OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

FAKULTI PENDIDIKAN DAN BAHASA

HBMT 2203 : TEACHING MATHEMATICS IN YEAR THREE SEMESTER : JANUARY 2011 ASSIGNMENT (SMP)

NAMA PENUH SHARTHA A/P S.DORAISAMY

NOMBOR KAD PENGENALAN 801021 07 - 5686

NOMBOR H/P 017-4956014

PENSYARAH HALIMATUN BT MD YUSOF

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

1. Introduction

Play

is the work of children. Play is an important part of the childhood development. Play is

recognized as an important part of a child's development. Besides cognitive thinking, play helps the child learn social and psychomotor skills. It consists of those activities performed for selfamusement that have behavioral, social, and psychomotor rewards. It is child-directed, and the rewards come from within the individual child; it is enjoyable and spontaneous. Through play children learn about shapes, colors, cause and effect, and themselves. In fact, it is an important topic of study in many different disciplines. In the field of early childhood special education, play is valuable in assessing a child's level of development and in providing intervention. In psychology, therapists often watch children play to gain an understanding of children's problems and to help them deal with their emotions. The universal nature of play can also provide professionals working with children a basis for comparing typical and atypical development and behavior.

Children can learn math anywhere. Learning doesn't have to take place only inside the classroom. Math is just about everywhere you look--indoors or outdoors. Even preschool age children play games that can help them begin to understand math concepts and problems. Math need not be boring or difficult for a child to learn. The trick is to make basic math concepts seem less abstract to children. Playing games adds fun and challenge. Younger children in particular can relate better to things that they can see and touch.

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

1.1) Role play Types of play 1.2) Small world play 1.3) Construction play
1.1 Role Play

1.5) Play trays

1.4) Dramatic play

Role play generally have no rules except to stay in character, and require no specific props. They are normally restricted to young, pre-pubescent children, and aside from their straightforward purpose of fun can sometimes also serve the purpose of allowing children to explore adult roles and relationships. Play can reveal a lot about a child's psychological state, perception of gender roles, home life and interpretation of the world that is around them.

Information gets through From Wikipedia, the free encyclopedia

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

1.2 Small World Play Small Worlds was the title of a presentation given by Raph Koster at the Game Developers Conference in 2003, which was instrumental in defining and justifying many of the conventions used in games. Small World Play is imaginative play where children are provided with small beautiful objects with which to play. This type of play is similar to role play put different in that the child creates the small world and transfer their thoughts and feelings onto the objects. The thoughts and feelings then belong to the object not to the child. These objects are not "commercially bought toys" and are often made of natural or recycled materials.
 wood or cardboard boxes  wooden or cloth family figures, vehicles or animals  small blocks, shells, stones, seeds, feather  wooden, metal or porcelain bowls, dishes, bottles, cups, trays  fabrics: silk, velvet, lace, voile, wool

The objects are often "fragile" and children learn to play in an appropriate manner. The child is provided with a clearly defined private and enclosed space such as at or under a small table or in a small secluded corner. This space provides the opportunity for the child to explore the materials alone or in a small group of two or three children. Types of materials provided are simple and appealing and materials are regularly rotated in order to regenerate interest, and extend or change the direction of play. Materials are open ended and may include the following: Children are involved in the swapping of materials and the choosing of new objects which will be incorporated into the small world.

Information gets through From http://www.redhen.ie/smallworldplay.htm

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

1.3) Construction play In constructive play, children build larger objects out of smaller ones or otherwise manipulate their environment. Constructive play can involve a variety of activities, including stacking, rearranging, assembling, disassembling, drawing and molding. Kids building sandcastles on a beach or snowmen in their back yard are engaged in constructive play, as are children making towers out of wooden or plastic building blocks and those gathered around a train table, rearranging the track. According to Francis Wardle, PhD, writing for Early Childhood News.com, the benefits of constructive play are numerous. For instance, manipulating objects helps kids develop skills in various activities, such as stacking or drawing. Completing constructive-play projects gives children a sense of satisfaction, improves their confidence and gives them some control over their environment.

Information gets through From http://www.ehow.constructive-play_.html

1.4) Dramatic play Dramatic play is a type of free play that encourages children to imagine themselves in another person's shoes. This may include a school teacher, doctor or parent. Dramatic play can be done \alone or with other children or adults. Dramatic play includes fantasy play, puppetry and roleplaying and often involves re-enacting a story. Sociodramatic play is dramatic play that involves interacting with others. Typically each participant takes on a role and sometimes will switch roles throughout play.

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

Dramatic play helps children develop their social, emotional, physical and cognitive skills.

Information gets through From http://www.ehow.com/facts_5981718_dramatic-play-children_.html

1.5) Play trays (Sand and Water play) Play-tray is a tray designed for the Stokke Tripp Trapp chair. Play-tray can be used when eating, playing and drawing and makes life easier for the child as well as its parents. Play-tray is solid and safe. Has been tested for pressure and resistance. Play-trays soft and round design makes it easy to mount and clean. Play-trays plastic surface is easy to wipe of and is very resistant to marks from forks and spoons. It has an edge that keeps spilled milk from running to the floor when the cup tilts. On some chairs Play-tray can be mounted on the original Tripp Trapp harnish or you can use the enclosed Play-tray strap. The strap is mounted on the tray as a safety strap so that the child doesn't slip under the tray. Play-tray is designed by the Danish designer Carsten Buhl. The design has been registered in EU. The tray is made of transparent plastic with a nonscratch surface which gives it an exclusive look. Play-tray is produced in Denmark. Material :KResin RK150 (SBC), which is FDA approved.

Information gets through From http://playtrayusa.com/playtray.html

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

Activity 1 Money
ROLE PLAY

Title Materials

: Money up to RM10 000

: LCD,Lap-top, CD,Specimen copies of Malaysian currentcy

Learning Outcomes : 1. Understand and use the vocabulary related to money.

2. Use and apply knowledge of money in real life.

Teaching and learning activity:

Intoduction

 Teacher shows courseware year four related to money.  Pupil listen two friends discussing the prices of the motorbikes in a motor shop. The prices range from a thousand to les than ten thousand.  Pupil say what they saw from courseware.  Teacher used questioning technique to make the pupil think more about the discussion.
Step 1

y y y y

Teacher shows PowerPoint slides. ..\..\BESTARI\naga.ppt Pupil say the value of money in Malaysian Ringgit . Pupil read the value of money in Malaysian Ringgit. Pupil match the correct value of money in words and symbols.

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

step 2

y y y y y

Pupil form a group and discuss about money. Teacher distributes manila card. Pupil choose the topic . Pupil paste pictures and price tag according to the topic on manila card. Pupil say the value they paste on manila card. Teacher distributes worksheet to test on the sport

step 3

y y y y

Teacher distributes money to every group. Teacher run the quiz. Pupil listen to the instruction carefully and answer the question. End of this section teacher gives a small prize.

closure

Teacher gives a activity from couseware to test memorizing ability of pupil

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

Activity 2 Relationship between Units of Time

Construction Play

Title Materials

: Relationship between units of TIME : Dice, Word Cards (Written unit of time), Score Sheet

Learning Outcomes : Use units of time and know the relationship between:

1) Minute and seconds 2) Week and days; and 3) Year and months
Teaching and learning activity: ntoduction

 The pupils work in pairs.  Each group is given a dice, six word cards and score sheet.
Step 2

 The word cards are divided into three sets of minute and seconds, week and days, and year and months.
Step 3

 Pupil A chooses a set of cards, Pupil B chooses the larger unit of time on the card.
Step 4

 Pupil B tosses the dice and read the number appears on the dice with the larger unit of time on his card.

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686

Step 5

 Pupil A work out the equivalent smaller units of time.  Pupil A scores one point if his answer is right.
closure

 The process is repeated until all the cards are used.

OPEN UNIVERSITY MALAYSIA

Shartha a/p S.Doraisamy 801021-07-5686