Selasa, 19 Februari 2013
Senin, 18 Februari 2013
Mathematics Taboo and Mathematics Pictionary
Here are two sets of games that I've created based around popular board games Pictionary and Taboo.
The first is a Mathematics Taboo - great for getting students to explain a concept without using certain 'taboo' words. I have used this activity for a starter or plenary to a topic before
You can download some of these cards from my TES resources here...
http://www.tes.co.uk/teaching-resource/Mathematics-Taboo-Cards-6318892/ and this is easily adaptable for the topic you are teaching.
Display a certain card on the board and invite students to explain the concept/topic to their partner without saying any of the 'taboo' words
Alternatively, you could just give the cards out in groups for students to play the game for a given time. Perhaps as an end of term activity or even as a tutor time activity!?
The second is a Mathematics version of Pictionary. This activity is great for mini whiteboard work in groups of 4 with pairs competing against one another. Can be used in lessons for a starter activity to get students settled, or even as a tutor time activity?!
You can download this from my TES resources at...
http://www.tes.co.uk/teaching-resource/Mathematical-Pictionary-6167906/
Here's how my cards look (once laminated)...
There are 'category cards' and then 'topic cards' included
The first is a Mathematics Taboo - great for getting students to explain a concept without using certain 'taboo' words. I have used this activity for a starter or plenary to a topic before
You can download some of these cards from my TES resources here...
http://www.tes.co.uk/teaching-resource/Mathematics-Taboo-Cards-6318892/ and this is easily adaptable for the topic you are teaching.
Display a certain card on the board and invite students to explain the concept/topic to their partner without saying any of the 'taboo' words
Alternatively, you could just give the cards out in groups for students to play the game for a given time. Perhaps as an end of term activity or even as a tutor time activity!?
The second is a Mathematics version of Pictionary. This activity is great for mini whiteboard work in groups of 4 with pairs competing against one another. Can be used in lessons for a starter activity to get students settled, or even as a tutor time activity?!
You can download this from my TES resources at...
http://www.tes.co.uk/teaching-resource/Mathematical-Pictionary-6167906/
Here's how my cards look (once laminated)...
'Your New Flat' Scheme of Work
This year I have been teaching a year 10 class (set 5) that have proved, for a number of different reasons, a bit tricky to teach. Sometimes we can have fantastic lessons, other times Mathematics is the last thing they want to be doing and not much is achieved. I have found it difficult to continue to plough through the SoW we have to get the class through their METHODS in Mathematics examination and so needed a fresh perspective on things.
As the class won't be sitting the examination until November 2013 we have some time to come away from the SoW and do something a bit different. So, here's what I've come up with...
I wanted to give the class a more 'functional' project to complete whilst still learning as much as they possibly could throughout it. I started to look around the TES for resources I could use, or incorporate into my teaching, and one resource/idea stood out. The resource was uploaded by TES user 'kyliew52' and was centred around students getting a £1000 budget to kit out a new (and hypothetical) flat. The resource can be viewed and downloaded here --> http://www.tes.co.uk/teaching-resource/Functional-Skills-6193613/.
This is the front page of 'kyliew52's' ppt:
This was exactly the type of thing I was looking for. I saw this resource before Christmas and was very keen to implement it straight after the new year. However, the Argos catalogues were no longer available due to the fact that they had a new one coming out on the 26th January 2013. So, I waited until then and eventually the day came and I was able to pick up about 12 catalogues from the local Argos to use in class. Where the Argos catalogues come in is that the students use these to find the items they will kit out their flats with. Now, obviously, this can be done via the use of the Internet to find certain items etc, but I wanted to restrict where the students would get the products from, due to certain behavioural problems that might develop if given free access to the Internet. It would also help focus them on the task at hand.
However, I didn't just want them to budget £1000 and then stop here with the project and so, around 'kyliew52's' original resource I have developed a mini scheme of work for my class.
The scheme of work is based on the 'your new flat' idea but I have carefully tried to incorporate as much of the Edexcel METHODS in Mathematics criteria as I possibly could at the same time. These links are highlighted throughout my new scheme of work. The scheme of work document itself is in line with our KS3 and KS4 SoW layouts and I thank Miss A for allowing me to use her template to create my scheme of work.
Here's a view of some of the pages of my SoW:
So, the scheme of work starts with the class kitting out their new flat using the Argos catalogues and this provided a really engaging start to the 'project' I was giving them. I told the class in the 'introductory' lesson that the reason I was giving them this project was that I wanted them to come across a 'real-life' problem they would/could be faced with in their near future and to give them as much of an idea as possible as to what is involved when they are looking for their own place and having to pay for everything that comes with it.
The introductory lesson was split over 2 lessons with students using the Argos catalogues to kit out their flats. After this I got the students to think about saving some money on their expenditures. We went through a lot of percentages work in order to find percentage savings, percentage decreases, writing one amount as a percentage of another etc. I used, for this, real deals from the Argos website/catalogue. After this session we looked at them getting a hypothetical job and salary. Using this yearly salary we then calculated their monthly salary (after tax - more percentages work here) has been taken into account and then deduct from this all of their monthly outgoings, including their rent which they found using www.rightmove.co.uk and taking real monthly rent for a flat of their choosing in the local area.
The next session after this would look at store cards, loans and savings and these sessions looked heavily at the Natwest website (www.natwest.com) and the tools available on their for individuals to work out their monthly budgets/savings as well as loans, interest rates and monthly repayments.
Throughout each session, I have planned in some starter activities that link to the lesson. Some of these resources have come from www.mathsbox.org.uk (the settler activities), some have come from @mathschallenge's tweets, which Mr Taylor (@tayorda01) has kindly created on his blog; you can view and download these here. Other resources have come from past papers or from tarsia activities found on the TES. I have also planned a lot of AfL activities for the students to constantly reflect on what they have achieved, what they have learnt, what they may need to consider when doing certain things and what they might want to know next.
After the students have considered their wages, kitted out their flats and looked at ways of spreading costs or saving money I then move them on to looking at hosting their own dinner 'parties' to save money eating out etc. These sessions are based around the C4 series 'Come Dine with Me' and involve students using ratio and proportion to work out the amount of ingredients they need for a certain amount of people and how to make certain drinks with ingredients in given ratios. There is an opportunity to get the food department involved here and do a really practical lesson in the food rooms!?
Finally, the last few sessions (which I'm yet to create the resources for), will focus on the students sharing the costs of their flat with a flatmate (to save money) - again this session will focus on ratios and them sharing the costs respective to their relevant earnings (not everything 50/50). The last session will look at students re-tiling the bathroom or kitchen using tessellations.
As I mentioned earlier I wanted to try and build in as much of the Edexcel METHODS (Unit 2) SoW as possible whilst keeping my students engaged in the 'project' set. The SoW covers: percentages, calculator work, ratio, proportion, fractions, tessellations and basic number work; all references to the original METHODS SoW are included in each session's plan.
I have put ALL of the resources for my scheme of work into the following Dropbox folder for others to use and tweak as they feel necessary...
https://www.dropbox.com/sh/h0do7o7x954kuui/F7LTWruaAX/FLAT_SoW
...I have shared this with my department at school and some are intending to use this with KS3 classes as an end of year project.
All of the resources, unless otherwise mentioned above, have been created by me (mainly all the notebook files, the SoW itself and the worksheets provided). It is still a work in progress as I'm just about to start the 'Come Dine with You' sessions, so if something is missing it's because it hasn't been created yet!
If you use this it'd be great to hear how it has gone down and if you have created any other areas of development of it it'd be great to see these too. I have included an image of a flat's floor plan and so there is the possibility of doing metric - imperial conversions, working out areas of rooms to work out how much floorspace you have etc, you could get the students to paint/wallpaper the rooms and then work out the costs of doing so etc etc.
There are many things that could be added to what I have done already and I suppose it could last as long as the class are motivated towards it.
I have recently split up the 'project' by getting the class into the ICT room to use Manga High to consolidate their knowledge of some of the topics we have covered so far in the SoW, including doing the 'money management' task and other similar tasks on the website.
Thanks to everyone who has contributed in some way to the resources used in this - especially kyliew52.
As the class won't be sitting the examination until November 2013 we have some time to come away from the SoW and do something a bit different. So, here's what I've come up with...
I wanted to give the class a more 'functional' project to complete whilst still learning as much as they possibly could throughout it. I started to look around the TES for resources I could use, or incorporate into my teaching, and one resource/idea stood out. The resource was uploaded by TES user 'kyliew52' and was centred around students getting a £1000 budget to kit out a new (and hypothetical) flat. The resource can be viewed and downloaded here --> http://www.tes.co.uk/teaching-resource/Functional-Skills-6193613/.
This is the front page of 'kyliew52's' ppt:
This was exactly the type of thing I was looking for. I saw this resource before Christmas and was very keen to implement it straight after the new year. However, the Argos catalogues were no longer available due to the fact that they had a new one coming out on the 26th January 2013. So, I waited until then and eventually the day came and I was able to pick up about 12 catalogues from the local Argos to use in class. Where the Argos catalogues come in is that the students use these to find the items they will kit out their flats with. Now, obviously, this can be done via the use of the Internet to find certain items etc, but I wanted to restrict where the students would get the products from, due to certain behavioural problems that might develop if given free access to the Internet. It would also help focus them on the task at hand.
However, I didn't just want them to budget £1000 and then stop here with the project and so, around 'kyliew52's' original resource I have developed a mini scheme of work for my class.
The scheme of work is based on the 'your new flat' idea but I have carefully tried to incorporate as much of the Edexcel METHODS in Mathematics criteria as I possibly could at the same time. These links are highlighted throughout my new scheme of work. The scheme of work document itself is in line with our KS3 and KS4 SoW layouts and I thank Miss A for allowing me to use her template to create my scheme of work.
Here's a view of some of the pages of my SoW:
The introductory lesson was split over 2 lessons with students using the Argos catalogues to kit out their flats. After this I got the students to think about saving some money on their expenditures. We went through a lot of percentages work in order to find percentage savings, percentage decreases, writing one amount as a percentage of another etc. I used, for this, real deals from the Argos website/catalogue. After this session we looked at them getting a hypothetical job and salary. Using this yearly salary we then calculated their monthly salary (after tax - more percentages work here) has been taken into account and then deduct from this all of their monthly outgoings, including their rent which they found using www.rightmove.co.uk and taking real monthly rent for a flat of their choosing in the local area.
The next session after this would look at store cards, loans and savings and these sessions looked heavily at the Natwest website (www.natwest.com) and the tools available on their for individuals to work out their monthly budgets/savings as well as loans, interest rates and monthly repayments.
Throughout each session, I have planned in some starter activities that link to the lesson. Some of these resources have come from www.mathsbox.org.uk (the settler activities), some have come from @mathschallenge's tweets, which Mr Taylor (@tayorda01) has kindly created on his blog; you can view and download these here. Other resources have come from past papers or from tarsia activities found on the TES. I have also planned a lot of AfL activities for the students to constantly reflect on what they have achieved, what they have learnt, what they may need to consider when doing certain things and what they might want to know next.
After the students have considered their wages, kitted out their flats and looked at ways of spreading costs or saving money I then move them on to looking at hosting their own dinner 'parties' to save money eating out etc. These sessions are based around the C4 series 'Come Dine with Me' and involve students using ratio and proportion to work out the amount of ingredients they need for a certain amount of people and how to make certain drinks with ingredients in given ratios. There is an opportunity to get the food department involved here and do a really practical lesson in the food rooms!?
Finally, the last few sessions (which I'm yet to create the resources for), will focus on the students sharing the costs of their flat with a flatmate (to save money) - again this session will focus on ratios and them sharing the costs respective to their relevant earnings (not everything 50/50). The last session will look at students re-tiling the bathroom or kitchen using tessellations.
As I mentioned earlier I wanted to try and build in as much of the Edexcel METHODS (Unit 2) SoW as possible whilst keeping my students engaged in the 'project' set. The SoW covers: percentages, calculator work, ratio, proportion, fractions, tessellations and basic number work; all references to the original METHODS SoW are included in each session's plan.
I have put ALL of the resources for my scheme of work into the following Dropbox folder for others to use and tweak as they feel necessary...
https://www.dropbox.com/sh/h0do7o7x954kuui/F7LTWruaAX/FLAT_SoW
...I have shared this with my department at school and some are intending to use this with KS3 classes as an end of year project.
All of the resources, unless otherwise mentioned above, have been created by me (mainly all the notebook files, the SoW itself and the worksheets provided). It is still a work in progress as I'm just about to start the 'Come Dine with You' sessions, so if something is missing it's because it hasn't been created yet!
If you use this it'd be great to hear how it has gone down and if you have created any other areas of development of it it'd be great to see these too. I have included an image of a flat's floor plan and so there is the possibility of doing metric - imperial conversions, working out areas of rooms to work out how much floorspace you have etc, you could get the students to paint/wallpaper the rooms and then work out the costs of doing so etc etc.
There are many things that could be added to what I have done already and I suppose it could last as long as the class are motivated towards it.
I have recently split up the 'project' by getting the class into the ICT room to use Manga High to consolidate their knowledge of some of the topics we have covered so far in the SoW, including doing the 'money management' task and other similar tasks on the website.
Thanks to everyone who has contributed in some way to the resources used in this - especially kyliew52.
Whole Class Stem & Leaf Diagrams
On Friday I was teaching stem and leaf diagrams to a year 10 class.
Prior to the lesson, when thinking about how I would teach them the topic, I was looking over the class' details and then something dawned on me...the seating layout looked like a back-to-back stem and leaf diagram.
The room was laid out with 4 rows of 4 tables, 2 either side of a central walkway. This then got me thinking that I could make a stem and leaf diagram out of the class themselves, with the students being the leaves and the stem being the gap between the desks in the centre of the room. However, as I didn't know how much the class had done on stem and leaf diagrams I couldn't be sure that we'd naturally get to back-to-back stem and leaf diagrams in that lesson. So, as a back up I decided I could still create a single stem and leaf diagram using the windows on one side of the room to be the stems and then the rows of desks being the leaves.
So, in order to prepare for this, I created a set of laminated numbers for each of the students. Having discussed the idea with my colleagues one of them suggested having the actual number on one side of the laminate and then the leaf part of that number on the other. This was a great addition as it then allowed the students to not only recognise what their actual number was, but also how to relate the leaf part of their number to the number itself. So, having created the number/leaf laminates I then just simply wrote each stem (0-4) onto a piece of paper and blutacked these to the windows in line with the 4 rows of desks.
I gave out the laminated numbers/leaves to the students randomly and then asked them to create the ordered stem and leaf diagram. I had the question on the IWB too for the students to refer to. The numbers all represented the ages of members of a swimming club.
What happened was great, all of the students were organising themselves (and each other) into the relevant row (stem) and then ordering themselves (the leaves). After the diagram was complete I then, to get a better view of things, stood on one of the tables and then asked the class questions about the stem and leaf. This included calculating the median, mode and range. When it got to the median I decided to take away students 1 by 1, highest and lowest until there were only 2 students left in the middle of the diagram; I linked this to when we cross off from a list of ordered numbers until you get to the middle number/s. We then discussed what the median would be of the two numbers left over; there were some misconceptions here that we were then able to cover.
The activity worked really well and I will do a similar thing in the future when we look at back-to-back stem and leaf diagrams.
Prior to the lesson, when thinking about how I would teach them the topic, I was looking over the class' details and then something dawned on me...the seating layout looked like a back-to-back stem and leaf diagram.
The room was laid out with 4 rows of 4 tables, 2 either side of a central walkway. This then got me thinking that I could make a stem and leaf diagram out of the class themselves, with the students being the leaves and the stem being the gap between the desks in the centre of the room. However, as I didn't know how much the class had done on stem and leaf diagrams I couldn't be sure that we'd naturally get to back-to-back stem and leaf diagrams in that lesson. So, as a back up I decided I could still create a single stem and leaf diagram using the windows on one side of the room to be the stems and then the rows of desks being the leaves.
So, in order to prepare for this, I created a set of laminated numbers for each of the students. Having discussed the idea with my colleagues one of them suggested having the actual number on one side of the laminate and then the leaf part of that number on the other. This was a great addition as it then allowed the students to not only recognise what their actual number was, but also how to relate the leaf part of their number to the number itself. So, having created the number/leaf laminates I then just simply wrote each stem (0-4) onto a piece of paper and blutacked these to the windows in line with the 4 rows of desks.
I gave out the laminated numbers/leaves to the students randomly and then asked them to create the ordered stem and leaf diagram. I had the question on the IWB too for the students to refer to. The numbers all represented the ages of members of a swimming club.
What happened was great, all of the students were organising themselves (and each other) into the relevant row (stem) and then ordering themselves (the leaves). After the diagram was complete I then, to get a better view of things, stood on one of the tables and then asked the class questions about the stem and leaf. This included calculating the median, mode and range. When it got to the median I decided to take away students 1 by 1, highest and lowest until there were only 2 students left in the middle of the diagram; I linked this to when we cross off from a list of ordered numbers until you get to the middle number/s. We then discussed what the median would be of the two numbers left over; there were some misconceptions here that we were then able to cover.
The activity worked really well and I will do a similar thing in the future when we look at back-to-back stem and leaf diagrams.
SSLC ഐടി പരീക്ഷാപ്രശ്നങ്ങളും പരിഹാരങ്ങളും
പ്രശ്നങ്ങളൊക്കെ ഉണ്ടാകും. പക്ഷേ പരിഹരിക്കാനാകാത്തതൊന്നുമില്ല. പ്രത്യേകിച്ച് അവ കമന്റുചെയ്യാനും,അറിയുന്ന പരിഹാരങ്ങള് പങ്കുവെയ്ക്കാനും തയ്യാറായാല്.
മിക്കയിടങ്ങളിലും ഇന്നലെ ഇന്സ്റ്റലേഷനുകള് പൂര്ത്തിയായിക്കാണണം.ഈ പോസ്റ്റില് SSLC ഐടി പ്രാക്ടിക്കല് പരീക്ഷ തീരുന്നതുവരെ തല്സംബന്ധിയായ ചോദ്യോത്തരങ്ങള് പ്രത്യക്ഷപ്പെട്ടുകൊണ്ടേയിരിക്കും.പക്ഷേ അവ ഔദ്യോഗികമാണെന്ന് തെറ്റിദ്ധരിക്കരുത്.നിങ്ങളുടെ ജില്ലയിലുള്ള ഹെല്പ്പ്ഡെസ്കുമായി ബന്ധപ്പെട്ട് സ്ഥിരീകരിക്കുന്നതാണ് ശരി.
പ്രശ്നം : "സാറേ...ട്രൈനിങ് നടത്തിയപ്പോള് ഞങ്ങളോടു പറഞ്ഞത് പുതിയൊരു യൂസറെ ക്രിയേറ്റ് ചെയ്ത് പരീക്ഷ ഇന്സ്റ്റാള് ചെയ്യാനാണ്. അതുപ്രകാരം ചെയ്യേം ചെയ്തു. ഇപ്പോഴാണറിയുന്നത് (യൂസര്ഗൈഡ്)ഡീഫാള്ട്ട് യൂസറീത്തന്നെ വേണോന്ന്! പ്രശ്നാവ്വോ..?"
പരിഹാരം : ഡീഫാള്ട്ട് യൂസറില് തന്നെ ഇന്സ്റ്റലേഷന് ചെയ്ത് പരീക്ഷ നടത്തിയാല്,ഫോള്ഡറുകള് കാണാത്തതുപോലുള്ള ഒരുപാട് പ്രശ്നങ്ങള് ഒഴിവായിക്കിട്ടും
പ്രശ്നം : പല സിസ്റ്റങ്ങളിലും ഇന്സ്റ്റാള് ചെയ്തു കഴിഞ്ഞാല് Applications-> Accessories -> SSLC Model Examination 2013 എന്നാണ് കാണുന്നത്! ഐക്കണും തഥൈവ!! എന്തു ചെയ്യും?
പരിഹാരം : ഒന്നുകൂടി ഇന്സ്റ്റാള് ചെയ്തു നോക്കീട്ടും ശരിയായില്ലെങ്കില് ഒഎസ് റീ ഇന്സ്റ്റാള് ചെയ്ത് ശ്രമിക്കുക. (ഹെല്പ്പ് ഡെസ്കില് നിന്നും അറിഞ്ഞത്)
Minggu, 17 Februari 2013
TUKPD TAHAP I
Senin, 18 Februari 2013 Musyawarah Guru Mata Pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika dan IPA mengadakan Tes Uji Kompetensi Peserta Didik (TUKPD) Tahap I. Tujuan dari pelaksanaan TUKP ini adalah untuk mempersiapkan Peserta Didik menghadapi Ujian nasional.
TUKPD akan dilaksanakan dalam 2 Tahap.
Berikut jadwal TUKPD Tahap I
Berikut soal pada tahap I :
I. BAHASA INDONESIA
I. BAHASA INDONESIA
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
II. BAHASA INGGRIS
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
III. MATEMATIKA
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
5. Pembahasan Paket A
6. Pembahasan Paket B
IV. I P A
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
3. Sebaran Soal
4. Kunci Jawaban
II. BAHASA INGGRIS
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
III. MATEMATIKA
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
5. Pembahasan Paket A
6. Pembahasan Paket B
IV. I P A
1. Paket A
2. Paket B
3. Sebaran Soal
4. Kunci Jawaban
FG Restates Commitment to Science, Mathematics Education
Minister of State for Education, Mr. Ezenwo Nyesom Wike
Minister of State for Education, Mr. Ezenwo Nyesom Wike, has declared that the Federal Government will transparently implement the report of the Ministerial Committee on Strengthening Mathematics and Science Education (SMASE), in the country.
Receiving the report of the ministerial committee in Abuja on Thursday, Wike said the report will receive the full attention of technocrats at the ministry because of the importance of Mathematics and Science Education.
“We are committed to improving Mathematics and Science education across Nigeria, hence we shall fully implement this report.
“It will not be one of those reports that will not see the light of the day. Few days ago, I was at the Federal Civil Service Commission with the permanent secretary and we finalised the process of absorbing temporary teachers to boost the staff strength for Mathematics, Science and English Language,” he said.
The minister commended the committee members for making practical recommendations for the resolution of challenges facing Mathematics and Science Education.
In his remarks, committee chairman, Dr. Ladan Sharehu, said the development of Science and Mathematics Education was vital to national development. He appealed to the Minister of State for Education to use his good offices to drive the programme.
In his remarks, committee chairman, Dr. Ladan Sharehu, said the development of Science and Mathematics Education was vital to national development. He appealed to the Minister of State for Education to use his good offices to drive the programme.
In another development on Thursday, the Minister of State for Education, Wike, and the leader Terminal Evaluation Mission of the Japan International Cooperation Agency (JICA), Mr. Satoru Takahashi, signed the Joint Terminal Report of the SMASE Nigeria Project.
The minister noted that the constant evaluation of progress made in the course of the SMASE programme was necessary to ensure success. He implored the ministry’s department of technology and science education to work with JICA and other stakeholders towards evolving strategies that will enhance completion of project activities with the extended deadline.
In his remarks, the leader Terminal Evaluation Mission of JICA, Mr. Satoru Takahashi, assured the minister of the commitment of the Japanese government to the SMASE project.
Semiloka MGMP Matematika SMP DKI Jakarta
Agenda hari ke-2 adalah Strategi Menghadapi OSN (Drs. HM. Soleh, M. Ed), Bedah SKL II (Suhendro), Pendidikan Karakter (Dr. Kissumi, M. Pd).
Acara dibuka dengan sambutan Ketua pelaksana Bapak Sriyadi, S.Pd kemudian dilanjutkan oleh sambutan Ketua MGMP Matematika SMP DKI Jakarta Bapak Surachman, S.Pd. Kemudian dilanjutkan oleh Wakadis Bidang Kurikulum Bapak Prof. Dr. H. Agus Suradika. Dalam sambutannya memberikan apresiasi yang tinggi pada MGMP Matematika SMP DKI Jakarta. Semoga kegiatan ini terus ditingkatkan.
Pada kesempatan ini juga, dengan resmi diterbitkannya Majalah Matriks (Matematika, Rekreasi, Informasi, Komunikasi dan Spiritualisasi)
Acara kemudian dilanjutkan dengan Sambutan dari Pihak Indosat.
Drs. HM. Sholeh, M.Ed meneruskan dengan membawakan Materi Menuju OSN. Sebelum istirahat, Bapak Suhendro menyampaikan bedah SKL 2.
Setelah isoma, Dr. Kissumi, M.Pd menyampaikan materi Pendidikan Karakter.
Pada kesempatan ini juga, dengan resmi diterbitkannya Majalah Matriks (Matematika, Rekreasi, Informasi, Komunikasi dan Spiritualisasi)
Acara kemudian dilanjutkan dengan Sambutan dari Pihak Indosat.
Drs. HM. Sholeh, M.Ed meneruskan dengan membawakan Materi Menuju OSN. Sebelum istirahat, Bapak Suhendro menyampaikan bedah SKL 2.
Setelah isoma, Dr. Kissumi, M.Pd menyampaikan materi Pendidikan Karakter.
Hasil diskusi peserta semiloka hari ke-2 (di Gd Indosat,Sabtu 16-02-13) sesi Pendidikan karakter bangsa dibawah bimbingan nara sumber Dr. Kissumi untuk menjawab pertanyaan "Ingin menjadi figur seperti apakah Bpk/Ibu Guru dan bagaimana mewujudkannya?"begitu banyak dan bervariasi.Dari sekian banyak jawaban para peserta semiloka,dapat dirangkum antara lain sbb:
Guru menginginkan dirinya menjadi figur :
1. Religius, dengan cara menjadi contoh dalam pelaksanaan ibadah sholat. Menegur, mengajak pesertadidik/teman guru melaksanakan ibadah sholat (wajib/sunnah) jika keadaan memungkinkan.
Guru menginginkan dirinya menjadi figur :
1. Religius, dengan cara menjadi contoh dalam pelaksanaan ibadah sholat. Menegur, mengajak pesertadidik/teman guru melaksanakan ibadah sholat (wajib/sunnah) jika keadaan memungkinkan.
2. Disiplin, tepat waktu dalam kehadiran dan pelaksanaan pengajaran di kelas.
3. Peduli, Menjadi guru yang smart dan siap melayani kapanpun dibutuhkan, dengan membuka diri, memberikan nomor telpon, alamat sosial media/email dll untuk menjawab pertanyaan anak didiknya.
4. Menjadi Tempat Curhat, siap mendengar setiap permasalahan, akademis/non akademis.
5. Bersih, mencontohkan dan menegur pesertadidik, mengajak menjaga kebersihan. Pelajaran di dalam kelas hanya bisa dimulai jika kondisi kelas bersih.
6. Menarik Dalam Penampilaan, berpakaian rapi, harmonis, serasi dan indah (tidak norak)
7. Motivator, Guru harus mampu mendorong dan meyakinkan diri percaya diri, bahwa percaya diri mampu menjawab soal-soal mapel matematika.
8. Percaya Diri, guru wajib tampil percaya diri untuk meyakinkan/menghipnotis percaya diri, memukau, sehingga mereka fokus terhadap perintah guru. Suara guru harus terdengar jelas diseluruh sudut kelas, tegas, nyaring, keras dan proporsional sesuai luas ruang kelas.
9. Cerdas, agar tampil cerdas, guru wajib menguasai materi ajar, agar siap melayani pertanyaan yang sulit dari para PD.
10. Jujur, jika terpaksa,dalam keadaan tertentu Guru tidak mampu menjawab pertanyaan PD, guru mengatakan dengan jujur, namun tetap berusaha mencari solusi.
11. Bertanggung Jawab, jika guru memberikan tugas/PR, harus diperiksa. Siswa yang lalai melaksanakan tugas, dicatat diberi sanksi dan tugas pengganti...
Maju terus MGMP Matematika SMP DKI Jakarta ...
Lihat Photo Kegiatan Semiloka :
Photo 1
Photo 2
DOWNLOAD MATERI :
1. SKL Ujian Nasional 2013
2. Prediksi Penjabaran Kisi-Kisi Ujian Nasional 2013
3. Penilaian Kinerja Guru
4. Buku I, Pedoman PKB
5. Buku II, Pedoman PKG
6. Permen No. 35 2010, Jabatan Fungsional Guru
7. PP No. 74 2008 Tentang Guru
8. Soal Olimpiade 2012
9. Mathematical Olimpiad
10. Matematika Rekreasi
3. Peduli, Menjadi guru yang smart dan siap melayani kapanpun dibutuhkan, dengan membuka diri, memberikan nomor telpon, alamat sosial media/email dll untuk menjawab pertanyaan anak didiknya.
4. Menjadi Tempat Curhat, siap mendengar setiap permasalahan, akademis/non akademis.
5. Bersih, mencontohkan dan menegur pesertadidik, mengajak menjaga kebersihan. Pelajaran di dalam kelas hanya bisa dimulai jika kondisi kelas bersih.
6. Menarik Dalam Penampilaan, berpakaian rapi, harmonis, serasi dan indah (tidak norak)
7. Motivator, Guru harus mampu mendorong dan meyakinkan diri percaya diri, bahwa percaya diri mampu menjawab soal-soal mapel matematika.
8. Percaya Diri, guru wajib tampil percaya diri untuk meyakinkan/menghipnotis percaya diri, memukau, sehingga mereka fokus terhadap perintah guru. Suara guru harus terdengar jelas diseluruh sudut kelas, tegas, nyaring, keras dan proporsional sesuai luas ruang kelas.
9. Cerdas, agar tampil cerdas, guru wajib menguasai materi ajar, agar siap melayani pertanyaan yang sulit dari para PD.
10. Jujur, jika terpaksa,dalam keadaan tertentu Guru tidak mampu menjawab pertanyaan PD, guru mengatakan dengan jujur, namun tetap berusaha mencari solusi.
11. Bertanggung Jawab, jika guru memberikan tugas/PR, harus diperiksa. Siswa yang lalai melaksanakan tugas, dicatat diberi sanksi dan tugas pengganti...
Maju terus MGMP Matematika SMP DKI Jakarta ...
Lihat Photo Kegiatan Semiloka :
Photo 1
Photo 2
DOWNLOAD MATERI :
1. SKL Ujian Nasional 2013
2. Prediksi Penjabaran Kisi-Kisi Ujian Nasional 2013
3. Penilaian Kinerja Guru
4. Buku I, Pedoman PKB
5. Buku II, Pedoman PKG
6. Permen No. 35 2010, Jabatan Fungsional Guru
7. PP No. 74 2008 Tentang Guru
8. Soal Olimpiade 2012
9. Mathematical Olimpiad
10. Matematika Rekreasi
SSLC model question papers 2013 download
2012 ല് നടന്ന എസ്.എസ്.എല്.സി പരീക്ഷയുടെയും മോഡല് പരീക്ഷയുടെയും ചോദ്യപേപ്പറുകള് അപ്ലോഡ് ചെയ്തെങ്കിലും അത് ഉപകാരത്തിലെത്തിയത് ഈ വര്ഷമായിരുന്നു. അപ്രകാരമുള്ള ലക്ഷ്യത്തോടെ തന്നെ 2013 ല്ക്കഴിഞ്ഞ SSLC Model Examination ന്റെ Question Papers പോസ്റ്റിനൊടുവില് ചേര്ത്തിരിക്കുന്നു. ഇംഗ്ലീഷ് മീഡിയം ചോദ്യപേപ്പറുകള് അയച്ചു തന്നത് ഫ്രീ ലാന്സ് ടീച്ചറായ റെജി ചാക്കോ ആണ്. അദ്ദേഹത്തിന് നന്ദി പറയുന്നു. ഓരോ വിഷയങ്ങളുടെ പേരില് ക്ലിക്ക് ചെയ്ത് ചോദ്യപേപ്പറുകള് download ചെയ്തെടുക്കാം. സംശയങ്ങള് കമന്റായി ചോദിക്കുകയുമാകാം.
SSLC Model Examination 2013
1.Malayalam - I
.......................................
2.Malayalam II
........................................
3.English
.......................................
4.Hindi
.......................................
5. Mathematics
Malayalam | English
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6. Physics
Malayalam | English
.......................................
7. Chemistry
Malayalam | English
.......................................
8. Biology
Malayalam | English
.......................................
9. Social Science
Malayalam | English
SSLC Model Examination 2013
1.Malayalam - I
.......................................
2.Malayalam II
........................................
3.English
.......................................
4.Hindi
.......................................
5. Mathematics
Malayalam | English
.......................................
6. Physics
Malayalam | English
.......................................
7. Chemistry
Malayalam | English
.......................................
8. Biology
Malayalam | English
.......................................
9. Social Science
Malayalam | English
Sabtu, 16 Februari 2013
Connected Wiki Classrooms
We all have experienced through three dimensions of teaching learning of Mathematics, which are a Mathematics classroom with an instant board, Mathematics laboratory and a multimedia enriched classroom in the school. The 4th dimension is an element of expanded classroom i.e. an online wiki classroom. Technology is advancing with the speed of light. There is no dearth of offline tools, web tools and software which can help a teacher in making joyful learning environments for their students. The use of technology provides opportunities for students to investigate and apply the things they are learning in the classroom. It allows students to interact, create, present and provide a meaningful and purposeful learning activity that is connected to classroom curriculum and goals.
Created a Wiki for Mathematics teachers...
Explore it.
Created a Wiki for Mathematics teachers...
Jumat, 15 Februari 2013
SSLC Model : Maths, Physics, English Answer Keys
2012-13 S.S.L.C മോഡല് പരീക്ഷകളുടെ ഉത്തരങ്ങള് പ്രസിദ്ധീകരിക്കുകയാണ് . ആദ്യം കണക്ക് തന്നെയാകട്ടെ .മാത്സ്ബ്ലോഗിനോട് ചേര്ന്നുനില്ക്കുന്ന മറ്റുവിഷങ്ങള് പഠിപ്പിക്കുന്ന അധ്യാപകര് പതിവുപോലെ ഉത്തരങ്ങള് അയച്ചുതരുമെന്ന് അറിയാം . അതുകൊണ്ടുതന്നെയാണ് ഇപ്പോള് ഈ പോസ്റ്റ് തയ്യാറാക്കുന്നത് . നിലവാരമുള്ള നല്ല ചോദ്യങ്ങളാണ് മോഡല് പേപ്പറിലുള്ളത് എന്ന് കരുതാം . ചില കുഴപ്പങ്ങള് കാണുന്നുമുണ്ട് . ഉദാഹരണമായി അന്തര്വൃത്ത നിര്മ്മിതി തന്നെ.രണ്ട് വശങ്ങളും ഉള്ക്കോണുമാണ് നിശ്ചിത ആകൃതി പരിമിതപ്പെടുത്തുന്ന ത്രികോണനിര്മ്മിതിക്കുവേണ്ടത് . നാലാംചോദ്യം സൈദ്ധാന്തികമായി തെളിയിക്കാന് പറ്റുന്നവര് ചുരുക്കം . ചെയ്യുന്നവര് A+ ന് അര്ഹര് തന്നെ . ഉദാഹരങ്ങളിലൂടെ നിഗമനത്തിലെത്തുന്ന രീതി തുടര്ന്നാല് കുറ്റം പറയാന് പറ്റില്ല കാരണം അങ്ങനെയാണല്ലോ പ്രോജക്ടുകളുടെ ഘടനയും സമീപനവും .എന്നാല് തിയറിറ്റിക്കലായ രീതിയാണ് ഇത്തരം ചോദ്യങ്ങള്ക്ക് ഉചിതമെന്ന് കുട്ടി തിരിച്ചറിയോണ്ടത് അത്യാവശ്യമാണ് . ആദ്യത്തെ ചോദ്യം തുറന്ന ചോദ്യം തന്നെ . 6 , 12 , 18 --- എന്ന് എഴുതിയവരാണ് കൂടുതല് . അതുനിര്ബന്ധമില്ലെന്നും പൊതുവ്യത്യാസം 6 ആയി നിജപ്പെടുത്തുന്ന ഏതോരു ശ്രേണിയും ശരിയാണെന്ന് കു്ുട്ടി അറിയേണ്ടതുണ്ട് .മാധ്യവും മധ്യമവും കുട്ടിക്ക് ആശ്വാസം നല്കുന്നു. നിര്മ്മിതി ഇപ്പോള് കുട്ടിക്ക് പരിചിതം തന്നെ. 15(A) , 21എന്നിവ പുതിയതുതന്നെ. ഇനി ഉത്തരസൂചികയെക്കുറിച്ചു് ഒരു വാക്ക് . രണ്ട് പേജില് ഒരുക്കി latex ലാണ് തയ്യാറാക്കിയത് . പരിശോധിച്ച് അഭിപ്രായങ്ങള് കമന്റായി അറിയിക്കുമല്ലോ .
Mathematics Answers (Malayalam Medium) Prepared By P.O.Sunny, G.H.S.Thodiyoor
Mathematics Answers (English Medium) Prepared By John.P.A, Maths Blog Admin
English Answers Prepared By K J Shiby, Kalladayil, GGHSS Balussery, Kozhikode
Physics Answer key Prepared by Shabeer V, Valillapuzha
Physics Answers Prepared By Shaji, GHSS Pallickalattingal
Bedah SKL Ujian Nasional 2013
Tujuan dari Semiloka dan Bedah SKL ini adalah dalam rangka meningkatkan kualitas kegiatan belajar mengajar sebagai proses menuju generasi emas bagi peserta didik dan meningkatkan mutu profesionalisme guru, serta sebagai ajang silaturahim guru-guru Matematika SMP DKI Jakarta.
Acara ini terselenggara berkat kerja sama MGMP Matematika SMP DKI Jakarta dengan PT. Indosat dan Casio serta peran aktif Pengurus MGMP dari Tingkat Wilayah hingga Kecamatan.
Semiloka dengan tema : “Mathematics for Golden Generation” yang berisi materi :" pada tahap I ini dengan agenda : Bedah SKL (Hari Susanto), Penilaian Kinerja Guru (Drs. Suwarkono, MSc), dan Matematika Kalkulator (Casio)
Tahap II, Semiloka akan diadakan Sabtu, 16 Februari 2013 di Indosat.
Maju terus MGMP Matematika SMP DKI Jakarta...
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