Task 1: Lesson Planning

1. Meet a mathematics teacher in school you are assigned to and request for a
viewing of his/her record book.
a. List the types of planning found in the record book.
b. Compare briefly the different types of planning found.

Types of planning

Characteristics

Term or Semester
Plan

Weekly Plan

Daily Plan
Set up Ready before the
term start
Ready before the
week start
Ready before the
day start
Preparation Based on the
Syllabus, Teacher
Guide and Text
Books for the
relevance topic
Based on the term
scheme of work
Based on the
weekly scheme
Main aspects Learning objective,
skill and content
Standard / form
subject, topic, skill
and value
inculcated
Day, date, time
period, class, lesson
contents, learning
objective and
teaching - learning
activities.
Content Consist a whole
topic of the year
that will be taught.
Consist whole topic
of the week that
will be taught.
Consist whole topic
of the day that will
be taught.



2. Suggest some reasons why all teacher need to do lesson planning?
Lesson planning is important because it enables teacher
a. to develop a clear idea of the main objective of a lesson.
b. to present coherent, creative and interesting ideas for teaching and
learning activities.
c. to select and organize relevant teaching learning content as well as
interesting and useful resources.
d. to plan variety of activities with relevant teaching and learning
approaches and techniques.
e. to achieve the teaching and learning objective optimally.

3. Comment the planning prepared by the teacher (as in No. 1) in the following
aspects:
a. the objectives of preparing the such planning
- The objectives of term or semester plan are to guide teacher on
managing time lesson for a whole year and to make sure teacher can
finish all syllabus on time. Teacher should certain topics before
examination.
- The objectives of daily plan are to ensure teacher can prepares before
lesson and to identify what types of teaching aids suitable to use
during lesson.
b. the practically of the plans
- In yearly plan, teacher divides a year into 2 semesters. Each semester
has a calendar of the school such as examination, sport day, holidays
and etc.
- It also has the specific topics that teacher will teach during class.
- Daily plan is a detail planning lesson on the day. Teacher will teach
her students depend on what she already plan.

1. The reasons why the teachers need to do lesson plan is for
a) As a guideline for the teacher in order to teach the class for every days
lesson.
b) In order to avoid the teacher to forget for the pass lesson.
c) Allocate the proper time for each topic to be teaches.



2. The planning prepared by the teacher (as in No. 1) in the following aspects:

a) The objective of preparing such planning is to know the time frame allocated
for the lesson. Beside that teacher can plan their suggested learning
activities.

b) The practicality of the plans is good because it can be guidelines to teacher as
preparations on their daily planning.





















Task 2: Mathematics Teaching Resources

1. The types of materials that are readily used for the teaching and learning of
mathematics in the schools are:
i. Decimal block
ii. Flash card of multiplication
iii. Fraction picture
iv. Plastesin
v. Weight scale
vi. Protector
vii. Shape boxes
viii. Sempoa

2. Teaching aids that can be readily made by teachers or children using resources
or recyclables around the house or school are:
i. Ice cream sticks
ii. Papers
iii. Bottle Caps
iv. Match box
v. Rubber seeds/ Sour seeds.
3.
Number systems and
place value
Measurement Shapes
1. Decimal Block
2. Flash card
3. Fraction picture
4. Sempoa
1. Weight scale
2. Ice cream sticks
3. Protector
4. Bottles top
1. Plastesin
2. Match box
3. Bottle Caps
4. Shapes boxes

4. a. All the teaching aids are in a good order and dusty. Based on our
observations for two weeks, there are no mathematic teachers in that
school was using it. They also didnt use any ICT related items in their
teaching.
b. The relevancy is, to attract the student to learn the subject. We can
develop interesting learning activities for the subject inside or outside the
classroom by using teaching aids. Through this, the students interest in
learning the subject can be increased.
c. There are procedures for teachers to use these teaching aids. Even
though the room is quite small, the arrangement is quite good. Only
some places are not in a good order.

5. List of text book and workbooks used for the teaching and learning of
mathematics in year 4.
Mathematics Text Book Year 5
(DBP; Mohamad Khairuddin bin Yahya, Marzita binti Puteh & Santhi
Periasamy )

Ideal Practices for Exam Success
Mathematics Book A(Activity and Practice) and B(Practice and Assessment)
Longman
Looi Sou Yhee

a) Effectiveness of using mathematics workbook:
To help students master the topics by doing some drilling in exercises.
To give students a picture about different types of questions.
b) 1. Advantage
Students can do their exercises and drills their skills at home.
To familiarize students with a different types of question sets.
Can save a lot of teachers efforts in term of times. By using a
workbook, teachers dont have to write on the whiteboard anymore.

2. Disadvantage
Some of the questions in the workbook do not meet the standard.
Different level of question set. Some workbooks is too easy and some
of them quite hard.
There a lot of workbooks and this will confuse students which one is
good for them.
c) By doing a lot of exercise from workbooks, students can increased their skills on
how to answer questions. It will sharpen students mind and familiarize them
with any different types of question sets.

















Task 3: Approaches and Techniques in the Teaching of Mathematics

1. a) The procedures of the teaching is:

i. Make sure all pupils are ready and sit on their place properly.
ii. Open the text book and notebooks.
iii. Give an introduction about the topic that is going to be taught.
iv. Give a sample of questions and show how to answer it on the
whiteboard.
v. Give exercises and asks the student to do it.
vi. Discuss the answer with the students.

b) I am not really enjoyed the teacher advisor teaching. This is because:

Teacher practices expository teaching and learning method. Means, it is
teaching orientated where the teacher is playing a main role.
Pupils were given less opportunity to think and involved themselves in
learning activities. They only learn the concepts of the topics and after that
did some exercises.
Pupils will memorize all the concepts and base on those concepts, solve the
problems. The scope is quite tight because I think there will be a problem for
them to interpret or apply the concept in their daily life.

c) Based on my observations:
i. Not all pupils followed the instructions given.
ii. Not all pupils give their focus in the class.
iii. There are different levels of students. Some of them can understand very fast
and some of them are quite slow.
iv. Only some of them were giving a response when teacher ask questions.

2. We can improve the lesson in by:
i. Prepare an interesting set induction. For example singing activity that
describing about the topic.
ii. Integrating an ICT element in their teaching. For example they can use MS
PowerPoint presentation slides to catch their pupils interest.
iii. Teacher can organize some activities involving pupils which are related to the
topics.
3. The constraints that the teacher faced while carrying out his/her teaching:
Teacher cant control the class when the pupils want to answers the
questions. The class became too noisy.
Because of the instructions from teacher was not clear, pupils didnt have a
proper guidelines how to react in the class.
Some of pupils didnt finish their homework. When this happened,
teacher doesnt know what her students weakness and how to fix it.

ii. Hyperactive.
iii. Keep playing.
iv. Some students do not give attention.

4. Outline some teaching methods/approaches that you have learned in the
college.
a. Questioning method.
b. Practical work (activity) method.
c. Induction method.
d. Deduction method.
e. Inquiry-Discovery model.
f. Expository teaching model.
g. Laboratory method.
h. Demonstration method.
i. Cooperative and Collaborative method.
j. Media centre approach and technique.

5. What teaching methods/approaches that teacher had used in his lesson? Is
there any relevance to what you have learned in (4)?

Teaching method used:
- Questioning method
- Practical work (activity) method
- Induction method
- Demonstration method
- Inquiry-Discovery model
- Expository teaching model

Yes, it is relevance to what I have learned before in the class.













Task 4: Questioning Techniques

2. The questions that the mathematics teacher used during the lesson:
- Have you finished your homework?
- Ok class, do you remember yesterday lesson?
- Ok, can you tell me what did you learn yesterday?
- What is an equivalence fraction?
- Did you bring your textbook?
- Why didnt you bring your notebook?
- How to write an equivalence fraction?
- Can you find the equivalence fractions?
- Who still cant understand what is equivalence fraction?
- Did you bring your workbook?
- Did you finish answer all the question?
- What is the answer?
- Who want to answer the question?
- Who get the wrong answer?
- Which answer is correct?
- Why you multiply with 5?
- What is the correct answer?
- Do you understand?
- Can you do this homework by yourself?
- Any questions?








3. The questions can be categorized into 2 groups:

a) Open (divergent) questions b) Close (convergent) questions
Ok, can you tell me what did you learn
yesterday?
Have you finished your homework?
What is an equivalence fraction?

Ok class, do you remember yesterday
lesson?
Why didnt you bring your notebook? Did you bring your textbook?
How to write an equivalence fraction? Can you find the equivalence fractions?
Who still cant understand what
equivalence fraction is?
Did you bring your workbook?
What is the answer? Did you finish answer the entire
question?
Who want to answer the question?

Do you understand?
Who get the wrong answer? Can you do this homework by yourself?
Which answer is correct? Any questions?
Why you multiply with 5?
What is the correct answer?

4. Yes. The process of teaching and learning become more interesting and
understanding. Beside that, teacher gets the cooperation from her students in
the process of teaching and learning in the class. Teacher also can evaluate
every students performance.

5. The type of questions that promote students thinking and enhance the
teaching and learning process is divergent question. This is because students
need to think when they answer the question and for what reason they give
the answer like that. It also involves analytical thinking.



Task 5: Testing and Evaluation in Mathematics

1. a) UPSR 2007 Mathematics exam result analysis:










Grade Marks No of students
A 80-100 28
B 60-79 15
C 40-59 31
D 20-39 4
E 0-19 5
Total = 83





63.46
83
5 . 5267
) (
=
=
=

n
m f
Mean
i i

Grade Marks Centre point (m
i
) No of students (f
i
) f
i
m
i

A 80-100 90.0 28 2520.0
B 60-79 69.5 15 1042.5
C 40-59 49.5 31 1534.5
D 20-39 29.5 4 118.0
E 0-19 10.5 5 52.5
Total = 83 Total = 5267.5

Median:
Median class
5 . 41
2
83
=
=











33 . 77
60 ) 20 (
15
13
60 20
15
29 42
60 20
15
) 1 28 ( 2 / ) 1 83 (
) 1 ( 2 / ) 1 (
=
+ =
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=
+
)
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+ +
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+ +
=
m
m
L w
f
F n
Median



Grade Marks No of students (f
i
)
Cumulative
frequency (m
i
)
A 80-100 28 28
B 60-79 15 43
C 40-59 31 74
D 20-39 4 78
E 0-19 5 83
Total = 83
Mode:
Mode class = grade C (40-59)










27
4 31
16
15 31
2
1
=
=
=
=
d
d

44 . 47
) 20 (
43
16
40
20
27 16
16
40
2 1
1
0
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+ =
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.
|

\
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+
+ =
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.
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+ = w
d d
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L Mode
m


Standard deviation, o :
Grade Marks
Centre point
(m
i
)
No of students
(f
i
)
f
i
m
i
m
i
- f
i
(m
i
-)
2

Grade Marks No of students(f
i
)
A 80-100 28
B 60-79 15
C 40-59 31
D 20-39 4
E 0-19 5
Total = 83
A 80-100 90.0 28 2520.0 26.5 19663.0
B 60-79 69.5 15 1042.5 6.0 540.0
C 40-59 49.5 31 1534.5 -14.0 6076.0
D 20-39 29.5 4 118.0 -34.0 4624.0
E 0-19 10.5 5 52.5 -53.0 14045.0
23.27
541.5422
541.5422
83
44948
83
14045 4624 6076 540 19663
) (
2
2
=
=
=
=
+ + + +
=

o
i
i i
f
m f

b) UPSR 2007, 2006 & 2005 Mathematics exam result comparison:

Grade Marks 2007
Percentage
(%)
2006
Percentage
(%)
2005
Percentage
(%)
A
80-
100
28 33.73 42 35.90 31 27.68
B 60-79 15 18.07 21 17.95 18 16.07
C 40-59 31 37.35 35 29.91 34 30.36
D 20-39 4 4.82 10 8.55 10 8.93
E 0-19 5 6.02 9 7.69 19 16.96
Total = 83 Total = Total =
117 112













2. The teachers plan to improve student achievement in mathematics in the school
:
-class tuition
- mentor-mentee (teacher as a facilitator)
- give more exercise book


0
5
10
15
20
25
30
35
40
A B C D E
Percentage
(%)
Grade
COMPARISON OF EXAM RESULT
(UPSR YEAR 2007, 2006 & 2005)
2007
2006
2005