HBMT 2103

MATHEMATICS
CH
AN SAW TIEW

FACULTY OF EDUCATION AND LANGUAGES

HBMT2103
TEACHING-LEARNING OF ELEMENTARY MATHEMATICS

MANIPULATIVES

NAMA

: CHAN SAW TIEW

NO. MATRIKULASI

: 660529026168001

NO. KAD PENGENALAN : 660529-02-6168

NO. TELEFON

: 012-5896665

E-MEL

: chansawtiew@gmail.com

NAMA TUTOR

: MR. ATCHUTHAN NAIR

PUSAT PEMBELAJARAN : PUSAT PEMBELAJARAN KEDAH

SEPTEMBER 2012 Semester

CONTENTS

Contents

Pages

1.0 Introduction

1-2

2.0 Literature Review I

2- 3

2.1 Topic : Money (Activity 1)

4- 5

2.2 Topic : Money (Activity 2)

3.0 Literature Review II

3.1 Topic : Multiplication & Division (Activity 1)

8 - 10

3.2 Topic : Multiplication & Division (Activity 2)

10 - 11

4.0 Conclusion

12

References

13

1.0 Introduction
Teaching and learning Mathematics has always posed a challenge to teachers as there is
always a possibility that students do not understand or do not concentrate during the class due
to the fact that the lesson is not interesting to them. Teachers are need to play their roles to
make sure that all their students understand and interested in the Mathematics lessons.

Different methods have been applied by teachers in the teaching of Mathematics. Some might
use the questioning method as a form of approach to teaching Mathematics as it is a way of
making sure that students are learning and understand the lesson, thus are able to solve the
problems. There are also teachers who like to use hands-on for examples corals or tools to
relate the lesson to real life situations. This will help the students to understand the lesson
better. To successfully achieve the learning outcomes of every lesson is crucial. Students need
to master all the topics in order to go further and learn more in Mathematics. The mastery of
the basic concept about numbers will help the students in their overall thinking and
development. Hence, teachers need to have different ideas or methods in teaching their
students since this determines the future of the students.
There are a lot of ways for a teacher to teach their students in

Mathematics. Every

single method will have different effects on the students' understanding. Teachers need to
plan their lessons properly based on the time factor, the level of understanding of the
students, the methods used and other factors just to teach the students in the most effective
way. The most basic way of teaching is by using the text book. It is a very simple method by
explaining to the students from the textbook and allow them to ask questions if they don't
understand. This is a traditional way of teaching in which for some students nowadays may
face problems in understanding the lesson. Direct explanation from the textbook has a
negative point as this method is lack of pictorial image with only numbers and words as most
of the researches state that teaching with pictorial image will boost a better understanding for
the students. "The right picture at the right time at the right place is a great way to boost
understanding as well as helping your learners build a memorable mental construction
around a topic. - Globalgridforlearning.com (2010). Using Images in Teaching: A Quick
Guide

Global

Grid

For

Learning.

[online]

Retrieved

http://www.globalgridforlearning.com/using-images-in-teaching-a-quick-guide

from:

[Accessed:

20th June 2013] ". Besides that, students might be too shy to ask questions during the lesson.
pg. 1
They are worried that they might feel embarrass regarding the questions they are going to ask
and other students might laugh at them. Students may also get distracted easily because with
only words and numbers, it is not interesting enough for them to be attracted to the lesson or
topic. If pictorial image is used with words and numbers to teach the students, it will provide
a better understanding to the students. This method still has its

disadvantage whereby

students can still lose interest and lose track as well. At the end of the lesson, students may

achieve the learning outcomes based on the picture, but if the picture is too complicated or
too distracting, students will not be able to achieve the desired learning outcomes. Another
method is using video or other media. Showing video to the students may increase their
interests towards the topic of learning. They may understand it better because there are
animations, audio and movement. However, students who are slow in learning might not be
able to catch up with the video. When a video is played, it goes on without stopping. Students
do not get a chance to really understand what is being shown on the video. Of course, there is
a way which has the best effect for the students nowadays. It is by using physical items to
illustrate real life situation with the students. For example, teachers can ask a few students to
come to the front of the classroom and demonstrate with physical objects. The rest of the
students will observe. Teachers can repeat the demonstration with other groups of students
and to try out with different kind of situations so that students can adapt different situations
with the same concept.

2.0 Literature Review I

One of the topics in mathematics for students from Year One to Year Three is about money.
This topic teaches the students how to count money in term of deduction and addition. This is
to make sure students understand how money works and to make sure they can perform
correct transactions. For a class that is weak, the students may have problem catching up with
the normal teaching time. In term of calculation on whole numbers, students can understand it
quite well, but once the numbers start to involve decimal, students may not be able to fully
understand it. Students start to get confuse because they cannot distinguish the coins and
notes. The main focus of this topic is that to make sure students understand how money
works and how to perform a transaction with it without making any mistakes. For a class of
high ability, teachers can use different methods to teach them, such as using textbook,
pg. 2
picture, video or real life situation. Towards the end of the topic, teachers can assess the
students' understanding or mastery by asking questions and giving exercises. However, for
those who are quite weak in term of the ability to learn, teachers need to use different
approaches to teach them. The best way of teaching for this group of students will be using
real life situations with physical objects.

There is a number of objects that teachers can use to help the students in learning. For the
topic about money calculations in Mathematics, teachers can use fake money or cards as
illustration to the students. Teachers can start teaching the topic using the textbook and
exercise to make sure the students get the main idea about money. Before the teachers start to
use the fake notes, teachers need to warn the students that the money is fake and cannot be
used for real life transaction. This is to prevent the students from using the notes in real life
situation.

pg. 3

2.1 Activity 1
Topic

: Money

Year

: Year 2

Learning Objectives : Understand the way of using money in real life situation.
Learning Outcome : Pupils will be able to conduct transactions between sellers and buyers

using money.
Materials

: Various denominations of notes and coins in Malaysian currency (play

money), artificial fruits, writing paper.

RM 1.20

RM 4.00
RM
1.50

RM 1.50

RM 1.30

RM
7.90

pg. 4

Procedure

1. Divide the class into groups of four pupils each.

2. Choose two pupils to act as sellers.
3. The teachers will provide play money to each group.
4. The pupils will have to make a transaction based on the buyers' role and sellers' role in the
group.
5. Every group perform the transactions with different amount.
6. Each group will perform a transaction in front of the classroom.
7. The teacher and the other groups will monitor the whole transaction to make sure
the transaction is correct in term of money given and money returned.
8. The teacher summarises the lesson on the transactions between the sellers and the buyers
using money.
The teacher asks every group to perform the transaction with different amount. This is to
make sure that the students can fully understand the concept of numbers not by memorizing
the numbers. With this method, most of the students will be able to understand the concept.
For those who do not fully understand, they can refer to their teachers for further details or
clear their confusion or misunderstanding.
pg. 5

2.2 Activity 2
Topic

: Money

Year

: Year 1

Learning Objectives : Understand to exchange coins in various denominations

Learning Outcome : Pupils will be able

Materials

To consolidate skills in exchanging coins up to RM1.

To develop ideas of adding coins intuitively.

: dices, play coins, game board.

Game Board
RM 1

Procedure

50 sen

20 sen

10 sen

5 sen

1. Divide the class into groups of four pupils each.

2. Give each pupil in the group 1game board.
3. Give each group, 1 dice and 1 set of play coins.
4. Players take turn to throw the dice and place that number of 5-sen coins on their game
board in the 5-sen column.
5. The game continues with every two 5-sen coins to be exchanged with a 10-sen coin; two
10-sen coins to be exchanged with a 20-sen coins; two 20-sen coins and one 10-sen coin to
be exchanged with a 50-sen coin and two 50-sen coins to be exchanged with one RM1.
6. The first player to get RM 1 is the winner.
7. The teacher summarises the lesson on the exchange of coins to represent adding up to
RM 1.
This game can be simplified by exchanging any two coins.

pg. 6

3.0 Literature Review II

Another topic in mathematics for students from Year One to Year Three is multiplication and
division. This topic provides the students with the knowledge and concept of how to divide
and multiply number from one to another. From this topic, students will understand how to
determine numbers based on the situation such as divide pieces of cakes to a number of
people, multiply the number of apples to each person and many more. This topic is easy to
understand and yet hard to understand if the teachers use the wrong approach towards
different abilities students. Students of high ability are strong in understanding and are able to
learn faster. This topic may cause problem and confusion to the students due to the huge
number leap even for a class of high ability students that understand and learn fast. For a
class that is weaker, more problems will arise. In this topic, students will have to understand
how multiplication and division work which means they have to at least understand the
concept of addition and subtraction so that they can relate them. The worst part about this
topic is when the number is in decimal numbers which will cause a lot of confusion to the
students. Once the students understand how multiplication and division works, they will be
able to implement it into real life events such as counting number of items to distribute to
multiple parties or even multiple the items needed for a project. This will be the objectives of
teaching this topic to the students. For a good class that can grasp the concepts fast, teachers
can use numerous methods to teach. Teachers can use textbooks, exercises, videos,
simulations and many more to teach the students. Teachers definitely can use multiple
methods at the same time to teach the students. However, for slower students, teachers can
only use a few methods that are effective for the students. Definitely the method that use only
textbooks and exercises are not going to work for these students. Thus, teachers can use
pictures, video or real object to teach them.
There are a lot of items that can be used to teach this topic. Items such as blocks, beads, balls,
paper and many more objects can be used for teaching as long as teachers can gather quite a
number of them. For most of the case, teachers will use beads or blocks as the teaching aid to
teach the students since these items are easy to get and they can come in a big amount.
pg. 7

3.1 Activity 1

Topic

: Multiplication

Year

: Year 2

Learning Objectives : Understand multiplication as repeated addition.

Learning Outcome : Pupils will be able

To describe multiplication within 2, 3, 4 and 5 times-tables as

repeated addition.
To write relevant multiplication sentences within 2, 3, 4 and 5 timestables.

Materials

: beads, plates, flash cards, number cards.

Procedure

1. Teacher presents repeated-addition stories, while pupils model each story with beads and
plates.

Mm
Mei Mei has 3 plates. In each plate, there are 2 beads. How many beads are there altogether?

2 + 2 + 2 = 6
3 x 2 = 6
2 + 2 + 2 = 3 x 2

pg. 8

3 + 3 + 3 + 3 = 12

4 x 3 = 12
3 + 3 + 3 + 3 = 4 x 3

4 + 4 + 4 = 3 x 4

5 + 5 = 2 x 5
After story modelling and several examples, the teacher introduces multiplication as repeated
addition and the relevant mathematical sentences written on flash cards as follows:

4 + 4 + 4 = 3 x 4
2. In groups of four, ask each pupil to take turns to play.
3. Every group will have two sets of number cards with 1 to 5 written on the cards.
4. Shuffle the two sets of cards. After that, put the two set of cards face down on the table.
5. Show the top card from that two stacks of cards, then multiply the two numbers shown on
the cards. Say out the answer and write it down into the table if the answer is correct.
(Pupils also can use the beads to calculate the answer).
6. When the cards have run out, repeat steps 4 and 5 to continue the game.
pg. 9
7. After 20 minutes, the group which fill most answers on the table below is the winner.
8. The teacher summarises the lesson on how to describe multiplication as repeated addition

and how to write multiplication sentences within 2, 3, 4 and 5 times-tables.

x
1
2
3
4
5

3.2 Activity 2
Topic

: Division

Year

: Year 2

Learning Objectives : Understand division as grouping

Learning Outcome : Pupils will be able

To describe division as grouping.

To write division sentence.

Materials

: Activity cards, answer sheets, writing paper, blocks, plates.

Procedure

1. Teacher presents repeated subtraction problems, pupils model each problem with blocks.
An example of such story is shown.
ac

pg. 10

8 blocks; 2 blocks for a group. How many groups of blocks are there?
8 - 2 - 2 - 2 - 2 = 0

8 2 as repeated subtraction

2. After several rounds of story modelling, teacher introduces division as repeated subtraction

and the relevant mathematical sentences such as 8 2 = 4.

3. Teacher divides the class in groups of four, each pupil takes turns to play each of the
following roles:
Pupil A : Take any number of blocks and put them at the centre of the group.
Pupil B : Put any number of blocks (not more than 9) into a plate.
Pupil C : Follow the number chosen by pupil B and put the remaining blocks in the
plates and tell the story such as "27 blocks; 3 blocks into one plate; 9
plates have blocks." or "16 blocks; put 5 blocks into one plate; 3 plates
have blocks with 1 more remaining. (as the remainder)"
Pupil D : Write the division sentence.
4. The teacher summarises the lesson on how to describe division as repeated subtraction.
In order for the groups of students to learn and use the same concept, teachers should cone
up or create different scenarios to the students. Students will need to use the beads or blocks
to group them based on the given scenario. The main point in using this method is to make
sure that students fully understand the concept and are interested in this topic. Subsequently,
teachers can give exercises to the students to solve and they can ask their teachers if they face
any problems. With this method, slow learner students are able to catch up with the teaching
and learning because it is interesting.

pg. 11

4.0 Conclusion
There are a lot of ways to teach students about mathematics. Different approaches and
methods will provide students with different level of learning. As in most cases, teachers will

use simulation to teach the students. This method will be the best way to teach students
because students can relate the lessons to their real life and will be interested in it. Teachers
will need to choose the teaching methods based on the ability of learning of the students in
order to produce the best result in teaching. The main objective in the learning outcomes of a
mathematics lesson is to make sure students understand the topic at the end of the lesson. As
long as the students are interested and understand the topic, then the teachers have chosen
the correct teaching method.
(2,811 words)

pg. 12

REFERENCES
Murugiah,V., Kao, TK., & Wong, WC. (2013). HBMT2103 Teaching of Elementary
Mathematics Part 1 (2nd ed.). Selangor: Meteor Doc Sdn. Bhd.

Coolmath4kids.com (1997). Cool Math 4 Kids Times Tables Lessons and Games
(Division and Multiplication), Free Online Flash Cards to Print (Printable). [online]
Retrieved from: http://www.coolmath4kids.com/times-tables/ [Accessed: 21st
June 2013].

Globalgridforlearning.com (2010). Using Images in Teaching: A Quick Guide |

Global Grid For Learning. [online] Retrieved from:
http://www.globalgridforlearning.com/using-images-in-teaching-a-quick-guide
[Accessed: 20th June 2013].

Homeschoolmath.net (2013).Teaching math - four habits of highly effective math

teaching. [online] Retrieved from:
http://www.homeschoolmath.net/teaching/teaching.php [Accessed: 20th June
2013].

Investigations.terc.edu (2003).Teaching Multiplication and Division | Home |

Investigations in Number, Data, and Space. [online] Retrieved from:
http://investigations.terc.edu/library/curric-math/qa-1ed/teaching_mult_div.cfm
[Accessed: 20th June 2013].

Mathwire.com (2006).Mathwire.com | Money Activities & Strategies. [online]

Retrieved from: http://www.mathwire.com/money/money.html [Accessed: 20th
June 2013].

Superteacherworksheets.com (2013).Counting Money. [online] Retrieved from:

http://www.superteacherworksheets.com/money.html [Accessed: 22nd June
2013].

Teaching Money for Special Education (n.d.).Teaching Money Counting Skills.

[online] Retrieved from:
http://specialed.about.com/od/MathematicsforSpecialEducation/a/TeachingMoney-Counting-Skills.htm [Accessed: 23rd June 2013].

pg. 13