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### mathlab-lotty.pptx

1. MATHEMATICS LABORATORY AN APPROACH IN TEACHING MATHEMATICS LUCRESIA P. ANTIGA Agusan del Sur NHS
2. Objectives: 1. Identify types of Mathematics laboratory method. 2. Apply instructional laboratory method of teaching Mathematics 3. State the advantages and disadvantages of teaching laboratory method.
3. Factors, Prime Numbers and Composite Numbers In this activity, pupils must be able to: 1. Give the possible factors of a whole number using square cards. 2. Fill in the needed data in the worksheet. 3. Identify whole numbers with only one product expression and with more than one product expressions . 4. Define the Prime numbers and Composite Numbers. ACTIVITY:
4. What to do? - Follow the procedure stated in your worksheet. ACTIVITY - Then complete the given table based on your observation. Note: Apply what you have learned on the formula in finding the area of a rectangle. l x w = Area What are the materials needed? • at least 20 square cards for each pupil • worksheet
5. ACTIVITY In finding factors or product expression of a number 6, you have to get 6 square cards to form a rectangle. One Example is given for you. Possible forms: 2 x 3 = 6 1 x 6 = 6 The factors of 6 are: 1, 2, 3 and 6
6. Factors, Prime Numbers and Composite Numbers Whole Numbers Product Expressions List of all Factors Prime Number or Composite Number 2 3 4 5 6 , 7 8 9 10 11 12 13 14 1 x 6 = 6 2 x 3 = 6 1, 2, 3, and 6 composite
7. Expected Output Factors, Prime Numbers and Composite Numbers Whole Numbers Product Expressions List of all Factors Prime Number or Composite Number 2 1 x 2 1 and 2 Prime 3 1 x 3 1 and 3 Prime 4 1 x 4 ; 2 x 2 1, 2, and 4 Composite 5 1 x 5 1and 5 Prime 6 1 x 6 ; 2 x 3 1, 2, 3, and 6 Composite 7 1 x 7 1 and 7 Prime 8 1 x 8 ; 2 x 4 1, 2, 4 and 8 Composite 9 1 x 9 ; 3 x 3 1, 3, and 9 Composite 10 1 x 10 ; 2 x 5 1, 2, 5 and 10 Composite 11 1 x 11 1 and 11 Prime 12 1 x 12 ; 2 x 6 ; 3 x 4 1, 2, 3, 6, and 12 Composite 13 1 x 13 1 and 13 Prime 14 1 x 14 ; 2 x 7 1, 2, 7 and 14 Composite
8. Definition of Prime Numbers and Composite Numbers Prime Number Source: https://www.google.com.ph/search?q=definition+of+prime+numbers&oq=definition+of+prim e+numbers&aqs=chrome..69i57j0l5.7207j1j1&sourceid=chrome&ie=UTF-8 A prime number is a whole number greater than 1 whose only factors are 1 and itself. Examples: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29 Composite Number A number that has more than two factors is called composite number. Examples: 4, 6, 8, 9, 10, 12, 18, 20, 21, 22
9. What is Mathematics Laboratory Approach? It is a method of teaching where a student deals with firsthand experiences regarding materials or facts obtained from investigation or experimentation as he resolves problems and develops concepts, skills and values.
10. What are the types Mathematics Laboratory Approach? 1. Experimental - aims to train students in problem solving with incidental acquisition of information and motor skill.
11. What are the types Mathematics Laboratory Approach? 2. Observational - is a process of presenting facts or principles by performing something in the presence of others. - the acquisition of facts is the dominant aim of this type.
12. Procedures:  Introductory Step.  Work period.  Culminating activities. Includes the determination of the work to be done. No matter what they are working on, the learners will gain experience in scientific procedure, handling raw material, and using tool. The class may get together to discuss and organize their individual/group outputs.
13. Other Example: OBJECTIVE: To derive the formula of the cone MATERIALS AND INSTRUMENT: cone and cylinders of the same diameter and height, at least 3 sets of varying dimensions, sawdust, rice grain or sand. Relationship Between Cylinder and Cone
14. Relationship Between Cylinder and Cone PROCEDURE: Ask the students to do the following activity: Take each pair of cylinder and cone having the same diameter and height Note down the diameter and height Fill the cone with saw dust / water or sand and empty into the cylinder till the cylinder is full. Count the number of times the cone is emptied into the cylinder and note it down in a tabular column. Repeat the same experiment with the other two sets of cone and cylinder and note down the reading as before. S.NO. DIAMETER OF CONE / CYLINDER HEIGHT OF CONE/ CYLINDER NO. OF MEASURES OF CONETO FILLTHE CYLINDER 1 3 CM 5 CM 3 2 5 CM 7 CM 3 3 6 CM 10 CM 3
15. Relationship Between Cylinder and Cone DRAWING CONCLUSIONS: Guide the learners to: S.NO. DIAMETER OF CONE / CYLINDER HEIGHT OF CONE/ CYLINDER NO. OF MEASURES OF CONETO FILLTHE CYLINDER 1 3 CM 5 CM 3 2 5 CM 7 CM 3 3 6 CM 10 CM 3  formulate that it takes 3 measures of cone to fill the cylinder. Hence, Volume of cone = 1/3 volume of cylinder But volume of cylinder = 𝝅r2h Therefore: Volume of cone = 𝟏 𝟑 𝝅r2h
16. Give some topics that we could apply math lab approach.  Factors, Prime numbers and Composite Numbers  Relationship Between Cylinder and Cone  Sum of Interior Angles of a Triangle  Product of Two Binomials
17. What are Advantages of Math Laboratory Approach?  A successful experiment is a source of joy and encouragement to the learner.  The application of mathematics becomes increasingly evident to the learner. Thus the subject becomes functional and meaningful to him.  Some topics of mathematics are best understood through this method.
18. What are Disadvantages of Math Laboratory Approach?  All the topics of mathematics cannot exclusively be taught by this method.  It needs thorough planning and supervision, otherwise students may just play with instruments without deriving any substantial gain.  It is not at all easy to make the students discover mathematical facts experimentally, especially in lower classes.
19. Healthy Balance We can never assume that one single method can be the best way to present Mathematics. Nothing is perfect. So as teachers, it is all in our hands when and how to present Math! -Anonymous-

### Notes de l'éditeur

1. a form of inductive and guided-discovery…..This method is based on “learning by doing.”…..This can be individual or small group acitivity. This is an activity method and it leads the students to discover mathematics facts.
2. Emphasizes discovery, original procedure, analysis and solution to problems.
3. Introductory Step. The teacher should motivate the work at this stage. Work Period…Roam around to check their works….observe what they are doing Culminating…findingsDecide on how to present results of their individual work. Example: reporting, illustrating, exhibiting……Given problem should be answered correctly.
4. Since the teacher will be required to pay individual attention, it may not be practicable in large classes.
5. Choose the best strategy suited to you and your students.
6. I hope I have shared SOMETHING NEW TO YOU TODAY…….Merry Christmas Everyone!
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