DSA 3333 BAB 3 REHAN_Classical

3.0 Handle Early Mathematics Activities For




Young Children

3.1 HANDLE PRE NUMBERS





ACTIVITIES

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE NUMBERS ACTIVITIES

3.1.1 Identify the pre number concept (classification, matching, seriation, comparison, patterns, conservation etc)









PENGELASAN







PERBANDINGAN



KONSEP PRA


SERIASI

NOMBOR




PADANAN








POLA

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE Numbers Activities

3.1.3 Determine Various Activities For Each Pre Number Concept
















































AKTIVITI KONSEP



PRA NOMBOR PENGELASAN

rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE Numbers Activities

3.1.3 Determine Various Activities For Each Pre Number Concept
















































AKTIVITI KONSEP



PRA NOMBOR PERBANDINGAN
rehanmohdtaha

PERBANDINGAN









Ukuran



















Objek Saiz



















Kuantiti

PERBANDINGAN UKURAN
















Rendah


Panjang- Pendek





Nipis





Tebal












Tinggi

PERBANDINGAN SAIZ









Perbandingan Berat


Perbandingan



Saiz Ringan Kuantiti







Kecil







Berat











Banyak Sedikit





Besar

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE Numbers Activities

3.1.3 Determine Various Activities For Each Pre Number Concept
















































AKTIVITI KONSEP



PRA NOMBOR SERIASI

rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE Numbers Activities

3.1.3 Determine Various Activities For Each Pre Number Concept
















































AKTIVITI KONSEP PENGELASAN



PRA NOMBOR

rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.1 HANDLE PRE Numbers Activities

3.1.3 Determine Various Activities For Each Pre Number Concept















































AKTIVITI KONSEP



PRA NOMBOR POLA


rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.1 HANDLE PRE Numbers Activities




3.1.4 Prepare suitable WORK SHEET/HANDOUT for pre number concept activities.


3.1.5 Plan and handle activities using work sheet/hand out



3.1.6 Execute learning through play approach









































rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR


YOUNG CHILDREN









AMALI (PRACTICAL):








1. Plan, prepare teaching aids and handle activities either two


of these activities :








▪ using various ways of language of mathematic



▪ independence activities for pre numbers



▪ early geometry activities for young children


▪ early measurement activities for young children

3. 2 HANDLE EARLY




GEOMETRY ACTIVITIES

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)






















































rehanmohdtaha

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)






• Pembelajaran tentang geometri berlaku semenjak di


peringkat bayi lagi.




• Pembelajaran ini berlaku melalui pengalaman yang


diterokai menggunakan deria:



– mata-pengelihatan,



– telinga-pendengaran,


– lidah-rasa,



– hidung-menghidu,


– kulit-sentuhan.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)







Bentuk dan Ruang





• Semenjak bayi lagi pembelajaran tentang bentuk dan ruang


akan berlaku.



• Bayi akan memerhatikan muka ibunya dari berbagai sudut



sehingga akhirnya dapat mengenali ibunya, yang berbeza



daripadaorang lain.



• Semakin meningkat usia, banyak pengalaman yang dilalui



dan pembelajaran tentang bentuk dan ruang akan terus



berlaku.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)






• Pembelajaran tentang ruang berlaku apabila seorang bayi meneroka



persekitarannya dengan merangkak.



• Dia juga akan bermain dengan berbagai bentuk yang ditemuinya.



• Semakin membesar bayi itu, penerokaannya untuk memahami


tentang ruang semakin bertambah.



– Contoh, memasukkan mainan dalam kotak kasut.



• Keupayaan memanipulasi objek di sekitarnya akan meningkat.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)







Pembelajaran Geometri





• Satu bentuk pembelajaran tentang geometri yang paling asas


boleh dilaksanakan melalui tajuk topologi.



• Cth: bermain dengan tanah liat untuk mengubah- ubah bentuk


daripada “bentuk bola” menjadi bentuk “silinder” .



• Topologi adalah pembelajaran tentang perhubungan antara


objek, tempat dan peristiwa selain dari aktiviti melukis bentuk-


bentuk seperti bulat, segiempat dan sebagainya.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)










• Pengalaman topologi perlu diperolehi dari ruang yang



pelbagai saiz:



– Ruang besar – spt padang;



– Ruang sederhana – spt bilik; dan




– Ruang kecil – spt atas meja, lego dan geoboard shape.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)



Ruang








• Boleh dipelajari melalui cara tidak formal dan



semulajadi di rumah atau sekolah.




• Perkara yang dipelajari:



– Penganggaran



– Sebahagian dari keseluruhan



– Urutan kefahaman (comprehending order).




– Konsep tertutup

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)





Penganggaran





• Bahasa yang berkait dengan ruang yang disebut oleh pelajar dapat


memberi kefahaman tentang ruang.



• Buat dalam permainan, seperti;



– Menyatakan ayat, dan pelajar turut/melaksanakan, dan diikuti pelajar

menyatakan ayat dan kawan- kawannya mencari.



– Eg- “beg saya dekat dengan meja” “bola merah dibawah meja”

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)






Sebahagian daripada keseluruhan




• Memberi pengalaman tentang bentuk dan



hubungannya dengan ruang.




• Eg- bermain dengan jigsaw pazzle atau model yang bercerai


dipasang semula.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)







Urutan kefahaman




• Boleh dilaksanakan dengan bercerita tentang perkara yang



ada langkah-langkah tertentu.



• Eg- Beri pengalaman dan bercerita tentang arah untuk ke



suatu tempat. Kemudiannya balik semula ke tempat asal.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)





Konsep tertutup




• Perkenalkan kosep terbuka


dahulu.




• Contoh: mengurung burung



dalam sangkar yang



pintunya terbuka.




• Seterusnya, bagaimana jika


pintu sangkar itu ditutup.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)






Bentuk




Asas:



• Bentuk adalah pembelajaran

tentang objek tegar, sifat-


sifatnya dan hubungan antara

satu dengan yang lain.



• Contoh: berikan dua bentuk


segitiga yang serupa bentuk

dansaiz.



Tanyakan “adakah dua bentuk

ini serupa”

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.2 Determine various early geometry activities for young children




• Pengajaran tentang “bentuk”




• Ajar tentang




– Space figure – tentang objek yang ada ruang seperti kotak



pensil, tin minuman.



– Plane figure – lukisan bulatan, segitiga dan sebagainya.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.1 Determine the early geometry concept for young Children (shape and space)









KONSEP AWAL





GEOMETRY















BENTUK RUANG

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.2 Describe the importance of teaching early geometry concept in early

mathematic for young children






1. Membiasakan kanak-kanak dengan bentuk, struktur, lokasi, dan transformasi

dan pengembangan penaakulan ruang


2. membolehkan kanak-kanak memahami bukan sahaja dunia ruang mereka


tetapi juga topik matematik lain.

3. Semasa kanak-kanak mengira sisi bentuk dua dimensi atau muka kubus,


mereka belajar tentang hubungan nombor.

4. Meningkatkan kemahiran geometri dan spasial.


5. Memberi kesediaan matematik dan menulis.


6. Meningkatkan skor IQ mereka.

7. Kanak-kanak lebih bersedia untuk ke sekolah


8. Boleh menggunakan alat idea asas geometri dalam kehidupan seharian.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities

3.2.3 Determine the various early geometry activities for young children







BENTUK RUANG

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN










3.2 HANDLE early

geometry activities


3.2.4 Prepare

TEACHING AIDS for early

geometry activities



3.2.5 Plan and handle

early geometry activities
for young children



3.2.6 Execute

learning through play

approach

3. 3 HANDLE EARLY




MEASUREMENT ACTIVITIES

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.1 Determine the early MEASUREMENT concept for young Children (shape and

space)


KONSEP





PENGUKURAN




AWAL













KUANTITI KUANTITI





FIZIKAL BUKAN FIZIKAL

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.2 IDENTIFY the MEASUREMENT OF physical quantities







LENGTH













HEIGHT


PHYSICAL



QUANTITIES



WEIGHT












VOLUME

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.3 iDENTIFY the MEASUREMENT OF non physical quantities










TIME














NON PHYSICAL


TEMPREATURE

QUANTITIES














MONEY ETC

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.4 Describe the importance of teaching early MEASUREMENT concept in early

mathematic for young children








1.Pengukuran memberi peluang untuk



memperkukuhkan kedua-dua nombor kanak-




kanak dan pemahaman pengukuran pada masa



yang sama.




2.Menghasilkan pengukuran yang tepat.



3.Anggaran adalah kemahiran yang berguna untuk




diperkenalkan di samping mengukur dengan



objek.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.5 DETERMINE VARIOUS ACTIVITIES FOR EACH EARLY MEASUREMENT OF

physical quantities










LENGTH








HEIGHT

PHYSICAL

QUANTITIES

WEIGHT








VOLUME

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.3 HANDLE early MEASUREMENT activities

3.3.3 DETERMINE VARIOUS ACTIVITIES FOR EACH EARLY MEASUREMENT OF

non physical quantities














TIME






NON PHYSICAL
TEMPREATURE
QUANTITIES






MONEY ETC

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN
3.3 HANDLE early MEASUREMENT activities








3.3.6 Prepare

TEACHING AIDS for early
geometry activities



3.3.7 Plan and handle

early MEASUREMENT

activities for young
children



3.3.8 Execute

learning through play

approach

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG

CHILDREN















AMALI (PRACTICAL):





1. Plan, prepare teaching aids and handle activities either two of these activities :





▪ using various ways of language of mathematic


▪ independence activities for pre numbers

▪ early geometry activities for young children


▪ early measurement activities for young children