Counting Back and Counting OnThis lesson, which focuses on the counting model for subtraction, begins with reading a counting book. The students model the numbers as the book is read. Then they make a chain of links and write in vertical and horizontal format the differences suggested by adding and subtracting one link at a time from their chains. Finally, they draw a chain showing one link being taken away and write in two formats the difference it represents.

Learning ObjectivesStudents will be able to:

count to 10

model numbers to 10

count differences from numbers to 10

write and recognize numerals to 10

record differences in vertical and in horizontal format

MaterialsCounting Book, from the Counting Books Resource Sheet Links in Two or More Colors (or Connecting Cubes or Large Paper Clips) Student Slates or Whiteboards Song Lyrics

Instructional Plan

To set the stage for learning, choose a counting back book to read from the Counting Books resource sheet, such as Ten Sly Piranhas, Ten Little Ladybugs, or Five Little Monkeys Sitting in a Tree. If no books are available, tell a story about counting back such as the following:

There were eight candies on a plate. Zack took one of them; then Yula took one; then Xavier took one, and Wilma took one, and so forth.

As the students listen to the story, have them model each number from the story with counters, links, or candies, then write the numeral and number word for each. Watching their responses will help you assess the students’ current level of understanding.

Next give each child 10-12 links. Hold up a number and ask the children to make a chain with that many links, lay it flat on the desk and then record the number of links on their slates. Then ask them to add one link and record the addition they have just modeled using the equation (horizontal) format. Now show the same starting number and ask the children to make a chain with that many links. Have students record that number as before but this time to count away one link and then record the subtraction they have just modeled using the horizontal format.

Now ask the students to build a chain of six links and hold the chain vertically so that it hangs down. Lead them in singing Six Little Ducks, from the Song Lyrics resource sheet, as they remove the links one at a time. Ask them to record each subtraction in vertical format.

When the children are ready, ask them to share one of their differences and the counting process that was used to get it. Summarize how students can count back to subtract one.

Questions for StudentsHow many links are in this chain (show a chain with ten links)? On this chain (show a chain with nine links)? Which chain has more? How many more?[The chain with none links has more. It has one more link than the chain with ten links.]

What number sentence would show that you started with 10 links and took one away?

[10 – 1 = 9]

What was alike between the two ways we recorded subtraction? What was different?

[The numbers we used were the same. We got the same answer. They look different because one is going across and one is going up and down.]

How could you help a younger child model this subtraction sentence (write 10 – 1)?

[Tell her to start with ten things and take one away.]

What does the minus sign mean?

[It means "take away."]

What two symbols did you use to mean equals?

[Two short lines and one long line. Students may point to the two symbols.]

When you count backwards, what comes after seven?

[Six comes after seven.]

Counting On

Counting On Web site  The Counting On web site has been developed to provide educators with an overview of the Counting On project. 

Additional Counting On support materialThe original Counting On material was revised during 2006 and

implemented with more than one hundred primary and high schools during 2007. This support material includes activities with instructional sequences and implementation strategies used in schools. Mental computation

Most calculations we carry out each day we do in our heads. With some calculations we feel the need to reach for paper and pencil or a calculator. Yet when we play a game of darts or cards, or even watch a league game, we rely on carrying out lots of mental calculations. How many points are needed to win, how many converted tries will put us in front and is there enough time?

Social club activities, travelling, sharing a bill, shopping, playing or watching sport and preparing a meal, all involve invisible mathematics' mental calculations. The methods that we use when we work things out in our heads are often not the same methods that we use when we write down a sum. So how do we learn to do this invisible mathematics?

The empty number line

New teaching methods are being used as part of the Counting On project across the state. For the first time ever, for many students, the invisible mathematics is starting to become visible. Teaching in the Counting On project emphasises using problems and ways of recording that allow students to share what they are thinking.

Think about adding together two numbers in your head, say 157 and 36. When this addition is carried out mentally, we often start from the left rather than from the right. To get the students to show their thinking, the teachers in the Counting On project have been using an empty number line.

Each student can show how he or she thought about the problem by drawing and filling in an empty number line.

                                                                                       A number line showing 30 and 6  

One of the interesting things about mental calculations is that we do not all think the same way. Some people start by breaking the 36 into 33 and 3. This turns the question into the problem of adding 33 to 160.  

                                                                                   A number line showing adding 3 and then 33  Comments from the teachers

The empty number line is only one of the innovative teaching methods being used in the Counting On project. Some teaching ideas have been developed from international research while others are distinctively home grown. One thing about the new methods is clear — they appear to be working. Jennie Kidd from Liverpool Boys' High School had this to say about the project: "Counting On has really worked on the students' understanding of place value and improved their confidence in working with large numbers. It is wonderful to hear a student saying excitedly, ’Oh Miss, I can do that now.’" These comments were echoed by Safija Poricanin, a teacher involved in Counting On at Kogarah High School. "I think Counting On is a terrific program because the students have become so excited and enthusiastic about the work. It shows what they are thinking and they’re achieving success."

topik 1 : pengurusan dan pentadbiran pend jasmani n sukan.

kump 1

-konsep n definisi pengelolaan, pengurusan n pentadbiran-skop pengelolaan pend jasmani n sukan

kump 2-skop pengurusan pend jasmani n sukan-skop pentadbiran pend jasmani n sukan

topik 2 : pentadbiran agensi-agensi sukan kebangsaan dan antarabangsa

kump 3-perlembagaan organisasi badan sukan kebangsaan-pentadbiran organisasi sukan

kump 4-pengendalian mesyuarat-belanjawan dan pengurusan kewangan-lawatan ilmiah ke agensi-agensi sukan negara

topik 3 : pengurusan pend jasmani n sukan

kump 5-kepimpinan-mengenalpasti dan penggunaan sumber-pengurusan sumber manusia

kump 1-bekerja dgn sukarelawan-sumber kewangan-perancangan

kump 2-penyelesaian masalah-membuat keputusan-penilaian

kump 3-komunikasi-teknologi dalam sukan-pengurusan kemudahan-pengurusan stor-lawatan ilmiah ke agensi-agensi sukan negara.

topik 4 : pengurusan permainan tradisional

kump 4

-pengenalan kepada permainan tradisional-jenis-jenis permainan tradisional

kump 5-peraturan-peraturan permainan tradional-pengurusan pertandingan tradisional

topik 5 : program pembangunan sukan

kump 1-aspek perancangan, pengelolaan dan pentadbiran-pembangunan jurulatih

kump 2-kenal pasti bakat-pembangunan athlit

topik 6 : undang-undang dan pentadbiran sukan

kump 3 -kaitan undang-undang dan sukan-liabiliti perundangan dalam sukan

topik 7 : isu-isu dalam sukan

kump 4 -wanita dan sukan-sukan dan media massa

kump 5-politik dan sukan-insentif dan athlit

kump 1 -perjudian dan sukan-cabaran sukan negara membangun masa kini

topik 8 : nilai dan etika dalam sukan

kump 2 -permainan bersih (fair play)-penyalahgunaan bahan dalam sukan

kump 3

-keganasan dalam sukan-gangguan dalam sukan

Iskandar pecah rekod lompat bergalah Sukma

13 Julai 2012

Atlet Johor, Iskandar Alwi melepasi ketinggian 4.80 meter untuk memenangi pingat emas bagi acara lompat bergalah lelaki. - Foto Bernama

ATLET Johor, Iskandar Alwi melakar kejayaan hebat apabila memecahkan rekod acara lompat bergalah lelaki Sukan Malaysia (Sukma), sekaligus meraih pingat emas di Stadium Darul Makmur di Kuantan, hari ini.

Iskandar, 18, melakukan lompatan setinggi 4.80 meter untuk memadamkan rekod lama 4.71m yang sebelum ini dilakukan bekas atlet negara, Wong Teck Ho pada Sukma Kedah 2006.   Pingat perak milik Mohd Fahme Zam Zam dari Wilayah Persekutuan dengan lompatan 4.50m manakala gangsa diraih seorang lagi atlet Johor, Muhammad Iqbal Hakim (4.30m)   Iskandar berkata rekod tersebut merupakan lompatan terbaik peribadinya, mengatasi rekod sebelum ini iaitu 4.73m yang diciptanya pada Kejohanan Olahraga Majlis Sukan Sekolah-Sekolah Malaysia (MSSM) pada Mei lepas di Kangar, Perlis.   "Sukar untuk digambarkan betapa gembiranya saya kerana dapat menyumbangkan pingat emas buat Johor pada Sukan Malaysia.   "Sasaran saya sebelum ini memang untuk memperbaharui rekod temasya dan berkat kerja keras semasa latihan membolehkan saya melakukannya," kata beliau.   Pada masa ini, rekod kebangsaan lompat bergalah lelaki masih milik bekas atlet kebangsaan, Teh Weng Chang dengan ketinggian 5m yang dilakukan pada 2002. - Bernama

http://www.sinarharian.com.my/sukan/iskandar-pecah-rekod-lompat-bergalah-sukma-1.66341