MATH in How We Organize Ourselves
MONEY
Students should be able to recognise all coins and notes in Indonesia Rupiah. They should know the denominations and understand for tenths and hundredths in context; for example be able to order amounts of money and round a sum of money to the nearest rupiahs.
In answering money problems they should choose, use and combine any of the four number operations and work on problems involving numbers in 'real life' contexts. The problems should involve one or more steps, however it is not including the converting rupiahs to foreign currency, or vice versa, and calculating percentages such as VAT.
They are expected to exchange the value of money with different denomination, to calculate the amount of money when shopping, the changes and comparing which items are more expensive or chepaer than the others.
Key Vocabulary:
By the end of this lesson children should be able to recognise and use the following vocabulary:
money, coin, note,
price, cost, change
pay, buy, sell, sale,
costs more, more, more expensive/ most expensive
cheap, costs less, cheaper, less expensive/ least expensive
value, amount, how much…?
cost price, selling price, profit, loss, interest, bad deal and good deal
What's Next with Money?
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Work through a couple of problems with the whole class, stressing the strategies used. THey are given a problem and ask them to solve it. Then they might create their own problem and give the solution.
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Ask children to work individually on a set of number word problems.
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Quick Quiz: Sometimes I give problems orally, but sometimes in writing.
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Learn good deal and bad deal by games and quiz.
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Students are working in group to exchange the value of money with different denomination.
Learning Environment:
I provide A Math Centre for the students to explore more about math. Students' Math Contract is provided there to encourage stdents to involve in the self-study. This strategy is chosen because some of students are not enthusiastically involve in the self-study.
Everyweek I make a set of activies that students need to accomplished. This looks unsupported the inquiry learning, because I create activities for them to do. However, I always offer them to try , to explore more about Math learning in this centre, so they might learn indepently and based on their inquiry.
Furthermore, students
I gave them reward once they complete all their contract.
Students propose a shop consist of stuff they sell and the prices. Then they have to claculate the income they get from the shop.
The skills and knowledge that need to be focused on this lesson are:
1. The way they give the stuff prices. They might use the nominal that unfamiliar or seldom applied in Inodneisa economic activities, such as Rp 3.542,- or Rp 7.671,-
2. They way they calculate the amount of money. They might start to write the nominal, which are not based on place and value. So they need to learn to put the number in order, based on place and value.
3. Students are also need to predict the prices of the stuff they sell. This activity is to teach them the value of money. HOw good or bad quality of things are values, or how much or many/less the quantity of things are valued.
Experiencing to shop and use money to buy. Students are trying to calculate the budget plan and then make the budget report. They are learning to bargain, to pay and calulate the change and the total amount of the money.
What's Next in this Unit?
DATA HANDLING:
Understand how to collect the data and display it into various graphs.
Provocation:
Show them kinds of graph, and discuss what kind of graoh they know.
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Discussion about what is the function of graph
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What properties in graph should be, such as title, label, numbers, axis, data set, scale (the numbers of each data set can be in 2’s or 3’s)
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Discuss about how to collect data. Students come up with some ideas based on their experiences in the previous years. For instance, make questions and do survey, collect data using tally chart.
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Collect data – survey the target market for their business plan
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Put the data in bar graph – and interpret data.
To engage students' bodily kinesthetic, they need to make a bar graph from their bodies. How many students in each group in this class. The data is taken form clas group list.
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Then read the graph one by one—information of each label, comparing and calculating the range
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Home Workà collecting data of favorite things at home and interpreting data.
Then, Student learn how to put data on graph.
Students discuss the elements of graph, such as axis, labels, scale data and interval.
They are also introduced the other type of graphs, such as line grpah, ppie graph, and different types of bar graph--> based on different/certain respondent or data collected.
Students' work using ICT skills
Students are trying to organize or placing themselves to create a graph of how many memeber in each group of 4A class.
Interpreting Data:
Afetr puting the data into graph, students need to inetrprete the graph that they made.
Leting them get used to with the language or math literacy, first of all i ask them to share the ideas of interpreting data-what needs to be interprete.
The total amount of each item
The comparison among items
The differences of each items
Then, we share the ideas of the math language to express those concepts, such as:
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There are ______ students choose _____.
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There are more/less students choose ________ than __________.
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The most/least favorite ______ is ________.
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There are 12 students choose _____ more/ less than students choose _____.