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Introduction

When I received this assignment, I was wondering how to determine the quality of an
activity and teaching aid. According to Jesse Schell, a good activities have to contain
several main characteristics which are animation, brainstorming and economic , (‘

  

 
 , 2008). This means that the activity that we planned have to be
lively, meaningful and affordable. Besides, according t o Yong Show Ee, an experience
primary school, a good teaching aids besides have to be durable, attractive and in an
appropriate size, it also need s to be multipurpose, friendly user, easy to keep and high
mobility. In a nut shell, a good teaching aid has t o be very convenient to the user, can
be use for long time and the most important is it can be use in a lot of ways and good
looking. While a good game has to be interesting, fun and bring inputs to users.

The teaching aids that I had designed were suitable most for year 1 and year 2
student when especially in learning geometry. I came across with these idea after
watching a video from you tube (‘
   
   

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  Daycare, Trivandrum; http://www.youtube.com/watch?v=-gkD0-
TvyAQ) and also after having interview an full experience primary school retired
teacher, Gan Lai Moi. The aim that I apply while designing these two teaching aids is I
wish that pupils especially level 1 pupil can have fun while learning and able to
increase their interest toward mathematical learning.

The First Teaching Aid (Magic Cupboard)

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a. Shape matching game

Target group : Year one pupils

Topic : Shape and Space
Learning area : Two-Dimensional Shapes (2-D Shapes)
Learning objective : Name two-dimensional shapes.
Teaching method : Learnt through play
Thinking skills : Guessing and predicting, matching
Integration : Interpersonal
Suggested teaching Lesson development, stage 3 (reinforcement
:
stage activity)
Maths skill : Visual memory.

Row to play?

Preparation :

1. Before entering the class, teacher has to prepare 10 cards. 5 cards contain
the pictures of shapes and another 5 cards shows the name of shapes.

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While playing:

1. Pupils form themselves 4 in a group.

2. Teacher shows the board and selects pupil A to become the coordinator of the
game.
3. Pupils have to find the correct match of the shapes with its name from this
game.
4. Pupils from the first group have to give two numbers. For example, 4 and 7.
5. The coordinator has to open door asks by the group (door number 4 and door
number 7) and shows to pupils the image for 5 seconds time and close the
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6. Each group has to take turns to give two numbers while the coordinator has to
repeat step 5.

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7. When the group manage to give two numbers where the picture shown is
match to the number card shown, the group will receive 2 points. For example,
number 3 and number 4.

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8. Door number 3 and number 4 will remain open and the game will continue from
step 4 to step 7 until pupils able to match all the shapes and the shape¶s name
correctly.
9. The group that collects the highest mark is the winner.

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Remarks:

The teaching strategy for this activity is learnt through play. Pupils manage
reinforce their knowledge of geometry through this game. Some sense of competition
for this activity is required in order to make this game to become more interesting.
Since this activity involves sense of competition, teacher can take this opportunity to
cultivate some moral value such as tolerate, cooperation and obey the rules. This
activity able to sharpen pupils thinking skills where they need to guess and predict
which picture under the door are correct match at the beginning of the activity and at
that moment, pupils might play with strategy where they cooperate among group
members. Each member of the group takes responsible to remember the position of
one shape and its name. Th en they can work together to find the correct match. While
playing this game, pupils also have to learn to tolerate among group members and
take turns to give their answers. Furthermore, they need to obey rules and listen to the
instruction from teacher and coordinator.

Teacher can increase the difficulties of this game by saying the characteristic of
a shape and asks pupils to find the shape hidden behind the door. For examples,
teacher can say A 
 
   

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o From that statement, pupils have to find out which shape can
fulfil the characteristics and find out where the shape is located. Since teacher can
change the cards on the board, teacher can simply modify this game to teach other
topic such as addition, subtraction, multiplication, division and more.

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2. Teacher brings those flash cards and magic pocket to class.

While role-playing
1. Teacher asks the class to volunteer three pupils to come in front of the class.
They need to role play a story.
2. Teacher selects one pupil to play the role as Tom Thumb, one pupil as Tom
Thumb¶s Father and another as narrator.
3. Teacher distributes dialogs written in paper strips to both pupils who plat Tom
Thumb and father while the narrator will receive the story l ine.
4. Teacher paste the flash cards on board and gives the magic pocketo to pupil
who carries the character as Tom Thumb.

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7. Step 4 until step 6 will be repeated for the next door. The game will finish
when all the doors have been opened.
8. The group that collects most points will win.

Remarks:

This is an activity that can polish up pupils¶ thinking skills. This is because they
already need to start thinking at the beginning of the activity. When the there is a
phase that the game is opened for pupils asks three questions, pupils themselves
need to be very careful about what questions they should ask. They have to think out
a strategy so that they can ask questions with sequence. When there is a pupil
volunteer him/her self to ask a question, other pupils have to listen carefully to what
their friend asks and the answer from the coordinator so that can categorize which are
the possible shapes behind the door. All this had involved higher order of thinking
where they always have to think of a better way to ask questions to get the correct
answer.

This is a very pupil centred activity where most of the time was conducted by
pupils themselves. Although the teaching method for this activity is questioning, but
most of the time, it was pupils who come out questions themselves. Teacher¶s role is
just as a facilitator or maybe teacher can guide pupils how to make full use of the three
questioning chances given. This activity involves cooperation and tolerate for all the
pupils during questioning phase and small competition among groups and where they
will challenge their friends from other groups. Teacher can take this chance to cultivate
pupils to compete positively so that they can focus more on the joy and what they had
learnt through this activity but not just on the result itself. Teacher can also modify
this activity in teaching fraction such as teacher can put some fraction number inside

and pupils have to ask question such as Is the value inside bigger than .o or Is the

value behind the door is smaller than
.o This will be able to let the pupils have a better

understanding about the value that carries by a fraction number.

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The Second Teaching Aid (Rappy Carpet)

The second teaching aid that I had designed is made up from a 1.5m X 1.5m cloth.
The cloth is made of strong curtain, and it can be folded into small pieces, therefore it
is easy to keep, easy to carry and durable. I stick some refill pocket for clear holder on
cloth so that there are a lot of pockets the cloths and I can change the content of my
teaching aids. Picture shown below is the design of my second teaching aid.

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map can be seen folded, easy to keep,
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time. durable.
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a. Mat ymnastic

Target group : Year One and Year Two pupils

Topic : Shape and Space
Learning area : Two-Dimensional Shapes (2-D Shapes)

Learning objective : Identify two-dimensional shapes based on

descriptions.
Teaching method : Learnt through play
ritical thinking, identifying, comparing and
Thinking skills :
contrasting.
Integration : Bodily kinaesthetic, musical intelligence
Suggested teaching
: evision activity, reinforcement activity.
stage
Maths skill : lassification of shapes.

Row to play?

Preparation :
1. Before entering the class, t eacher has to prepare some shape cards and insert
it into the pocket of the mat randomly.

The colour cards

can be randomly
inserted into the
pocket of mat.

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2. Teacher prepares three boxes where the first box contain paper strip which
descript the characteristic of shapes found in the map. The second box
contains 2 paper strips. One paper strip shows the word µ   " and the
other µ
 ". The third box also contain two paper strips, with one paper
strip shows the word -

" and the other µ  
".
While playing:
1. Pupils form themselves into group of four.
2. Each pupil in a group has their role. Two pupils will be µaction manager¶, one
will be µdraw lots manager¶ and the other will be µmusic manager¶.
3. Action manager have to step on the map and draw lots manager will be the
one to draw lots one paper strip fro m each box. While music manager will turn
on and off the music.
4. The game begins in this way:
a. Draw lots manager pick one paper strip from each box. For example, the
first paper strip he/she picks shows the word The shape has only one
curved side and it is round.o The second paper strip shows left hando and
the third paper strip shows left lego. Draw lots manager has to read out
these three paper strips loudly
b. After that, music manager has to play music while both action managers
have to walk around the mat. Meanwhile, they have to think out which
shape fulfil the characteristic that stated b y draw lots manager just now.
c. When music stops, immediately action manager have to touch the correct
shape (in this case is circle) according to what had chosen by draw lots
manager just now. (Left hand and left leg).
d. The group which manage to fulfil the task will receive 2 points. Whereas 1
point will be deducted.
5. After finish one session, pupils will exchange their role with their member and
step 4 will be repeated until times out.

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Remarks :

I get the idea of designing this activity after watching a video from Youtube.
(‘
   
   

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Trivandrum; http://www.youtube.com/watch?v=-gkD0-TvyAQ)

This activity had integrated several multiple intelligence which are musical
intelligence and bodily kinaesthetic. This activity will be most suitable for year one and
year two student because this activity involve a lots of movement and music.
Therefore they will not get boring easily. Besides, since all of them have their role in
their own group, they will be responsible to carry out their duty. The teaching method
for this activity is game. Through this game, pupils will play meaningfully because at
the end of the lesson, pupils will be able to enhance on their knowledge regarding to
the characteristics of 2-D shapes.

While playing this activity, pupils who play the role as action need to think
critically because while listening to the description from draw lots manager, they need
to compare which shape is match to the described as what had the draw lots manager
read and identify the places of the shape on the mat. Next, they need to think
strategies so that they can touch the correct shapes on the mat a s instructed.

Teacher can modify this game by changing the shape card to teach 3 -D
shapes or whole number. Besides, it also can be modified to teach the basic operation
for measurement topic.

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4. Step three will be repeated for three more times where each time pupils will
take turns to change their role.
5. After playing, pupils have to calculate the points collected and the group that
collects the highest point is the winner.

Remarks:

The teaching method of this activity is game. It is a reinforcement and

evaluation activity where teacher can evaluate the understanding of pupils towards the
appearance of 2D shapes and also manage to help pupils in identifying the
appearance of 2D shapes.

Since this is a group activity, each pupil has their own roles and responsible.
Therefore, this can avoid the appearance of passenger pupilo in a group. Besides,
pupils need to cooperate with each other along this game to ensure that this activity
run smoothly and everybody will get the chance to play this game. Furthermore, pupils
have to learn to be supportive where they always give support to their friends so that
the atmosphere of the group will always be in a happy mood and every one enjoy and
have fun in this game.

This game involved the use of musical intelligence and bodily kinaesthetic
where pupils need to dance when the music is on and they have to control their
movement well because they need to step on the correct step shown by the power
point slides. This activity involve pupils identifying skills where they need to identify
which shapes are in which position on the map. Besides, they also need to compare
and contrast while dancing on the mat to make sure that the shape that they stepped
on is same with the shape shown from the power point slide.

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Reflection

I was assigned to do this assignment at 23 August 2010. In this assignment, I

need to do design and create two teaching and learning material on any of the topic
Measurement, Geometry and Data andlingo

At the first glance of this task, I thought this is just an easy and simple
assignment. But as the more information I find out, I more pressure and tension I
have. I notice that this is not an easy task at all. In fact, it needs lots of preparation. I
had referred some books, internet articles, online games and also interview some full
experience teacher about the elements of good activities and teaching aids.

What I had learnt through this assignment is I found that to make a good
teaching aids, we not necessary need to spend a lot of money on it. All we need to do
is to be creative towards unused items around us. As what had been stated by Jesse
Schell in his book ‘
   

 
 , he mentioned that one of the
characteristics that a good game is Economic. According to Gan Lai Moi, a retired
Mathematics teacher at primary school, she share her experience that she always use
recycle items as her teaching aids especially when dealing with remedial pupils.
Therefore, while designing my I always try to look at those surplus material after my
practicum and try not to cut my budget as low as possible but at the same time remain
the quality of my work.

Besides, I also try to learn how to think out of box. I had assigned with Pn.
Faridah on 20th September, 2010. She encourage us to think out of box and even try
to think crazilyo so that we can come out with some creative idea and product. After
listened to what my lecturer had talked about, I tried to improve on my teaching aids to
let it to have more function. When I look at the final result of my teaching aids, I feel
satisfied with my work because I can use my teaching aids to teach other topic other
than Geometry as I had planned at the first time.

I feel thankful while doing thi s assignment because I get the chance to learn a
lot of things from the people around me. Instead of saying that this assignment is my
own product, I would like to say that this assignment is the final product of my friend
and I. Every time when an idea came across my mind, I will share it with my friends
and they will give me a lot of suggestion to improve on my idea and every time when I

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face obstacle, they will give me suggestion to overcome it. This is how I learnt to
improve my teaching aids from my friend and I would like to take this opportunity to
thank my friend for being so generous, willing to share ideas with me. Through sharing
ideas with people around me, I manage to improve a lot and optimize the usage of my
teaching aids.

Through what I had learnt from doing this assignment, I will try to bring it to my
teaching in the future. I will try to optimize the usage of the material around me in my
teaching and try to make my teaching as creative, as pupil centred, and as fun as
possible because learning suppose to be fun and able to stimulate thinking. I wish that
someday I can be creative enough to make things around me to become the teaching
aids for my lesson. I do agree with what said by a teacher that I had interviewed that a
good teaching aids is not about how high its prize available in the market, but it is
about how a teacher manage to put in effort to change an ordinary items into
extraordinary teaching aids.

As a conclusion, I had learnt a lot through this assignment. What I had learnt is
not just on how to come out with a better work, but it had changed my point of view
toward making use of the teaching aids I have and preparing a good lesson.

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† Burns, m. (1992). 
 



   ./

 New york: math
solution publications.

† 

 

. (n.d.). etrieved september 15, 2010, from the kidz page:
http://www.thekidzpage.com/freekidsgames/games/concentration/shap

† Isoda, m. (1998). 

  
  

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 2 #.34 Tokyo: university of tsukuba.

† Lanh.h.r. (1992). c
 

 

 

 

 

† Schell, j. (2008). ‘
 


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 nited states of
america: morgan kaufmann publisher.

† ‘
  
 

. (n.d.). etrieved september 8, 2010,
from youtube: http//:www.youtube.com/watch?v= -ghd0-tvyaq

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