Monday, November 21, 2011

Matematik vs Logik


Assalamualaikum dan salam sejahtera Cikgu Madrid ucapkan kepada semua. Kali ni Cikgu Madrid nak kongsi 1 kisah lawak yang pasti membuat anda ter.................!!! Lawak ni nampak macam ".....u......a......" sikit. Harap jgnla pk yg bukan2 yer... Selamat membaca!!!


Kisahnye lebih kurang macam ni la...

Ada 2 orang gadis yang cantik. Mereka ni kawan baik la...duduk pon 1 rumah yg sama. Memang kalau nak pergi mane2 pon berdua...xleh nk berpisah... Kalau dalam kelas Cikgu Madrid ade jgk sahabat yg mcm ni... (nama dia MASRATNA & AWANIS)...jgn marah ye sbb pakai nama korang!. Tp Cikgu Madrid bukan nak citer pasal diorang...
Walaupun mereka ni sahabat baik, ade 1 perkara yg mereka sgt berbeza. Salah satu dari mereka cara berfikirnya Matematik (M) dan yang satu lagi cara berfikirnya menggunakan Logik(L).

Wednesday, November 9, 2011

Apabila Final Exam Menjelma


Bismillahirrahmanirrahim...

Lame giler dah x edit blog. Nak mnulis pon rase xsedap. Ermm..ni pon tulis sbb tibe2 terpikir nak citer sesuatu yg sgt menarik. Nak tau ape??? Sabar2...jap lagi taula.

Kisahnye simple jer... Skrg ni kan musim exam, so nk citer pasal gelagat2 budak laki kelas PISMP MATH Cohort 5 IPGKBA (Sama kelas nga Cikgu Madrid la..hehe). Cikgu Madrid tgk diorang ni berubah tibe2 jer... Mase sblm nk exam xde plk jd mcm ni. Dah sampai seru agaknya..haha...

Kat bawah ni antara gambar2 yg Cikgu Madrid sempat rakam ttg gelagat diorang.. Jom sama2 saksikan...

Tuesday, November 1, 2011

Lawak Guru dan Sin Chan


*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-
Guru: Kenapa awak lambat?
Sin Chan: Kerana sebuah papan tanda.
Guru: Papan tanda mana?
Sin Chan: Yang ada tulisan, "Sekolah di hadapan, jalan perlahan."

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Guru: Sin Chan, Macam mana awak eja perkataan "BUAYA"?
Sin Chan: "B-O-O-W-A-Y-A"
Guru: Bukan, salah tu.
Sin Chan: Mungkin itu salah, tapi Cikgu tanya saya macam mana saya mengejanya, itulah yang saya eja!

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Tuesday, September 20, 2011

Kisah Semut & Belalang


Assalamualaikum dan salam sejahtera. Nak dengar cerita tak? Pada kali ini Cikgu Madrid ingin berkongsi satu kisah yang sangat menarik iaitu "Kisah Semut dan Belalang".

Kisahnya bermula...

Pada suatu pagi yang damai, ada sekumpulan semut yang sedang bertungkus-lumus memunggah makanan untuk dibawa ke sarang mereka. Sambil bekerja, mereka semua rancak menari dan ada seekor semut yang terkenal sebagai penyanyi dalam kalangan mereka iaitu Semut Merah namanya. Dia menyanyikan lagu ‘ Mari Kita bekerja’ dengan merdu sekali.

Semut Merah: Mari kita bekerja....

sambil goyangkan badan...

ikut rentak.. sama-sama....
lalala..

Dalam rancak semut-semut itu menari dan menyanyi, tiba-tiba datang seekor belalang yang tinggi, badan besar dan tangan yang tajam. Sekali Si belalang itu menghayunkan tangannya dapat menyebabkan semut-semut itu rebah dalam sekelip mata sahaja.

Friday, September 16, 2011

Perutusan Khas Perdana Menteri Sempena Hari Malaysia 2011


Rakyat Malaysia yang dikasihi sekalian.

1. Alhamdulillah dengan limpah izin dan kurnia-Nya jua, kita dapat menyambut ulangtahun penubuhan Malaysia bagi kali ke-48 sebagai warga sebuah negara yang merdeka, berdaulat, demokratik, aman dan makmur.

2. Sesungguhnya kisah perjalanan Malaysia penuh warna-warni. Bermula daripada sebuah negara pertanian berpendapatan rendah semasa penubuhannya, hari ini, hasil mahsul perancangan penuh sistematik dan pelaksanaan begitu mapan, kita telah berjaya muncul sebagai negara perindustrian moden yang berpendapatan sederhana tinggi.

Bertolak dari situ, sekalipun kejayaan yang telah dicapai bersifat monumental dan amat signifikan, ia bukanlah alasan yang membenarkan kita untuk berhenti berusaha, berasa puas hati, berasa selesa, apatah lagi mengambil sikap bersimpuh sambil berpeluk tubuh.

Kibarkan Jalur Gemilang

Bendera Malaysia


Pesanan Ikhlas daripada,
free glitter text and family website at FamilyLobby.com

Friday, August 12, 2011

KAEDAH PENGAJARAN MATEMATIK : SIMULATIONS

SIMULATIONS

• A simulations can be defined as a reconstruction of a situation or a series of events which may happen in any community.

• A simulation required each pupil to make decisions based on previous training and available information.

• After the pupils make a decision, they are provided with opportunities to see or discuss one or more possible consequences of this decision—in some ways simulations are really sophisticated games such as monopoly.

IMPLICATIONS

• It is related to pupil’s own experience and thus motivating

• It is an active approach to learning

• It fosters retention

• It develops new roles functions for both teacher and pupil

• It fosters cooperation among students

• It relates mathematics to ‘real-life situations’.

LIMITATIONS

• These are similar to games, that is, time consuming to construct, not applicable to all topics and likely to generate a fair amount of noise.

KAEDAH PENGAJARAN MATEMATIK : LABORATORY APPROACH

LABORATORY APPROACH

• Approach may be defined as “learning by doing”

• More often than not it involves children playing and manipulating concrete objects in structured situations

• Purpose is to build readiness for the development of more abstract concepts – often combined with guided discovery methods

IMPLICATIONS FOR TEACHING

• The approach has the support of theorists

• In an organized situation, pupils are able to proceed at their own rate • Pupils develop their own spirit of inquiry

• It is especially useful for younger children and slower learners

LIMITATIONS

• Requires a good supply of materials and suitable designed classrooms

• Demands a fair amount of teacher preparation and creativeness

KAEDAH PENGAJARAN MATEMATIK : INVESTIGATIONS

INVESTIGATIONS

1. The idea of an Investigation is fundamental both to the study of math and also to the understanding of the ways in which math can

be used to extend knowledge and to solve problems.

2. An investigation is a form of discovery

3. At its best, pupils will define their own problems, set procedures and try to solve them.

4. In the end, it is crucial for the pupils to discuss not only the outcomes of the investigation but also the process pursued in trying to pin down the problem and find answers to the problem.

5. As opposed to the guided discovery lesson where the objectives are clear. An investigation often covers a broad area of math objectives and include activities which may have more than one correct answer

IN DOING INVESTIGATIONS STUDENTS GENERALLY FOLLOW THE FOLLOWING FEATURES:

1. Initial problem

2. Data collection

3. Tabulate or organize the data

4. Making and testing conjectures

5. Try new concept if first conjectures are wrong

6. Attempt to prove a rule

7. Generalization of the rule

8. Suggest new or related problems

More able pupils can develop their creativity doing investigations and can perform all of the above 8 features.Weaker pupils may only be able to carry out the first 3 stages.Investigations are suitable for mixed ability groups

IMPLICATIONS

• Suitable for mixed ability groups

• Promotes creativeness

• Can be intrinsically satisfying to pupils

LIMITATIONS

• Require a high degree of teacher imput

• Can be difficult to fit into the conventional math syllabus

• Can be time consuming

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