The document provides information on teaching fractions to students using different methods and materials. It discusses using tortillas and fraction circle sets to teach fractions, outlining their strengths and weaknesses. It describes using fraction circle sets for a classroom activity, explaining why this approach would be chosen and the benefits it provides students. Finally, it outlines a teaching and learning activity on dividing units of time in hours and minutes, including learning outcomes, prior knowledge, teaching aids, and the procedure.

1. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
TABLE OF CONTENTS
1. Acknowledgements
2. Articles of Teaching Fractions with Tortillas
3. Articles of Fraction Circle Set
4. Question 1 (a) :Teaching Fractions with Tortillas
(i) Two strengths
(ii) Two weaknesses
5. Question 1 (a) :Fraction Circle Set
(i) Two strengths
(ii) Two weaknesses
6. Question 1 (b) : Approaches That I Would Choose and The Three Reasons
7. Question 2 : Teaching and Learning Activity Year Three
8. References

2. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
QUESTION 1
Teaching Fractions with Tortillas
a) (i) Two strengths
1. As a Physical Materials
Teaching fractions with tortillas is one way of the variety of physical
materials that used to show the meaning of a fraction as “part of a whole”.
This method will provide a graduated and conceptually supported framework
for students to create a meaningful connection among concrete,
representational and abstract levels of understanding. Beginning with visual,
tactile and kinaesthetic experiences to establish understanding, students
expand their understanding through pictorial representations of concrete
objects and move to the abstract level of understanding.
2. As a Hands-On And Learning Experience
"Hands-on and learning by experience are powerful ideas, and we know
that engaging students actively and thoughtfully in their studies pays off in
better learning (Rutherford, 1993, p. 5).” This activity also provides students
with a similar set of experiences so everyone can participate in discussions on
a level playing field regardless of their socio-economic status. In this way,
special benefits are not awarded to those who, by virtue of their wealth or
background, have a greater number of experiences under their belts. It is also
forces student thinking by requiring interpretation of the observed events,
rather than memorization of correct responses.
3. To Build Self Confidence
Let the pupils do as many things by himself or herself. Young children
need to be watched closely. However, they learn to be independent and to
develop confidence by doing tasks. It's important to let them make choices,
rather than deciding everything for her. Encourage them to play with other
children and to be with adults who are not family members. The pupils need
social opportunities to learn to see the point of view of others.

3. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
Young children are more likely to get along with teachers and
classmates if they have had experiences with different adults and children.
(ii) Two weaknesses
1. Hard To Make The Tortillas
Teaching fractions with tortillas is so hard for a teacher. It is because the
teacher has to make these tortillas about one to two kilograms and then fry it.
Soon in the school, these tortillas have to wait for the teaching and learning
time. It soon will be melting or damage and cannot be use anymore. When the
pupils touch these tortillas, it will dirt their hands and may be also their shirts
and uniforms. Pupils also will not focus on teacher’s instructions and they will
play with these tortillas.
2. The Size Of The Tortillas Is Not In A Standard Size
The size of the tortillas that with different radius and diameter and the
shapes also are the problems for teacher and pupils to recognize one half, one
quarter and three quarters. It is because after the pupils fold it into half or
quarter, it will have different size or tear off into different sizes. Teacher also
faces the difficulties to make tortillas with the same size. The thickness of the
tortillas will also interrupt pupils thinking and understanding about fractions.
They still cannot understand that fractions divide an object into equal parts.
3. Not Easy To Cut Into Same Size
Pupils will have difficulties to cut into same size especially for kids.
They do not have the skills to use and hold the knife to cut the food or tortillas
into same size with same radius or diameter into ½, ¼ and ¾.

4. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
Fraction Circle Set
(i) Two strengths
1. To Stimulate Students To Participate In The Teaching and Learning Activities
The benefits of hands-on-learning in the school revolves around those
children who are either not as academically "talented" or have not shown
"interest" in school. This method tends to stimulate these type of students into
participating and eventually absorbing information that will believe they
would not get from "normal" show-me - tell-me methods. The single most
important benefit is that although it requires a great deal of preparation time,
once a system is developed, hands-on teaching makes teaching fun. If the kids
are learning and having fun doing it, then the teacher having fun at job, and a
happier person overall.
2. The Activity Will Be Stored In Their Memory For Useful Retrieval
Students in a hands-on mathematics program will remember the material
better, feel a sense of accomplishment when the task is completed, and be able
to transfer that experience easier to other learning situations. When more than
one method of learning is accessed as in hands-on learning, the information
has a better chance of being stored in the memory for useful retrieval. Students
who have difficulty in the learning arena for reasons of auditory deficiencies,
or behavioural interference can be found to be on task more often because they
are part of the learning process and not just spectators. Justifying why we
would use hands-on mathematics is based on all the research and methods
studies that are current. They support the notion of multi-faceted bombardment
of information and experiences so that the retention level is improved.
3. To Develop Pupils Critical Thinking Skills
Students who are involved in labs and activities are empowered in their
own learning process.
Developer Thoughts
I hear and I forget
I see and I remember
I do and I understand
- Chinese Proverb

5. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
Although these words may not be the exact translation, they underscore
the need for a hands-on approach to science teaching. Without this approach
students must rely on memory and abstract thought, two methods which
restrict learning in most students. By actually doing and experiencing
mathematics, students develop their critical thinking skills as well as discover
mathematics concepts. This self discovery stays with students throughout their
lifetimes while memory fades.
4. Pupils Become Independent Learners
If they conduct the experiments, it encourages questioning of the
observed events and the resulting data. When students carry out their own
experiments, they become very familiar with the events and the variables
involved. It also promotes cause and effect thinking. It will reduce dependence
upon authority. Practical experiences in generating hypotheses and planning
experiments will make the students more independent later when they no
longer have authorities standing by at every turn of their lives. The importance
of providing children with direct experiences with materials, objects, and
phenomena is supported by experience and understanding of how learning
takes place. While information can be remembered if taught through books
and lectures, true understanding and the ability to use knowledge in new
situations requires learning in which children study concepts in-depth, and
over time and learning that is founded in direct experience. Therefore, the
justification for hands-on learning is that it allows students to build
understanding that is functional and to develop the ability to inquire
themselves, in other words, to become independent learners.

6. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
(ii) Two weaknesses
1. Hard to Understand The Language Or Terms In English
Experience has shown that the concept “Fraction” is abstract and
difficult to conceive, especially among pupils or students who speak English
as a second language. Fractions and any part of a whole are perceived as
equal. They are more got the picture if the teacher use bilingual to make them
understand the activity. If not they will not get what are the teacher trying to
tell them. They also cannot follow the instruction if they cannot understand the
language and the teacher will not achieve the objectives of the lesson. They
also cannot understand the terms of mathematics that teacher use during
teaching and learning session.
2. Pupils Face Problems In Visualisation During Teaching Session
Some of the pupils still cannot understand the visualisation that the
teacher uses during teaching and learning session. Especially when the teacher
draws and asks pupils to shade the part of the fractions, example ½, ¼ and ¾.
They also cannot apply what they have see on the blackboard into their books.
Some of them will write like a reflection from a mirror on their book. This will
make teacher cannot understand what they have learnt and see on the
blackboard. Every time teacher gives any exercise on what they have learnt,
they will write like a reflection from a mirror on their books. Some of them
also can understand what to write in numerator place and also denominator.

7. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
b) The approaches that I would choose to teach fractions in the classroom is the
fractions circle set. It is because the teacher is using concrete resources in her
teaching and learning activities. In these middle years of primary schooling, the
teaching of common fractions frequently involves written activities which use
abstract representations of numbers, symbols and images. Many students, however,
still need the benefit of concrete materials and sensory motor experiences to enhance
their understanding of the concepts associated with common fractions. Sowell
(1989) and von Glasersfeld (2002) have argued for the continuing engagement of
students with concrete materials. They claim this builds deeper understanding of
mathematical concepts. Bastick (1993) has also argued strongly for the need to
develop deeper understandings in this transition phase of learning.
The fractions circle set is the applets used most often by teachers. The ways
teachers used the virtual manipulatives most frequently focused on investigation and
skill solidification. It was common for teachers to use the virtual manipulatives
alone or to use physical manipulatives first, followed by virtual manipulatives.
Virtual manipulatives provide that additional tool for helping students at all
levels of ability "to develop their relational thinking and to generalize mathematical
ideas" (Moyer-Packenham, Salkind, & Bolyard, 2008, p. 204). All students learn in
different ways. For some, mathematics is just too abstract. Most learn best when
teachers use multiple instructional strategies that combine "see-hear-do" activities.
Most benefit from a combination of visual (i.e., pictures and 2D/3D moveable
objects) and verbal representations (i.e., numbers, letters, words) of concepts, which
is possible with virtual manipulatives. The ability to combine multiple
representations in a virtual environment allows students to manipulate and change
the representations, thus increasing exploration possibilities to develop concepts and
test hypotheses.
This study focused on using manipulatives while teaching fraction concepts
including addition and subtraction, simplifying and equivalent fractions. The
students experienced the use of manipulatives while being introduced to fraction
concepts and were able to use them while working on problems. Along with the use
of manipulatives, students were taught math vocabulary that helped them understand
fraction concepts, thereby, helping them work with fractions.

8. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
Teaching mathematics through the use of workbooks, drills, and memorization
has proven to be ineffective and outdated. Current research shows that children
cannot think, or stay on task, when they sit silently. The worksheet must be replaced
with an environment that offers the opportunity for children to think as they
manipulate objects.
Second, when we use paper it is also save our budget. The important things is,
the teacher knows that the resources that they use is suitable with the teaching and
learning activities and also can help the teacher to achieve the objectives and the
pupils can use the resources and easily can help them to understand the concept of
fractions.
Third are the pupils will get the benefits from this active learning. "Active
Learning" is, in short, anything that students do in a classroom other than merely
passively listening to an instructor's lecture. This includes everything from listening
practices which help the students to absorb what they hear, to short writing exercises
in which students react to lecture material, to complex group exercises in which
students apply course material to "real life" situations and or to new problems. The
term "cooperative learning" covers the subset of active learning activities which
students do as groups of three or more, rather than alone or in pairs; generally,
cooperative learning techniques employ more formally structured groups of students
assigned complex tasks, such as multiple-step exercises, research projects, or
presentations. Cooperative learning is to be distinguished from another now well-
defined term of art, "collaborative learning", which refers to those classroom
strategies which have the instructor and the students placed on an equal footing
working together in, for example, designing assignments, choosing texts, and
presenting material to the class. Clearly, collaborative learning is a more radical
departure from tradition than merely utilizing techniques aimed at enhancing student
retention of material presented by the instructor; we will limit our examples to the
"less radical" active and cooperative learning techniques. "Techniques of active
learning", then, are those activities which an instructor incorporates into the
classroom to foster active learning.

9. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
QUESTION 2
Teaching and Learning Activity to Divide Units of Time in Hour and Minutes
Learning Outcomes: Pupils will be able to:
iv) Divide units of time in:
a) Hours; and
b) Minutes.
Prior Knowledge Understand the relationship between units of time.
i) Use units of time and know the relationship between
a. Minute and seconds;
b. Week and days; and
c. Year and months.
ii) Convert weeks to days and vice versa.
Teaching Aids: i) Telling Time Song
ii) Power Point slide show
iii) Worksheets (Evaluation)
iv) A4 paper
v) Number Puzzle
Procedure:
PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Introduction Telling Time Teacher plays the song of “Telling Resources:
(10 minutes) Song. Time Song” 1) Telling Time
Song
Teacher asks pupils to sing along.

10. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Step 1 Introducing Teacher shows a Microsoft Power Resources:
(20 minutes) division of times Point slide show on introducing 1) Power Point
(hours and how to divide units of time in slide show
minutes) hours and minutes in long 2) A4 Paper
division.
Teacher gives a few questions and Moral Value:
asks pupils to do on the paper. 1) Be patient
Eg: vi)
46 hours
5 230 hours
-20
30
30
00
Teacher guides pupils to write the
question in long division and find
the answers of the questions.
Teacher proceeds with other
questions. Pupils try to solve the
questions in long division on the
blackboard.
Teacher checks the answers with
Microsoft Power Point slide show.

11. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Step 2 NUMBER Teacher asks pupils to work in Resources:
(15 minutes) PUZZLE pairs. 1) Number puzzle
2) A4 paper (to do
Teacher gives a worksheet to each the culcalation)
pair of pupils.
Teacher asks pupils to count and
fill in the number puzzle within
15 minutes.
Pupils that can give the correct
answers will be the winner.
Teacher can shows the answer on
the screen.
Step 3 SURF THE Teacher asks pupils to work in Resources:
(15 minutes) INTERNET pairs. Teacher give the website 1) http://www.softs
address that they have to surf. chools.com/math
/worksheets/divi
Pupils have to surf the internet sion_worksheets
and find the information about .jsp
times. 2) http://www.teac
hingtime.co.uk/d
Then, they have to print the raggames/sthec3
worksheets and do it. They have .html
to change the “dividend maximum
number” to 1000.

12. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Closure Fast Test Teacher gives each pupils a Resources:
(10 minutes) (Worksheets) worksheet. 1) Worksheets
Pupils have to answer the
questions as many as they can
within 10 minutes.
After 10 minutes, teacher will
collect all the worksheets to
evaluate the pupils.
Reflection: _________________________________________________________