TGIF - It went well!

 I don’t know why it seems so easy doing math in Dr Yeap’s class. How I wish everyone gets Dr Yeap for their math teacher. Hhhmmmm Dr Yeap…. Quickly go and teach proper math to all the Math teachers out there! I’m sure there will be more children/students liking MATH… And those who like math, will LOVE math! *Just a thought*

Today… I’ve got a new friend, RUSHDA!!! So cute!!! We did chit-chat quite a bit… and break fast together ;) Hope to see you again, Little Rushda! Maybe in our last math lesson?

Today, we started off with fractions. Fractions?? Fraction!!

In 1/5, how many ½ are there?

1)      You can cut the 1/5 into ½ as shown above, to get the answer.

2)      Another way is :
2 fifths ÷ 1 tenth = 4 tenths ÷ 1 tenth
                                               = 4 ÷ 1
                                               = 4

3)      a/b ÷ x/y = a÷x / b÷y

Bloom’s Taxonomy – Describes the cognitive levels and processes when doing different task. We learnt 3 out of 6 levels,

- Knowledge Level

- Comprehension Level (Inferential)

- Application Level

Then we did George Pick’s theorem, the fixed theorem, is rather interesting. We spend quite an amount of time to understand the DOTS diagram.

Hhhmm  in my childcare centre, we did let the children use the geoboards and rubber bands to create different shapes, and then those who were able to create their shapes, will draw on the DOT papers provided. And thats, that.

And it’s very interesting to find out the formula behind the DOT diagram…

Firstly, we did squares of different sizes, then proceeded to create any shape by touching 4 dots (For that, I’ve got 1 peg! Yipeee).

HERE COMES THE DISCOVERY….

a = p + i – 3 (All thanks to my classmates for trying really hard, we don’t need to stay in the jail to solve this didn’t we?? heheh)

Then, we used graph to document the number of pegs we received since day 1. Our group actually pasted the pegs onto our graph itself… hahahah and WE HAD FUN! Together with Rushda…

Lastly, we received the ‘Monster’ quiz… the quiz that I somehow did with trial and error… oopss heheh. Hope my working is clear!

AN UNTHINKABLE TRUTH…

Teachers act as an external stimulus. When a child does his/her math and approach their teacher for acknowledgement of their answer, be it right or wrong, WITHOUT REALIZING, a teacher acts as a stimulus for their understanding. A teacher will show verbal and non verbal cue to tell children about their answer… NO GOOD NO GOOD (shakes head)…

Children will have a better understanding about the math question itself if he/she uses his/her own internal ability to question whether it is right or wrong.

That’s all for now!!!

See you on our last lesson….!

SELAMAT HARI RAYA EVERYONE!!!