIGN 2
ACTIVITY 1: MATHEMATICAL INSTRUCTIONS Objective Time Required : At the end of this activity, you will be able to write instructions and mathematical sentences. : 2 Hours.
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Materials Required : E-ReEM Curriculum Specifications, worksheet. INSTRUCTIONS: 1. 2. 3. 4. Work in pairs. Write instructions and mathematical sentences for the pictures provided. Check the grammar. Present your work.
TASK SHEET
Title : Writing Instructions and Mathematical Sentences. PART A: Instructions : _______________________________________.
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1.
4 plus 3
+
is equal to
2.
3.
4.
Part B Instructions :________________________________
1.
_____is equal to four. equal to

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2.
_____ is equal to
eight eieight.
3.
_____is equal to nine. _____is equal to

seven.
4.
5.
_____is equal to eleven.

Amy_________________. Dina ________________. How
Part C. Instructions __________________________________________. 1.
_______________________________ ?
+
=
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They have ____________ sweets. 2. Mother _____________________. Father ________________. How __________________________?
15
They bought ___________ bananas.
3.
Daniel_______________. His ____________________. How _______________________________________?
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+
There ______________________________________.
Part D : Instruction;__________________________________________
1.
Ailin ______________________________________ _________________________________________
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2.
_________________________________________ _________________________________________
3.
_________________________________________ _________________________________________
4.
_________________________________________ _________________________________________
5.
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_________________________________________ _________________________________________
Part E Instruction : _________________________________________
1.
Seven minus three.
73=
4 3
148
2.
85=
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4.
5.
Part F. Instruction: Write a story based on the pictures given. 1. There are _________________. How many _______________
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There are _________ birds left. 1. There _________________________________________________
10
There are ________ boys.

Part G
Instruction: _______________________________________
1.
2
2
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2.
4
3.
Five ___________________equal to ten.
4.
Three ____________________________________________
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5.
Three _____________________________________________.
Part H : Instruction :____________________________________________________

1.
Circle the buses ______________________________
6
2.
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_________________________________________________________________ _
1.
12 4
2.
=3
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16 2 = 8
3.
15 3 =
5
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Part I : Instruction: __________________________________________
1.
Twelve divided by three ________
2.
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3.
4.
DAY 13
SLOT 1 TIME
: SCRIPTING
: WRITING CLASSROOM LANGUAGE : 2 Hours
ACTIVITY 1: CLASSROOM LANGUAGE Objective : At the end of the activity, you will be able to use correct classroom language. Time Required : 30 Minutes Materials Required : Laptop, LCD INSTRUCTIONS: 1. Work individually.
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2. Write down some examples of classroom language. 3. Read them to the class. Examples of classroom language: 1. 2. 3. 4. Good morning class. How are you today? Are you ready for our lesson? Ali, please come to the front.
ANSWERS: 1.________________________________________________________________ 2.________________________________________________________________ 3.________________________________________________________________ 4.________________________________________________________________ 5.________________________________________________________________ 6.________________________________________________________________ 7.________________________________________________________________ 8.________________________________________________________________ 9.________________________________________________________________ 10._______________________________________________________________ ACTIVITY 2: MORE CLASSROOM LANGUAGE Objective : At the end of the activity, you will be able to write suitable classroom language based on the pictures given. Time Required : 30 minutes Materials Required : Laptop, LCD INSTRUCTIONS 1. Work in pairs. 2. Write two suitable examples of classroom language based on the pictures given.
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1. (a)
(b)
2. (a)
(b)
3 (a)
(b) 4 (a)
(b)
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5. (a)
(b)
6. (a)
(b)
ACTIVITY 3: COMPLETING SCRIPT Objective : At the end of the activity, you will be able to fill in the blanks in the given script. Time Required : 1 Hour Materials Required : Laptop, LCD INSTRUCTIONS : 1. Work in pairs. 2. Complete Script A given below 3. Present it to the class. Script A Topic : Whole Numbers
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Learning Area Learning Objective Learning Outcomes
: Numbers 1 to 5 : Pupils will be taught to say and use numbers 1-5 in a familiar context. : Pupils will be able to: i. say the numbers 1 to 5, ii. recognise the numbers 1 to 5. : Number cards, picture cards and task sheets.
Resources Set Induction
Teacher _____ a box to the class. Teacher ____ pupils to guess _____ is inside the box. Teacher : Children, _____ is this?
Students : This is a _____. Teacher : Can you _____ what is in the box? (Teacher shakes the box)
Students : (Pencils, balls, sweetsetc) Teacher ______ a pupil to come to the front of the class. The pupil _____ the balls from the _____. The pupil ______ the ball one by one. Teacher Pupils : _____ ______ balls are there altogether? : ______ balls.
Main Activity
Teacher ________ picture cards. (numbers 1 to 5) Pupils ________ picture cards to number cards. Teacher _____ a picture card.
Teacher : Children, _____ ______cherries are there? Pupils : _______. Then teacher asks a pupil to ______ the correct number card
2
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Teachers Module
The pupil _______the number card to the picture card. Teacher : Two cherries. Pupils _______ after the teacher. Teacher _______ a picture of three oranges .
Teacher : Now _____ ______ oranges are there? Pupils : _______. Then teacher _______ a student to pick the right number card The pupil _________ the number card to the picture. Teacher :_______ oranges. Pupils _______ after the teacher. Teacher _______ this activity until number 5.
Individual Work: Teacher distributes Worksheet 1. Pupils _______ pictures to numerals. Teacher : _______ at the pictures. _______ and _______ the correct answers. (Refer task sheet 1) Written work : Teacher distributes task sheet 2. Teacher : ______ at task sheet 2, children. _______ the objects in the box. ________ the objects to the correct number. Teacher _________ pupils work.
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Closure : Teacher _______ a picture card. Pupils _______ the correct answer. (Example : 3 flowers)
Teacher : _______ _______ flowers are there ? Pupils : 3 flowers.
Task Sheet 1. Count and circle the correct numbers. 1.
1
3
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2.
3.
Task Sheet 2. Match the pictures to the correct numbers.
1
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2 3
DAY 13 : SCRIPTING
SLOT 2 TIME : WRITING A SCRIPTED LESSON PLAN : 2 Hours
ACTIVITY 1: WRITE AWAY! Objective : At the end of the activity, you will be able to make a list of some useful questions and phrases in the T & L of Mathematics.
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Time Required : 30 minutes Materials Required : Laptop, LCD, E-ReEM Curriculum Specifications, courseware. INSTRUCTIONS: Work in pairs. Read Sample 1. Choose a topic from E-ReEM Curriculum Specifications, Write a list of useful questions and phrases used in the teaching of the particular topic. 5. Avoid using questions and phrases from Sample 1. 1. 2. 3. 4.
Sample 1 USEFUL QUESTIONS & PHRASES Are you sure? Can somebody help me here?
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Can you understand? Good try! How do you do this? How many pencils are there? How much money do you have ? Is this clear? Keep it up! Look at the picture . Oh, I see. Please explain to your other friends. Please say it in English. Please try again. Very good. Wait a minute! What are the main steps? What do you do next? What is this? What is your answer? What number is this ? What time is it ? Which number are you using? Who would like to answer this question? Yes, you are right.
USEFUL QUESTIONS & PHRASES Topic : ______________________________ 1. ________________________________________________________________
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2. ________________________________________________________________
3. _______________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. ________________________________________________________________
8. ________________________________________________________________
9. ________________________________________________________________
10. ________________________________________________________________
ACTIVITY 2: WRITE, WRITE AND AWAY! Objective : At the end of the activity, you will be able to write a 60-minute lesson script. Time Required : 90 Minutes Materials Required : Laptop, LCD. INSTRUCTIONS:
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1. 2. 3. 4. 5. 6. 7. 8.
Work individually. Write a 60-minute lesson script. Integrate the courseware. Check your grammar. Refine your script. Print out the final product. Present your script. Get feedback from the others.
DAY 13 : SCRIPTING
SLOT 3 TIME : ROLE PLAY A SCRIPTED LESSON PLAN : 2 Hours
ACTIVITY 1: PRACTICE MAKES PERFECT Objective : At the end of the activity, you will be able to organise a lesson. Time Required : 2 Hours Materials Required : Laptop, LCD.
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Teachers Module
INSTRUCTIONS: 1. 2. 3. 4. 5. 6. 7. Work individually. Choose a scripted lesson for a macro teaching. Prepare your teaching materials. Prepare materials for hands-on activities. Rehearse the lesson plan that you have prepared. Take turns to teach. You have to play the role as a teacher or student. Reflect on your teaching and make amendments.
DAY 14 & 15 : MACRO TEACHING

SLOT 1 , 2 , 3 TIME : MACRO TEACHING : 12 Hours ACTIVITY: MACRO TEACHING Objective Time Required : At the end of the activity, you will be able to carry out your teaching confidently. : 12 Hours
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Materials Required INSTRUCTIONS:
: --
1. Review the lesson plan with scripting and courseware integration for the Macro Teaching. 2. Carry out the Macro Teaching individually. 3. Obtain feedback.
OBSERVATION SHEET Name : . Subject / Topic : 1 Weak 2 - Satisfactory 3 Good 4 Very Good 5 - Excellent
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No 1 2 3 4 5 6 7 8 9 10 11 12 Objectives
Item
Scale 1 2 3 4 5
Remarks
Teaching aids Class management Time management Pupils response Personality Language proficiency Lesson Plan : Set induction Presentation Development Consolidation
Suggestion: ______________________________________________________________________ ______________________________________________________________________ Observed by: __________________ Name : Date : Bibliography Every effort is being made to identify and contact the publishers for the use of the copyright materials used in this module. While waiting for response we wish to document our acknowledgement of the authors contributions here. If we have left out any unintentionally, please let us know and we will do the necessary in future editions. Http://www. Labtechnologies.com/smartclass.htm.
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Microsoft Encarta Reference Library 2004. 1993-2003 Microsoft Corporation. Pearson Education Inc,: Boston, Gronlund N.E (2003) Assessment of Student Achievement, texts pp. 14,15,40 in Assessment 2 (Teachers Module) Pearson Education Inc,: Boston, Gronlund N.E.(2003). Assessment of Student Achievement, text pp.9-11, 60-80, 93-94 in Assessment 2 (Facilitators Notes) Penerbitan Pelangi SDN.BHD: Selangor. Kertas 1 dan Kertas 2. Praktis Pra- UPSR Matematik Tahun 4
Prentice Hall : Singapore. Michael D. Williams (ed) (1999). Integrating Technology into Teaching and Learning. Graphics p149 in Operating Multimedia (Teachers Module) Prentice Hall : Singapore. Michael D. Williams (ed) (1999). Integrating Technology into Teaching and Learning. Graphics text pp 96-99, 105 in Evaluating Digital Resources. Pustaka Sistem Pelajaran SDN.BHD: Malaysia.Ashween Gill . Bahasa Inggeris 1001 Soalan Topikal PMR.(Facilitators Module) Sasbadi SDN.BHD: Petaling Jaya .Matilda Xavier. Arena Praktis Bahasa Inggeris Tingkatan 3 KBSM. (Facilitators Module) Skylight Professional Development: Arlington Heights. Diane Ronis (2001). Problem Based Learning for Math and Science, text & graphic pp.126-129, 130-131 in Assessment 1 (Teacher Module) Skylight Professional Development: Illinois. Burke, K. et al (1994). The Portfolio Connection, grahic p. 100in Assessment 1 (Teacher Module) The Sun : October 5, 2004 E ReEM Guide Book. Jabatan Pendidikan Khas, Kementerian Pendidikan Malaysia 2003, Percetakan Nasional Malaysia Berhad, Kuala Lumpur. Year 1 Mathematics Teaching Scripts. Pusat Perkembangan Kurikulum ( PPK ), Kementerian Pendidikan Malysia 2002
Test Kit Remedial Clas Centre, SK. Serkam Darat 2004. New Oxford English English Malay Dictionary, Penerbit Fajar Bakti Sdn Bhd. English For Teaching Mathematics And Science (ETeMS), Primary Mathematics / ETeMS 2005 http://akademik.ukm.my/eda/projekge6553/khas.htm? PHPSESSID=8b075daa0f91a584ed2
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Year 1 Mathematics Teaching Scripts. PPK, KPM EMS Module 2007, English For Mathematics And Science, Teachers Module
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ENGLISH FOR TEACHING MATHEMATICS AND SCIENCE (ETeMS) _____________________________________

REMEDIAL MATHEMATICS PRIMARY SCHOOL

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Is there an objective to all this?

Remedial Mathematics / ETeMS 2008

ETeMS COURSE TIMETABLE

Remedial Mathematics / ETeMS 2008

ENGLISH FOR TEACHING MATHEMATICS AND SCIENCE (ETeMS)

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Whats your song?

Remedial Mathematics / ETeMS 2008

Whats your name?

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

I have made a door. It is a big door.

Remedial Mathematics / ETeMS 2008

LCD Television Radio

Communicative Skills Classroom Language Instructional Language

Computer Video Printer

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

2. 4. 5. 7. 9. 11. 13. 15. 17. 18. 20. 22. 24. 26.

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

: CURRICULUM ORIENTATION COURSE

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

Elementary Mathematics Skills

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

: CURRICULUM ORIENTATION COURSE

Skills English 1. Pre Number colour size shape type

Glossary B. Malaysia warna saiz bentuk jenis

Remedial Mathematics / ETeMS 2008

Vocabulary 1. colour 2. size 3. type 4. shape

Sentence 1. Colour the pictures given.

Remedial Mathematics / ETeMS 2008

:CURRICULUM ORIENTATION COURSE

Remedial Mathematics / ETeMS 2008

Time Required Materials Required INSTRUCTIONS:

Remedial Mathematics / ETeMS 2008

Good (morning). Mak Timah Id like to ..

Remedial Mathematics / ETeMS 2008

: SET INDUCTION : 2 Hours

Example Of Set Induction:

ACTIVITY 2: SET INDUCTION

Remedial Mathematics / ETeMS 2008

Remedial Mathematics / ETeMS 2008

: SET INDUCTION : 2 Hours

ACTIVITY 2: SET AND GO

Pemulihan Teacher's Module

Pemulihan Teacher's Module