Easy to Learn Math Tricks

Have you ever wanted to teach your child some simple math tricks that you learned many years ago but can't seem to remember them? Well you are not alone! With the amount of math tricks that are out there, it can be hard to remember all of them. Here are a few to help refresh your mind for you.

A lot of children tend to get scared when they begin multiplication for 10 and up, but you can actually make things a little less scary for them. Usually by grade two a child is beginning to learn how to multiply things by the number eleven and many struggle, so teach your child this little trick and they'll love you forever for it.

Let go through an example so you can visually see by what I mean when I say you can literally multiple anything by eleven. Let's use the following equation:

11 x 45

Now with the numbers you are multiplying eleven with separate them with a space so you are now given the individual numbers 4 & 5. Now add these to numbers together which will get you 9. Now here comes the easiest part ever. Where you placed the space between the numbers 4 & 5 place the number 9 and you'll now have the total of 11 x 45= 495

Now if your child gets caught with a double digit number teach them this nifty little trick:

11 x 78

You will once again add these two numbers together which will give you 15. Let me show you what you'll need to do.

11x78 > 7 (7+8) 8 > 7 15 8 ... Now you will take the number 1 and add it onto the 7 which will then give you the answer of 858 for your answer. This trick is very simple and can let anyone truly get a better feel of doing their eleven times tables.

Now that you've learned how to do your eleven times table let's back track to the nine times table. This trick happens to be one of the most simplistic tricks anyone could ever learn and help a child really start out with their math.

When you are given a multiplication problem where you are multiplying 9 by 6 hold up both your hands in front of you, then you will begin counting from your left hand to the right hand till you hit the 6th finger, which would be your thumb. When you lower you thumb look at the fingers you have left on each hand. On your left hand you have 5 and on your right hand you have four. Place these two numbers together side by side and you'll have the answer of 54.

As you can see by using these two tricks you can really start your way to successfully starting your child's understanding of math. When a child finds that they are not struggling with math they are more likely to enjoy it, so teach them these two simple tricks and be on your way to have a child who loves participating in math.

Bryan Halverson


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RPP Kontekstual

Pelajaran : Matematika
Kelas/Semester : VIII/2
Waktu : 2 x 40’


Standar Kompetensi
Menggunakan Teorema Pythagoras dalam pemecahan masalah

Kompetensi Dasar
Menggunakan Teorema Pythagoras untuk menentukan panjang sisi-sisi segitiga siku-siku

Indikator:
· Membuat beberapa bentuk segitiga dalam berbagai ukuran
· Menggunakan segitiga dengan panjang sisi 3 m, 4 m, dan 5 m untuk menyelesaikan masalah
· Membuat sketsa (gambar) segitiga siku-siku yang dibubuhi ukuran sisi-sisinya sesuai dengan kaidah Pythagoras

Media:
· Halaman sekolah atau lapangan

Alat dan Bahan:
· Benang, paku, spidol, kertas plano, dan meteran

Tahap-tahap kegiatan

Kegiatan
Waktu
Sumber / Alat /Bahan
Persiapan:
· Siapkan alat-alat, setiap kelompok menerima satu gulung benang, meteran dan empat buah paku



Spidol dan kertas plano

Kegiatan awal
· Guru menanyakan kepada siswa apa yang diketahui tentang teori Pythagoras
· Guru mencatat hal-hal yang disampaikan siswa di papan tulis
· Guru menginformasikan kepada siswa bahwa mereka akan melakukan kegiatan di luar kelas dan terkait dengan teori Pythagoras

10 menit


Kegiatan Inti

PERTAMA
· Siswa dibagi ke dalam beberapa kelompok setiap kelompok terdiri atas 4-5 siswa
· Setiap kelompok memilih seorang ketua.
· Ketua kelompok membagi tugas, ada yang menyiapakan alat, mengukur dan mengikat benang dengan paku, menancapkan di tanah, dan membuat gambar atau sketsa hasil-hasil
· Guru mengajukan masalah: “ada seorang tukang batu yang akan membuat pondasi bangunan rumah. Ia ingin pondasi tersebut benar-benar siku (tegak lurus) dan ia hanya punya benang, paku, meteran dan penggaris siku”. Dapatkah anak-anak membantu tukang batu tersebut?
· Setiap kelompok diberi kesempatan untuk menemukan cara memperoleh bentuk pondasi yang siku (dilakukan di luar kelas). Yang dilakukan kelompok adalah mencoba-coba membuat segitiga dari benang dengan ukuran-ukuran yang bervariasi sampai ditemukan yang paling tepat
· Guru mengamati kerja kelompok dan mengingatkan bahwa hasil-hasil yang diperoleh harus dicatat dan mengingatkan waktu yang tersedia untuk menyelesaikan tugas
· Setelah selesai, kembali ke kelas, kelompok memeriksa lagi temuannya. Apakah hasil itu sudah sesuai dengan teori Pythagoras
· Guru dan siswa membahas bagaimana menentukan sisi-sisi segitiga siku-siku dengan teori Pythagoras




40 menit

1.benang, paku dan meteran
2. spidol dan kertas plano
KEDUA
Setiap individu membuat gambar-gambar (sketsa) segitiga siku-siku beserta ukurannya sesuai dengan kaidah teori Pythagoras.
Hasil setiap individu kemudian didiskusikan dalam kelompok, dan selanjutnya didiskusikan dalam pleno/kelas.


20
menit


Kegiatan akhir
Siswa menulis refleksi pembelajaran hari ini. Apa yang telah diperoleh,apa yang menyenangkan dan apa yang masih dianggap sulit


5 menit


Penilaian
· produk (hasil kelompok maupun individu)
· pengamatan terhadap perilaku anak pada saat melakukan kerjasama di luar kelas (pengamatan terfokus)


5 menit

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Contoh RPP Matematika

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Matematika
Kelas/semester : VII/1
Waktu : 4 jam pelajaran (160 menit)

Standar Kompetensi :
3. Menggunakan bentuk aljabar, persamaan dan pertidaksamaan linear satu variabel, dan
perbandingan dalam pemecahan masalah
Kompetensi Dasar :
Membuat model matematika dari masalah yang berkaitan dengan persamaan dan
pertidaksamaan linear satu variabel
Menyelesaikan model matematika dari masalah yang berkaitan dengan persamaan dan pertidaksamaan linear satu variabel

TUJUAN
· Siswa mampu menulis model matematika
· Siswa mampu membedakan persamaan dan pertidaksamaan linear satu variabel
· Siswa mampu menyelesaikan persamaan linear satu variabel
· Siswa mampu menyelesaikan pertidaksamaan linear satu variabel


BAHAN DAN ALAT
Gambar benda-benda yang biasanya ada di kamar mandi (dipakai mandi)
Lembar kerja


LANGKAH KEGIATAN (Pertemuan !)
Pengantar (Klasikal 5 menit)
Tugas individu (20 menit)
Diskusi kelompok (15 menit)
Sharing kelompok (15 menit)
Diskusi pleno (10 menit)
Tugas individu (10 menit)
Penutup (5 menit)


KETERANGAN
Guru menunjukkan gambar dan meminta siswa untuk menjelaskan gambar itu. Lalu mengajukan pertanyaan ” misal seseorang mandi 15 gayungan air menghabiskan 22,5 liter air. Berapa volum gayung? ”. setelah siswa menjawab, guru mengarahkan untuk menulis kalimat pertanyaan itu dalam bentuk model matematika (persamaan). Dengan cara yang sama dibahas pertanyaan ” seseorang mandi 15 gayungan air mrnghabiskan air kurang dari 22,5 liter air. Berapa volum gayung? ” dan mengarahkan untuk menulis pertidaksamaan.
Secara individu siswa membuat pertanyaan yang berkaitan dengan gambar dan menuliskannya dalam bentuk model matematika (persamaanpertidaksamaan)
Secara berkelompok siswa mendiskusikan hasil-hasil tugas individu. Saling memeriksa dan memperbaiki kemudian menyatukan hasil individu menjadi hasil kelompok
Secara berkelompok siswa saling menukar hasil kelompok untuk diperiksa dan diberi tanggapan secara tertulis. Waktu setiap penukaran 5 menit dan frekuensi penukaran 4 kali
Guru memimpin diskusi pleno untuk membahas temuan, tanggapan dari kelompok. Setelah selesai siswa memajangkan hasil karyanya
Secara individu siswa membuat laporan individu berdasar hasil-hasil kerja kelompok. Setiap siswa diberi kebebasan untuk melihat semua hasil kelompok dalam pajangan. Untuk memudahkan siswa diberi lembar kerja
Siswa menulis refleksi pembelajaran, apa yang telah diperoleh, apa yang masih dirasa sulit, apa yang berkesan dalam pembelajaran


LEMBAR KERJA
PERTANYAAN/KALIMAT /CERITA
MODEL MATEMATIKA
PENYELESAIAN
seseorang mandi 15 gayungan air menghabiskan 22,5 liter air. Berapa volum gayung? ”.

seseorang mandi 15 gayungan air menghabiskan kurang dari 22,5 liter air. Berapa volum gayung? ”.


.................................
.................................



15 X = 22,5 (persamaan)




15 X < 22,5 (pertidaksamaan)
X = 22,5 : 15
X = 1,5
Jadi volum gayung = 1,5 liter

X < 22,5 : 15
X < 1,5
Jadi volum gayung kurang dari 1.5 liter


PENILAIAN
· Penialain dilakukan melalui produk (hasil karya) siswa selama proses pembelajaran dengan menggunakan rubrik penilaian terlampir.

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Scholarships in India and Abroad


1. Ministry of Human Resource Development, Department of Education administers only those scholarships/fellowships which are being offered by the foreign countries under Cultural Exchange Programmes and other Programmes. The subject fields are generally chosen for those subject fields, facilities for which are available in the donor country and also keeping in view the national needs.

2. On receipt of the offer of scholarships/fellowships from the donor country, the same is advertised in Employment news/Rozgar Samachar, other leading newspapers and through circulars to States/UTs, Universities etc. giving all the details regarding amount of scholarship, age limit, educational qualification, experience etc. Application format is also published in the advertisement. No application form is supplied by the Ministry. The advertisements are published at different times for different schemes according to the time notified by the donor countries. However, tentative months, during which advertisements were published on the basis of offers received form foreign countries on the previous occasions are indicated for convenience. Future dates will depend on offers when received. These advertisements are published by the D.A.V.P. and desiring candidates should submit their applications by the last date indicated in the advertisement. No application is considered which is received after the due date. Offers are open to both employed and unemployed candidates. Employed candidates are required to submit their applications through their Employers with 'No Objection Certificate.' However, advance applications are also considered provided the `NOCs' are submitted to the Ministry in due course.

3. The scholarships/fellowships are awarded on merit on all India basis. The selection is made through a Selection Committee constituted of subject experts. Most of the scholarships are for doctoral and post-doctoral studies. Scholarships are also available at post-graduate level for language study, Fine Arts and some other subjects as being notified in each advertisement. All the details regarding scholarships would be available in the advertisement and the advertisement should be read carefully before submitting the application to this Ministry. Incomplete applications and applications for subjects other than what has been notified, are not considered. The decision of the Selection Committee on selection of candidates, is final. However, decision regarding award of scholarships rests finally with the donor countries. No scholarship is available to study at under-graduate level except language study.

4. Applications of candidates who are residing abroad, are not considered. Candidates who have been abroad for study/specialisation/training either on scholarship or on their own for a period exceeding six months are eligible to apply only if they have been in India for at least two years after their return from abroad on a specified date.

5. Candidates should have adequate knowledge about India and the country for which application for scholarship is being submitted.

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Parent - Teacher Conferences

Communication between parents and teachers is essential to the success of the students. Often, the only time communication takes place is at parent-teacher conferences. For that reason, it is essential that teachers learn to effectively manage parent-teacher conferences in order to obtain the most benefit from the communication that occurs.

The following tips allow teachers to take a proactive approach to parent-teacher conferences, helping to create effective communication during the conference:

Prepare - Preparing for a parent-teacher conference means knowing exactly what goals have been established for the class, and each individual student, and being ready to show parents how their student is performing toward those goals. For each student, be prepared to show work samples and test scores. In addition, be ready to share behavioral anecdotes for that child. A story can help convey behavioral issues without stating them explicitly, helping to keep parents from becoming defensive. While showing the grade book is an option, it must be done in a way that prevents parents from viewing the grades of other students.

Environment - Create an environment that is comfortable for the parents. Placing parents in smaller chairs than the teacher, or facing the teacher across the teacher's desk, places the teacher in a controlling position that can cause parents to feel intimidated or defensive. Instead, place them in equal seating, perhaps across a table, to establish a sense of equality. Ensure privacy for the conference so parents do not feel as though others can hear what is being said about their child. Organize paperwork so it is easily accessible but out of the way during the conference.

Professionalism - Preparation and proper environment are two aspects of professionalism. Dress and manner of speech fall into this category also. Parents judge a teacher's competence by the amount of professionalism, or lack thereof, that they see displayed. Teachers who want to be viewed as competent professionals should project that image throughout the parent-teacher conference.

Rapport - Teachers should begin the parent-teacher conference by attempting to establish a connection with the parents. Greeting parents warmly, welcoming them to the classroom, and engaging in brief small talk all help to establish rapport. Teachers should also encourage parents to discuss their views and/or concerns about their children. Doing so demonstrates genuine concern for the child, which helps get parents more involved in their child's education.

Communication - Not only should communication at the parent-teacher conference be positive, it should also be clear and specific. When discussing behavior issues, teachers should focus on specific actions, including duration and frequency, rather than offering general comments. Teachers should communicate clearly about all positives and negatives of the student's behavior and performance. Clear, specific statements leave less room for interpretation, which leaves less room for argument by the parents. Communication should also include positive statements, making it clear that the student is a person of value, rather than including only the negatives about the child's behavior and performance in class. Even the negatives can be phrased in such a way that the statement is positive and does not create the need to place blame.

There are other techniques for managing parent-teacher conferences, but this list is an excellent starting point. By creating a professional, positive atmosphere, teachers can effectively manage the parent-teacher conference and make the most of the communication that takes place.

by. Brian Stocker

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Download Gratis Silabus-RPP (SD/MI)

Free Syllabus (Silabus) and Lesson Plans (RPP) for Elementary School (SD) especially for Indonesian teachers, all files are in PDF format which can be open by using some application software, try to install Adobe Acrobat Reader or Adobe Reader to your computer first, download one of those software from this page, the links is appear on your right side.

Many lessons of syllabus and lesson plan, there are Social Lesson (IPS), Indonesian Lesson, Math Lesson, Science Lesson (IPA) and more wait for the next update.

Is the teacher is not able to write or not write? The answer surely various fad. In reality, however, that very few teachers who write. Isn't to write in the mass media, journals or other, to make a paper submitted in the promotion course, many who can not. Ironically again, to make implementation of the Learning Plan (RPP) are many hands that lift. Conditions like this certainly is concern for us. In fact, teachers have to make the paper - one of the elements of professional development-that would quickly move up. According to the news that I received during the Workshop Teacher Guide KKG SD LPMP in Central Java on 13-16 August 2008 will have new rules about the promotion through the credit number.


And now you can find Free Syllabus and Lesson Plans for Elementary (SD/MI) lists:


A. MODEL KTSP SD
B. MODEL SILABUS - RPP SD :

KTSP Active English SD 1 | KTSP Active English SD 2 | KTSP Active English SD 3
KTSP Active English SD 4 | KTSP Active English SD 5 | KTSP Active English SD 6


KTSP Cakrawala Sosial SD 1A | KTSP Cakrawala Sosial SD 2A | KTSP Cakrawala Sosial SD 3A

KTSP Cakrawala Sosial SD 4A |
KTSP Cakrawala Sosial SD 5A | KTSP Cakrawala Sosial SD 6A

KTSP Cinta Bahasa 1A | KTSP Cinta Bahasa 2A | KTSP Cinta Bahasa 3A
KTSP Cinta Bahasa 4A | KTSP Cinta Bahasa 5A | KTSP Cinta Bahasa 6A

KTSP Dokumen I SD

KTSP Gemar Berbahasa SD 1 | KTSP Gemar Berbahasa SD 2 | KTSP Gemar Berbahasa SD 3
KTSP Gemar Berbahasa SD 4 | KTSP Gemar Berbahasa SD 5 | KTSP Gemar Berbahasa SD 6

KTSP Gemar Berhitung SD 1A | KTSP Gemar Berhitung SD 2A | KTSP Gemar Berhitung SD 3A
KTSP Gemar Berhitung SD 4A | KTSP Gemar Berhitung SD 5A | KTSP Gemar Berhitung SD 6A

KTSP Jendela IPA SD 1 | KTSP Jendela IPA SD 2 | KTSP Jendela IPA SD 3A
KTSP Jendela IPA SD 4A | KTSP Jendela IPA SD 5A | KTSP Jendela IPA SD 6A

KTSP Kewarganegaraan SD 1 | KTSP Kewarganegaraan SD 2 | KTSP Kewarganegaraan SD 3
KTSP Kewarganegaraan SD 4 |
KTSP Kewarganegaraan SD 5 | KTSP Kewarganegaraan SD 6

KTSP Khazanah Islam SD 1 | KTSP Khazanah Islam SD 2 | KTSP Khazanah Islam SD 3
KTSP Khazanah Islam SD 4 | KTSP Khazanah Islam SD 5 | KTSP Khazanah Islam SD 6

KTSP Cakrawala Sosial SD 1B | KTSP Cakrawala Sosial SD 2B | KTSP Cakrawala Sosial SD 3B
KTSP Cakrawala Sosial SD 4B | KTSP Cakrawala Sosial SD 5B | KTSP Cakrawala Sosial SD 6B

KTSP Gemar Berhitung SD 1B | KTSP Gemar Berhitung SD 2B | KTSP Gemar Berhitung SD 3B
KTSP Gemar Berhitung SD 4B |
KTSP Gemar Berhitung SD 5B | KTSP Gemar Berhitung SD 6B

KTSP Jendela IPA SD 3B | KTSP Jendela IPA SD 4B
KTSP Jendela IPA SD 5B | KTSP Jendela IPA SD 6B

Silabus dan RPP KTSP TEMATIK SD 1A | Silabus dan RPP KTSP TEMATIK SD 2A | Silabus dan RPP KTSP TEMATIK SD 3A

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