LESSON 1

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Nama Pelajar Minit Utterer

Fadilawati 0.00-2.20 T:
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Fatin 2.20-4.40 T:
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Ghazali 4.40-7.00 T:
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Hassan 9.20-11.40 T:
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Nadzirah 16.20-18.40 T:
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Liyana 21.00-23.20 T:
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Noraini L 23.20-25.40 C:
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Noraini M 25.40-28.00 T:
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Iwani 32.40-35.00 T:
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Nazurah 35.00-37.20 T:

Syahira 37.00- end

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 Utterance
Today and this evening and tomorrow morning we must together .
So my name . I want to introduce myself. My name is Dr Takahashi. So let me write down. (write on the whiteboard)
Oppss.. (Write the name incorrectly). (Erase the name on the whiteboard).I forgot how to write my name. ( Write the cor
So, hmm I originally from Japan but I teach Mathematics for teachers in United States, America. So I came here for us, you
So, i'm really excited. So, this is too long (refer to his name written on the whiteboard) so you can make it shorter, so ( eras
So you can call me Dr T. This is simple enough?
Yes.
It's good ok? so let's see. (Writing some words on whiteboard)
Math with Dr T. So, this is the first lesson, right? So, this is the number one.
May I ask you to write down on your first page of your, you know, what you call? Note? Copy?
The first page of your copy, Math with Dr T Number one.
(Students write on their note book)
So, if you finish, may I ask you to pencil down or pen down so that I can see who is still writing.
(some students finish writing)
So that I can see who is still writing. Please finish.
(student finish writing)
Okay. So, these three days, you are going to experience on how maths taught in Japan. It's probably very different. Are you
Yeah..
So, you know it's probably very different from what you learn but let's try together. This is my first time to visit Ireland, Du
It's a beautiful scenary and then we.. I walked around yesterday. I arrived the day before yesterday, after seven and half h
and then it's beautiful, food is good, people is nice. So I'm so happy. So I'm so excited to work with you and my english pro
Okay, so if you have some question, do not hesistate to raise yor hand, I'm happy to repeat or you can.. Okay.. are you goo
Yeah..
Okay. First I'm gonna give you...show you..some kind of picture for you. Okay there are some dots. Do you know the dots?
Yes
Some dots on this one. I wanna ask you to tell me how many. I just wanna show you very quickly. Are you ready?
Yeah..
(Flip the paper quickly) How may dots ?
(student at the back raise their hands)
Okay, let's see..hold on second. Let me check (take the name list) Hmm.. Yuvan?
Five.
How do you know?
I number it.
How do you know this is five? Could you explained why?
There's five number, so I number it five.
What? (left hand on his ear which is mean he is hear student answer)
I saw five number in the paper
Five number? Five dots? How, how you know How, how this five duck is arranged?
Four in each the square and one in the circle
Ok four.... do you understand? (both of hand show to the all student)
yes
Not, not you. Do you understand? (asking the class)
Yes
Could anyone repeat. How he saw it?
Five dots represent to diagram. 1 dot in each corner and one in the middle
So, one dot in the each corner, and total how many?
Five, four
No, no four in the corner and the one?
In the middle
So let see, may be you could write these way, four that in the outside and then plus one equal five ( write in the white boa
Right? So you can use mathemathical expression to show the layer of these. Anyone whose saw these dot different way?
I can show you one more time (take the paper from the desk). Come out answer larger than four plus one equal to five
So, what kind of math expression you can see in this picture. Are you ready? (show the picture of five dot)
(A few student rise their hand to answer and the teacher point to one of the student) Yes
three plus two
Three plus two? What do you think?
Yes
Three plus two equal to five (write on white board 3+2=5)
Where is three? where is two in this diagram (show the picture of five dots)
The three come from the left, like a triangle ( his finger show the triangle shape)
(the teacher point his finger one the diagram show the straight three dot across the diagram) Like this?
No, no
Oh this ( point his finger to triangle shape) you use this one. And then two ( point his finger on the other two dot)
Do you agree? (asking the class) Three plus one
Yes
ok any answer
(one student rise his hand to answer)
Yes
two at the top, one in the middle and two at the battom
two plus one plus two (point his finger on the two dot at the top. one in the middle and two at the bottom) Do you agree?
Yes
2 + 1 + 2 = 5. So far so good? Any other? Yes ( point to a student)
1+1+1+1+1
Ok. 1 + 1 + 1 + 1 + 1. It is good? Its a bit long. (He's writing it at the white board 1 + 1 + 1 + 1 + 1 = 5).
So let's see. (He paste the paper with dots at the white board) U have 4 equation so far. Ok, are you ready?
Be creatif. (He show papers with 8 dots) Yes, how do you find 8?
Can u use this mathematical calculation to show it?
4 and 4
4 and 4. What do you think? How you express 4 and 4 using mathematical equation?
4+4
4 + 4. Do you agree? U can say 4 + 4 = 8 (By writing the equation on the white board)
Do you have another way to show 4 and 4 in the mathematic? ( 2 student raise their hand)
4x2
4 x 2. Do you agree? So 4 x 2 = 8 (By writing the equation on the white board) What do you mean by it?
2 set of 4
Do you agree? By writing 2 set of 4 beside the equation of So 4 x 2 = 8
Anyone to see another way of mathematical equation? What do you think?
2+2+2+2
(Teacher repeats and says 2+2+2+2. Then, teacher writes on the white board as 2+2+2+2+2). So, is it right?
No. Only 4 for 2+2
How many 2?
Only 4
(Teacher calculates 2+2+2+2). Oh ....ok. Maybe this is not
1,2,3,4... Isn't right. Another way to show this one its mathematical equation? Yes (waiting for student's answer)
2X4
2 X 4?
2X4 means what?How many sets of what?
Four 2
I say two things. 2 sets of 4 or 4 sets of 2?
4 sets of 2
4 sets of 2. Ok (teacher writes 4 sets of 2 on the whiteboard). Ok
You want to say something?
Another way maybe 2 to power 4
2 to power 4?
Yes
What do you mean by that?
It is number 2 and then 4 goes through after it
(Teacher writes 2 to power 4 on the whiteboard) Like this? What do you think?
(Talk and discuss with their friends to find the solution) Yes /No
Some to say yes, some to say no? Who say yes?
(Some studets raise up their hands)
We have more yes, right? Who say no?
(Some students raise up their hands)
Why do you disagree. Thats are your friends?
(laughing.... 1 student raise up his hand and try to answer)
Yes.
2 to power 4 is 2X2X2X2
Its 2 times 2 times 2 times 2 so .. ( not so clear
So this means two times two times two times two (erasing on board and write in maths way 2X2X2X2)
Yes.
Is it true ?
Yes
Is it true two times two times two times (showing to the paper)
No.
What is it…. Yes ( pointing to one pupil)
It getting 16 .. we suppose to get 8.. 2
IsX this
2 is 4right
X 2 way
is 8 and timesthis
to show 2 isone
16 ( pointing to the paper paste on board) or not?
Not
What you think (pointing to pupils)
Its not right
so you agree
Yea I agree
What do you think
I try but
What is correct is 2 + 2+ 2+ 2…. But not this one ( pointing to 2X2X2X2)
yea
when u write wrong thing.. rather erase up but put cross ( put cross on wrong answer), You know why?
You don’t want make the mistake again. So how people learn
Mistake is important because people learn from mistake rather than success.. so the mistake is a treasure
We ate leaning
Who say correct ? ( pupils raise up hands)
Who…say no? ( no one raise hand) Could you explain , why this is correct
Yea
Could you explain what is this quark? (pointing to the student)
(Student explain)
Could you see two times two times two in here?
Actually..
You dont know? talk to your neighbour
(Students discuss with their friends)
So anyone can explain? (raised hand)
(Some students raised hand)
People do not raise your hand you do not have any ideas?
(Some students raise their hand because cant explain)
Who thinks this is wrong raise your hand? who thinks this is right raise your hand? show us what is right
(student raise hand and answered) see two times two you could see at two bottoms in diagram.
Could you come and show us where is two bottom?
(student stand up and walk to the front)
Do you need some pen ?
No, i am okay.
ouh okay.
(student explaining)
I dont understand, could anyone explain again for him ?
(one student raised his hand voluntering himsel to explain again)
Thank you, come and show us.
can i have pen ?
Oh yeah, of course. which one ? we have red and blue.
(student took the pen )
you can write down if you want.
(student try to explain)
Do you understand ? Do you wanna say something ?
(students were gving their their response)
No, this one we are talking about.
Yes
Is it same as 2x2 ?
Yes
okay, yeah
(student going back to his seat)
Okay, do you think so ? Do you agree ?
(student give their response)
okay. Thank you. so the three of you seems like do you have this type. This part is 2x2, 3x2 and how many 2x2 ?
yes , you have 2. so there is 2x2x2?
Do you agree? okay, now i convinced. good. thank you. so this is also correct. okay.
so you could show this kind of mathematical expression to show this kind of number of dots in different ways, right? are yo
yes
is a little bit.. okay.. so, lets see how about this. oh god. im going to give you the paper so you can work with your friend or
(raising hand)
yes? you already got it?
Yea, 24.
Wow, ouh write down here.okay. so i can give you two each so i want to sk each of you to come up a bridge at 2. 2 differen
(Teacher passing the papers)
(passing papers to their friends.)
now you can work together or you can work by yourself.
Sir, (passing paper to teacher)
yeah, u have two.
yeah, keep it in case you and have a sweet
thank you
thank you
Yes
(all students starts to doing te task)
okay... ookay..
what? are you gonna have more ?
Once you find out what masses, you know mathematical expression, you can use anothe rpaper to write down.
(all students starts to doing te task)
(teacher looking around, while students doing the task)
ouhh okay..
(teacher, pull in the white curtain)
So, think about way to count the number of dots in a picture...each way of counting, write a mathematical expression that
okay, so that's alot of interesting one. okay, raise your hand if you want to share..your thinking.
(raised hand)
Let's see..ja..ja sure..aa..David
Three by eight
Three by eight?
Yeah..
Three times eight?
Yeah..
Let's see..hold on. (write 3x8 on whiteboard) is?
Three by eight is twenty four
24. okay, hold a second.i want ask others..anyone can see three times eight in this diagram?
(raised hand)
Besides David, okay..what in David mind? okay, ahh..sorry
I know
no..no..hold a second. do you see where is three times eight in this diagram? Are you see it?
Yes
Okay, could you explain?
So, there is four..and another four
There is four and another four and times eight
Ok let's see...could...could...can you explain to...can you explain?
Four times three and...
Come...you can come...So, let's see. David, does carefully is it same or not. Hold and stand up. Ok show it.
So, is a four and plus and eight becomes three sets of eight (by writing it on the white board)
So is a three sets of eight. So, David...is it right?
Oh, three by eight is 24 and the sets of eight.
Oh hold then...don't tell...don't tell...it is a different
Yes it is a different.
Ok thank you. Everybody is it a three sets of eight and unfortunately different way from David Thinking. Anyone can try ho
(raising hand)
Ok
Ok..work together and hold sit down. Ok...is...arghhh...let's see...Yu Wen...
I can explain three six line.
Ok hold down and no six line. Do you see eight sets three right? David say eight sets of eight. Hold and I can ask you later.
I can explain...
Oh yeah, go ahead. You want to use it?
You want to use this? Okay. So let’s see. Hold a second. (Teacher paste paper on the whiteboard). Let see. Yes. Right. Okay
So this is….. what is the equation?
8 set of 3
8 set of 3. So….thank you very much. How you write mathematical multiplication. This is tomatoes in set of 3
So in that case 8 times 3, this is 8 sets of 3. (Look at the students). What do you think? David?
Yeah
Ooh good congratulations (teacher claps hands followed by other students). Any other mathematical expression? Okay, so
What is it…. Don’t tell me how you do it. Just tell us, you know, mathematical expression so everybody can guess. Okay?
9…
No. Don’t show. Don’t show. That’s your secret.
How many …..
Okay. Hold on. What is your maths expression?
Em ….
Just say kind of equation. 3 times 8 or whatever.
6 times 4.
6 times 4?
Yeah.
Okay..okay. (teacher turns to the whiteboard). So let’s see 6 times 4. (teacher writes on the whiteboard).
Anyone can see 6 times four in this diagram ? oh, lots oh hand! okay, let see. Jay, yes. ( a student walk to the front)
What is your 6 times 4 looks like. well, hold on second. i can give you this so lets see.
(drawing on the whiteboard)
okay. (looks at student's drawing)
you want another paper? i have lots of papers. dont worry about it.
(draw on whiteboard)
so how many do you have ? one, two, three, four, five, six
thats is one 6. here another 6, this is second 6 (explain while drawing)
oh, hold on a second. yeah, be careful. yes
so you got six and the one, two, three, four (explain the drawing)
so thats mean four set of 6
yeah
so in your rule, how you write this one on mathematical expression for full set of 6?
4 multiply by 6
so probably 4 times 6
yup
Okay.. 4 x 6, do you agree this approach? It’ good? okay the questions is.. is same as aaa the union? Same or not? (holding
Aaa… yes..
It’s same? Exactly the same?
(student at the back raise their hands)
Exactly the same or not?
No, it’s not…
It’s not. (some students raised their hands). But this is 4 sets if 6, but it’s not what, aaa… the union meant.
Anyone try? Okay let’s see.. Are you wanna try? Okay.. (pasting new paper) Yes, try.. (a student completing the trial)
Is it right? Good. Good (clapping hands). That’s good, okay this is, what is this? This is the 4 sets of 6 or 6 sets of 4?
6 sets of 4..
It’s 6 sets of 4 right? So this is 6 sets of 4 (while writing ‘6 sets of 4’). Okay.. Does anyone have another way to look at the 4
(several students raise their hands)
I see some of you did another way.
Yeahh..
4 sets of 6.. yeah.. okay, yes. So you are Sophia? Okay.. So, Sophia’s way of looking at 4 sets of 6.. okay (placing a new pape
Good….
Yeah.. it's good….yeah…okay. This is this is in each one is six, six, six for full set. You wanna say something?
(a student saying that he have different answer)
Okay…you have different one
(the student explaining his answer)
Okay….come. These are the four sets of six which is four times six. Okay..yes…okay. (teacher giving sheet of paper to stude
What do you think? It's good? (teacher asks the others)
Yes
You approved? (teacher asks the others)
Yes
Okay. Four sets of six. Good. It is time already ring? (teacher asks the students) Oh it's so quick.
Let's see…we need all these things and what you did to make this come out using multiplication? You use you know multip
multiplication, what kind of ideas you use for this one?
(Two students raise up their hands)
Yes (teacher pointing at the student at the back to answer)
(student explains his answer)
How many set? Set is like equal group right? You look at equal groups and then how many of them? That helps you to use
So, well urmm today we did this, so mathematical expression
Can be used to show a way to counting the number of dots right so we did it and then making a core group will help you u
right this is what you make it wanna ask you to write down these two sentence on your notebook and then once you finish
I won't you to write down what do you want to do next. You..
(Pupils writing)
When you complete writing this, I want to ask you to write down what you want to do next which means tonight. I’m goin
Ca: (Pupils keep writing down)
And I would appreciate if you write down what do you want to do next and why?
(Pupils thinking and writing down)
Can you finish writing in two minutes?
(Silent)
So, once you finish put your pencil down so that I can see how many of you still writing. Oh take your time but we have like
(Some pupils finish writing while some pupils still writing )
By the way, do you have a name on your copy?
Yes.
Okay, good. And I want to ask you to leave this note for me. I can did it by tonight. Ok?
(Silent)
Okay, thank you very much and see you tonight.
(clapping hands)
LESSON 2
T: Teacher
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Ca: All pupils
Cs: Some pupils

Minit Utterer
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Some pupils

Utterance
Ok. So here we are. How are you doing?
Good
Good? You had wonderful meal right?
So, look at this people. (pointing to people at the back of the class)
(looking at those people)
Just in case, waive your hand. How are you?
(Waiving their hands)
So, don't worry. They don't bite you. So let's see. Hmmm, this afternoon and this are the longest friday for you, I think.
Hmm, thank you very much for writing your copy. So, we did this. This morning, hmm this afternoon right? And we talked
Mathematical expression can be used to show ways of counting the numbers of the dots.
So we did this too. (Show the screen). Making equal groups will help you use multiplication to find the total number of dot
And then I asked you to write down what do you want to do next. I try to show every answer but cannot. I don't have time
Whose this? (Raising hand)
(Students raised hand)
Could you read loud?
(Read the sentence he wrote)
Goo. Do you like algebra? That's good. Do you all agree?
(node)
Ok. Whose this?
(raiseing hand)
Yes
(Read the sentence he wrote)
Do you agree? Do you like it? You want more challenging problem? Ok, let's see.Whose this?
(Students laughing) Student raised hand.
Ok. So do you like more mathematics? It's good? So next.
(Students read)
Great. Do you agree?Math not difficult. This is not the reason for you to give up. This is the reason for you to study more.
So, that's why I have a little bit challenge problem for you.
So, are you ready?You ready? Who ready? (Raisec his hand)
Students raised hand
Who is not ready? Maybe your friend can help you. Here is the problem.(Show the problem on the screen)
Math with Dr. T No.2 (writing the tittle on the white board, then put the marker pen on the table and take some of papers
Oh, someone remember, thank you. If you finish writing.. so that I can see who is still writing.
(all student finished writing)
Do you think you are ready? Okay, I give you. Two each,, If you get more, that's will be great. If you have more, I can give y
Okay. (Dr. T distribute all the papers to the students)
Thank you.
(Passing the papper to the sudent at the back). Could you give to them? Each of you supposed to... Oh, you are already jum
Be sure to write down the mathematical expression.
(Dr. T takes the paper on the table and then take out pen from his pocket, walk around the students)
Wirte down the mathematical expression. (Dr. T told one of the student).
What this ? (Dr. T ask one of the student)
(Moving to a few table in the class to see the student answer the question while jot in his note) Ok
Do you need more? If you need more, i can give you
(one student rise his hand)
Oh you want more (take the paper in his table)
Great, Ok, i will give you more (give the paper to the student who rise his hand)
Yes (moving backward)
Ok, do you want more. Great! (give the paper to the student infront of class)
You want more? Wah! Very impressive! (give the paper to the student next to the student who just took the paper just no
You are very, you know working very hard. (give the paper to other student)
Ok. (moving backward and then forward to the student table)
What is this? (ask one of the student answer)
Ten
Ten.Ok, and this one is?
I still not figure it
What?
I still did not figure it. still working
Ok, ok, ok (moving from that student table to the infront of the class)
(one student rise his hand)Oh you want more?
Yes
Good (give the paper to the student and moving to the back of the class)
(move to infront of the class and paste two sheet of paper with dots diagram on the whiteboard)
Ok, so..... May I ask you to stop? I, I know you want to do more but just stop and then i have a question for you.
I walk alone and then looking up to your work and the two different answer...
and I'm wondering which is correct. One is 28 and another one is 24 (by writing it on the white board)
24
24? Why not 28? ohh your answer is 24 that's why 28 is wrong. That is a very strong reason.
Ok anyone that think 24 is right? Why? U count it half of them? Which half?
Top part
Top part it just 7 (by counting 1 until 7) Can you come and show us? (ask the student to come infront of the class)
(Drawing a line to dots at the upper part and half of each side)
(Count the dots that's been drawn line by the student which is 13 dots)
2 set of 13 equal to 26. 2 x 13 = 26. So we have a new answer. ( all the student laughs)
(Cancel one of the dot that have been line before) and counting the balance of the lower part and another half of each sid
So 2 x 13 = 26 is not the answer anymore?
Yes.
Remember what do you when making mistakes?
Cross out.
(cross out 13 from the equation 2 x 13 = 26 and changing it to 12)
So 2 X 12 is 24? So, cross out 13 to 12 and 26 to 24. So, it will be 2 X12=24. That's why it is 24?
Yes.
Thank you very much. Do you agree?
Yes.
Ok. Why people or some of your friends write 28? This is why... just somebody write 28? Ok, let's see, Jack?
It's wrong
Count wrong? How to count?
He counts wrong
Just counts wrong?
That's many dots
So, many dots. That's have (teacher counts 1,2,3,4,5,6,7) in the counting wrong. Ok let's see
(One student raises up his hand and answer in slowly voice without hearing his voice).
Could you understand what did he say? Could you speak aloud? Do you need microphone?
(Some students laughing)
If you want you can sing a song (teacher makes joke). Ok..
It has 7 dots multiply by 4. It works like that
Ok. Do you understand?
Yes.
Do you agree? You say It just miscounting but it is not miscounting. Do you have a reason?
(Students become silent a while)
So, let's see. (teacher counts 7 dots in one square sides and circle it ). Then, (1 students raises up his hand to answer) yes D
Multiply by 7
Could you come and show us? Where is next 7?
That's have 7 dots (David shows 7 dots in 4 sides of squares ). 4 sets of 7 is 28
So, 4 sets of 7 (teachers writes 4 X 7=28 on the white board)? the reasons behind 28 is 4 sets of 7
Yes.
Is that what you say (teacher point to one student). Do you agree?
Count 1 dot two times
Which one?
(The student show 4 dots in 4 angles of square that counted twice).
So, you can't count 4 dots twice? So, what we should do from here?
Divide by 4 or take away 4?
What you say? Could you tell everybody?
You take away 4
Visantae do you agree?
Yes.
Take away 4 (28-4) is 24
What do you think? Is it good? Everybody happy?
What you think ?
Good :
Yea
okay.. so may beyou can write in this way ( writing on board ) wish the pupils thank you very much
( The boy go to his place and seat down) if you want to write in one sentences….
How you write it ?….. ( looking at the pupils ) Can you put it together ( showing what he wrote on the board).
yes
George… What
Put it together?
Yea
Hmm …..52
What you think ( looking to another pupils and ask it)
Is it 52 ? do you agree ? ( ask the class)
Yea
ItNo
is 52
What you think
Do you
Yea.. addagree
it 52?
Why you have to add?
Put it together ( not clear)
Aaaa,,,,, okay . so u add.. why u add. ?

Anyone can help ? wat I mean by put them together? Yes pointing the pupils raise up hand
4 X7 = 28 and then minus 4 , equals to 24.. that is the answer
So if you put this two maths sentences together ?
yes
Could you put this together rather than add 28 and 24? You can do that?
Anyone can do this?
yea
Do you understand ?
Yes
( looking at the pupils raise hand) Alex
4 times 7 is egaul to 28
So 4X 7..then
Equal to 24.. oo no
Equal
Do you28remember? Navin ? nonavin… Yuvan?
Yea.. Minus 11 is equal .. is 24
This is what I meant.. Do you understand.
yes
Not adding this together 4 X 7 – 11 somebody’s mistake come out with new approach Do you agree?
Yes
Do you see?
Yea
Any other approach for 24? Okay Savif… yes ( savif walk towards the board)
2Could
X 11 +you
2 =say
24 the maths sentences..
thank you very much. You may seat down
Can you see two times eleven plus two?
(Someone answer the question)
You can see? because i can not see it.
student stand up and come front class
Ya. Thank you for showing, because i can not see it
(Student take pen and draw on whiteboard)
Okay thank you, do you agree? (teacher ask all students)
No..
Somebody say no.. I want to ask you again who agree? who disagree?
(some students raise their hand)
oh, disagree become more smaller. what do you think? (pointed at one student)
I see the equation not right
Why do you disagree? can you show to us.
(Student stand up and come front)
Why do you disagree?
here is one and two but the equation is two and eleven.
okay lets count dots here, dot is 10, 11, 1 and 2 but the equation is 2 × 11 + 2 = 24
(Student show the numbers of dot not same as equations)
so the dots show equation 10+11+2+1. is this equation same?
No..
so this is your point right? what do you think?
I agree..
who change your mind? (raise hand)
okay, thank you very much. you win. Let's see if you wanna say something
(students mumbling )
oh okay, you feel include this one, this gonna be the correct one. okay, so this is the mistake and yu correct this way ?
Again, if you do a mistake, dont be a afraid. You can make a mistake but you need tp fix it. okay, this is another one, anoth
seems like a different one. Mohamad,
(students mumbling )
what ?
(students give response)
3x8. so you come out with 3x8. so what 3x8 ?
(students give response)
ooh, hold on a second. you dont tell me what 3 sets of 8 right ? can you say 3 times to 8 ?
yes
you also 8x3 ? so you 8x3 or 3x8 ? which ?
(student give response )
8x3. so which is 3, 3, 3 (showing at the whiteboard ). 1,2,3,4,5,6,7,8. so in this case in your way8x3 right ? Okay , so lets rec
(students give response)
6+4 ?
(students are answering )
6x4 ?
(students give response )
what to six ? so this is 6x4 ? so anyone can see 6x4 ?
(students mumbling )
oh lots of you can see 6x4 ? lets see
(Students raised up their hand )
Jack, 6x4 ? you did it 6x4, right ?
(jack answering )
May i ask you to show ? i am curious. You have a way and you present its way right ?
(student doing on whiteboard)
okay, 1,2,3,4,5,6 ( count on the whiteboard 4 times ). Do we agree ? This is the same as the centres ?
(students are answering )
No.
(students are answering )
you different ?
(student give response )
same
some one habe a different one, okay thank you very much.
jack, you or 4 x 6 is different right?
(student answer something)
okay, no no no, you have something. see? see?
you have two different, i know you. okay. this is a whole set of 6 but his whole x 6 is different
can anyone think about his4x6 is very different, veru different right?
(teacher paste paper at the whiteboard)
okay, lets see, okay, all right okay.
do you think jack 4x6, 4 set of 6
(jack write the answer at the white board)
is that right? chuck? this also 4x6. which is right?
do you atlest raise your hand?
this is what were you like this. you like both? so okay..
so what do u say are simple direct is better?yeah okay.. so..
janet say yes, ouh its you know its simple one might be a little bit better compared, but both are 4x6. okay.
Okay, any other.. lets see, Ravi,you have different one right?
yeah, could you tell us your equation
(Ravi going to write his answer infront)
you alright? okay.
he write (7x2)+(5x2)
what do you think, do you agree?
You wanna say soemthing? hmm? you have another one? okay, hold on.
oh thank you very much, good 24 .
(Ravi going back to his seat)
okay, you have another one. okay.. what? 20, 24 x1. so what is this
(paste paper onthe whiteboard, then write 24 x 1) what do you mean by 24 by 1?anyone can explain?
it's like all of them by itself
by itself? it is 24 set of one or one set of 24?
one set of 24
one set of 24?okay, one set of 24..is it what you mean or to any set of one?
one set of 24
okay, one set of 24.okay, so there are several different approaches..oh you have more?
rescued
rescued, yeah..okay.tell me what your equation? (taking paper) we don't have a space. (pasting paper on whiteboard, then
so, (circle the dots on the paper) i got two..two..there are two in each set on their...there are 12 set.
okay, so what is the sentences?
2 by 12 equals to (write on the whiteboard 2 x 12 = 24 )
okay,you have more?
no
i disagree
oh you disagree? okay,yes please
so, he said there is a mathematical exprssion..he saying that there is two sets of 12 but there is 12 set of twoo, so it's 12 m
okay, so maybe it is a two set of 12?
yeah
i think sometimes you switch back and force, but you know, it's a good idea to have a same ideas. it is mathematical langu
grammar..right?so, this probably.. this afternoon you said this is two set of.. two set of 12 (write on the whiteboard) if that
i think i want ask you to..you know, talk to your classroom teacher which you are going with this..right? when you talk abo
so let's see.. it's a variety of way to coming up and i have another challenging problem for you. okay, so let's see.. so, right
And the square...so that sometimes you are mistake if you just multiply 4 times 7 and you to mark sometimes 4 right. Som
And same diagram, my question is why is becomes 10? Can you understand? One side is 7 most to be by 10. The same squ
Using a mathematical expression developed when there were 7 dots on each side of the square, determine the total numb
each side of the square. If you come out this question to come out 10, 1 inside is 10. When you use 24 times. How about th
(7x2) + (5x2)=24 (teacher show on the whiteboard) and then think why happen to 1 inside becomes 10. Do you understand
Is it to easy? Ok, you must try and i want to ask you which one have can you use. If 1 inside becomes 10 unfortunately I do
for 10 and but you know a copies very expensive. So this nothing. I'm sorry. You can find right? (Teacher takes the paper o
walks around the students). Oh...some of you drawing one by one. Lots of the work. Oh be sure to correctly otherwise...(w
the student to the answer sheet)
This is 10...then 10...
Yes. This is 10 and 1 inside...and some to draw come out to need drawing and just need find out. Seem interesting. And yo
(the teacher walks around while observed the students make the answer)
(Teacher walk around to see students doing exercise). Which one do you want to use? Which equation you want to use? Y
Okay. Sound like a good idea. (Look at student’s book). Aaa good for you. Others, don’t have to write one by one
He just got it (teacher click his fingers). He didn’t write it…anything.
Try one of the equation and he did it. I don’t tell which…. That’s easy right.
(teacher write something on his paper and walk to the next student).
Okay. How are you doing? What is the equation? (teacher walks to the next student)
How are you doing? (Look at the student’s book). Wow okay. How you consult?
I did….(student explain to the teacher)
Oh yes. That’s the case. You write this way. (teacher check the student’s work). 8 times 4 plus 4 equal 44 right?
(teacher continue explaining to the student) (teacher writes something on his paper) (teacher moves to the next student)
How are you doing?
….
Good. Can you use this one?
(Student explains to the teacher)
Okay. So what is the equation?
(Student explains to the teacher)
Okay..okay. (teacher writes something on his paper) (teacher moves to the next student)
How are you doing?
(Student explain to the teacher)
…..is there right? One side is….(teacher pointed at the whiteboard)
Ow okay.
Yeah.. (teacher ask the next student) How are you doing? Thing good? Okay. Can I see it?
So first I added….(student explains to the teacher)
Okay. So 3 times 10… Thank you. (teacher moved to other students)
How are you doing guys? (teacher look at one student’s work). Ow nice. (teacher write something on his paper)
(teacher moved to other students). How are you guys doing?
(Students talked to each other)
how you doing ? which one do you use?
(explains his work)
okay, okay. (walked away). Hoe you doing? which one do you use it?
(eplains his work)
(checks student work) Its, ten, ten, ten, ten. one side is ten.
its 40 dots?
yeah, its 40 dots.
alright
(discussing with each other)
did you use this one ? why is this becoming 10 ? can you use it ?
(student explain his work)
oh okay. can you use this one ? can you use this one for 10? what is this equation?
(students talking)
okay, lets see how you are doing . anuone got solution ? raise your hand. so you need more time ? okay. so, lets see. lets w
okay. so, lets see. lets work together. again i have two different answer. one is ....... (student talk) what you want to say ?
(talking to the teacher)
okay. so hold on a second. what is your answer?
...36
i have another answer which is 40. so how many 40?
(raise hand)
how many 36?
(raise hand)
oh, two different answer. okay, someone want to say something about it. okay, so lats see.
(talking to the teacher)
okay. somebody got 40 is four sets of 10. what do you think ? do you agree? is it right or not?
Okay, somebody got the 40 is set of 10. What do you think? Do you agree? It is right or not? It is right?
Someone say yeah.. you got, you know 4x10, that’s right. Someone say it’s not. Okay… aaa.. Else
(a student is giving his opinion)
Okay oh okay… where is the mistake? Did you remember where is the mistake we made? This one? (pointing to the diagra
The first thing.. yeah (referring to the first diagram)
Okay, tyke, what do you think?
(a student is answering)
So that somebody said people write in a 40 which is ‘4x10’ (writing on the whiteboard). 4 sets of 10 equal 40 is a same mis
What do you think, you want to say something more about this?
(several students raised ups hands)
Aaa, Jay, you want to say more..
(a student is answering)
Okay, hold a second.. aaa… you said you you find a different ways instead of ‘10’, you use ‘8’.
Yeahh
Okay, wait a litte bit. Let’s iscuss the first and then come back to yours okay? If I forget, remind me, okay. So 4x10 are the s
you want to say something about this? (poimting to the equation on the whiteboard)
(a student is answering)
What do you think?
Yeah, yeah..
Those of you say 40, do you, are you comfortable?
(a student is giving his opinion)
(while writing on the whiteboard) So (4x10) minus 4 equals 36..
Yes.
Do you agree, everybody happy?
Yes..
Okay, so this is pretty much similar to this.. which part change, which part doesn’t change? (pointing to the diagram). Okay
(a student is answering)
Which number? Okay, just just this ‘7’ and ‘10’ (pointing to the dots)
Okay, just this seven and ten. Other parts are the same. Why did other part doesn't change? Ravi? (teacher asks Ravi)
Also these four sides coming from square. Do you agree? (Ravi nodding his head)
So, because four sides. The shape doesn't change, the four sides. Then, why this minus four doesn't change? (teacher askin
Why this doesn't change? You're thinking, good. Okay, thinking, thinking. Gran, what do you think?
I don't know.
You don't know. You give up? Okay. Could anyone can help Gran to really understand. Jack, you're in the neighbor so…..
(Jack explains to the teacher about the answer of the question)
You don't have to tell me. You have to tell Gran, because he is struggling. That's your friend right? Okay (Jack is helping Gra
Could you wait a little bit? He's helping himself
(teacher asks the others to wait for Gran and continues his teaching after that)
Gran are you happy? Good, good. I'm very glad when you become happy.
Okay, so it doesn't change because you have to take care of this corner. You don't wanna count twice. Okay, look like 36 is
Union, some other you know, some of you use four times six……….. to find out ten. Who was that?
(Jack raise up his hand)
Okay, Jack what is your percentage using this one for this ten? Which part is going to be different? (teacher asking while po
Some of you, you have a good friend. Friend raise your hand to help you. Okay, David?
(the student answers the teacher's question)
Change six to what?
(the student answers the teacher's question)
Ten…oh four times ten again
(the student answer something)
What? But it is not. Not 6. Okey let's see when we use 6 this one where is 6 coming from what 6 were six originally once I d
(Lari answers the teacher's question)
Okay oh you added ok. so what I'm snipe. Okay do you think 4 times 9 is 36? Is it true? Okay..why you add 3
(Lari answers the teacher's question)
Yeah.
(Lari write the answer)
Yeah, okay..Janet..Janet, yeah. Do you see? Okey..So, let's see he said this is 7 because 7 to 10 you need to add 3 which is
so that 10 times 2 which is top and bottom however this one is 8 plus 2 then 2036. So you use the audition right instead of
right instead abolish. Okay, let's see or here you have another one okay. so he said oh you have 8 times 4 plus 4 so he is 8
and a full set of 8 plus 4 they understand where it's coming from. You will say something
(Pupil say something)
Okay, so again this is eight eight eight eight and four corners. Okay, so this is long day right but thank you very much for yo
You know the ten great last to wrap up I won't ask you to write down what did you learn from today. Okay again I'm gonna
you learn today.
I’m really impressed you can find it, you know, the tent, great. Last, to wrap up, I want ask you to write down what did you
you, learning, so, please write down what did you learn today.
(Pupils writing down)
(Walking around)
And the after I write. You know, writing your journal, please leave copy so that I can read it what did you learn from today’
(Walking)
(Some pupils talking)
What did you learn?
Mathematical problem solving, mathematical expression, expressive
Good. What did you write? (While moving to another pupil).
Easier ways to came along with dart.
So what is the easier way?
Multiplication.
Multiplication, simple one.
When you say square.
Okay (Walking behind).
How are you doing? Good?
Yeah (nodding his head)
You write a lot. You have a good friend, are you?
have another way. (Looking at teacher)
Okay (walking to pupil behind)
10 per 10, 6 per 6……10 per 10 is 20.. 8 per 6 is 16.. 26 per 16 is 36 (talking about the formula and the solution)
Okay.. okay..
That how I get that.
Why.. why you say 8?
Because like this 10 per 10.. 10 darts. From there is 10 and that darts we used it already. So 8 darts remain. So here is well
You sum up from two to ten?
yeah.. yeah..
(Walking in front)
(Pupils making noises)
So okay,so, when you finish writing, may I ask you to put your pencil down. Okay.
(Silent)
So everybody finish. Wait a little bit. Sleeo, your friend is still writing and you may fold your paper and then you can keep i
(Folding the paper)
(Watching the pupils)
So, one of your friend still working, so please wait a little bit.
(Looking at their friend who still writing)
Okay, well thank you very much for your hard work and it’s the longest Friday for you right?
Yeah.
Thank you
Thank you very much, good job (clapping hands)
(Clapping hands)