The Use of Teaching Aids in Learning Mathematics in Primary School

SEAMEO
THE USE OF TEACHING AIDS

IN LEARNING MATHEMATICS
IN PRIMARY MATH
By
Pujiati
The Use of Teaching Aids in

Learning Mathematics in
Primary School
by
Pujiati
SEAMEO Regional Centre for QITEP in

Mathematics
FOREWORD
Foreword
Praise to God the Almighty for His Blessing and Mercies so that we can
accomplish the writing of this learning material for Course on TeacherMade Teaching Aid in Mathematics Education for Primary School
Teachers. Hopefully this learning material brings a lot of benefits to you
and meets your need to utilize mathematics teaching aid in primary
mathematics classrooms.
SEAMEO Regional Centre for Quality Improvement of Teachers and
Education Personnel (QITEP) in Mathematics is one of organizations
under SEAMEO which has commitment to improve the quality of
Mathematics teachers and education personnel in Southeast Asia. To
actualize its goals, SEAMEO QITEP in Mathematics conducts a course
by the title Teacher-Made Teaching Aid in Mathematics Education for
Primary School Teachers. To prepare the implementation of this course,
the Centre facilitates instructors or facilitators of the course to write the
learning materials. The Centre thanks all authors and those who give
contribution in writing learning materials for the course.
This book consists of Teacher-Made Teaching Aid in Mathematics
Education for Primary School Teachers learning materials which can be
used to support the course. We expect it can be used by the primary
school mathematics teachers to enhance their competence in teaching
mathematics by utilizing mathematics teaching aid.
SEAMEO QITEP in Math, 2010
We realize that this book is not perfect yet due to our limitations.
Therefore, we invite the reader to give some criticisms and suggestions
for the improvement of this book. Please send the comments to
qitepinmath@yahoo.com. Finally, we would like to thank all who have
helped us to accomplish this book.
Acting Director,
Herry Sukarman, MSc.Ed.
ii
CONTENTS
Contents
FOREWORD ............................................................................................... i
CONTENTS ................................................................................................. iii
CHAPTER I INTRODUCTION ................................................................... 1
A. Rationale ................................................................................................ 1
B. Objective ................................................................................................... 3
C. Scope ....................................................................................................... 3
CHAPTER II THE USE OF TEACHING AIDS IN LEARNING
GEOMETRY AND MEASUREMENT IN PRIMARY SCHOOL .............. 5
A. Tangram .................................................................................................. 5
B. Nail Board ......... ..... 11
C. Reflections on a Mira ..... .... 14
D. Reflecting Images ..... ............... 17
1. Model 1 .................................................................................................. 17
2. Model 2 .................................................................................................. 21
3. Model 3 .................................................................................................. 22
CHAPTER III THE USE OF TEACHING AIDS IN LEARNING
NUMBERS IN PRIMARY SCHOOL ............................................................. 25
A. Dienes Block ............................................................................................. 25
1. Expressing Numbers .............................................................................. 26
2. Operation of Addition on the Whole Numbers ..................................... 28
3. Subtraction of Whole Numbers ............................................................. 32
B. Integer Number Line ................................................................................... 38
C. Jumping Frog ............................................................................................. 49
CHAPTER IV THE USE OF GAMES IN MATHEMATICS
TEACHING AND LEARNING IN PRIMARY SCHOOL ............................ 57
A. Card Games ................................................................................................ 57
B. Puzzle with Numbers ................................................................................. 64
1. Magic Triangle with Six Points ............................................................. 64
2. Magic Triangle with Nine Points............................................................ 65
3. Magic Circle .......................................................................................... 67
4. Magic Square ......................................................................................... 68
REFFERENCES ..... .............. 69
iii
iv
CONTENTS
Chapter I
Introduction
INTRODUCTION
Chapter I
Introduction
A. Rationale
One of the problems concerning the management of mathematics
teaching and learning in primary schools is the elementary school
teachers lack of knowledge and limited funds and means to create and
use mathematics teaching aids. On the other hand, the important role of
teaching aids in mathematics has been recognized by all levels of
educational management and educational experts.
Some education experts opinions related to the students thinking
process, among others, are as follows. Based on Piaget's theory on
cognitive development, elementary school children are in the concrete
operational stage, with the following characteristics:
1. has the patterns of thinking in understanding abstract concepts that
are still tied to the concrete object
2. has not been able to think of all the alternative solutions when the
problem is given
3. has the sequential understanding of the concept through step by step,
for example on the concept of length, area, volume, weight, and so
forth.
4. has not been able to solve problems that involve combinations of
sequence of operations on a complex problem.
5. capable to classify objects based on the similarity of certain

characteristics, can be entered into one-one correspondence and can
think flipping.
6. can sort the elements or events
7. can understand the space and time
8. can show the abstract thinking.
In addition, Jerome Bruner (in Orton, 1992) states that in order to

understand new mathematical knowledge, a coherent stages is needed,
namely:
1. enactive stages, i.e. stages of learning to manipulate or concrete
objects. As an example to introduce numbers, you can use concrete
objects around students, such as leaves, stones, buttons, and so on,
with many ways to count objects.
2. iconic stage, namely the learning phase by using the image. At this
stage, concrete objects is no longer needed, but can be replaced with
pictures that express many things.
3. symbolic stage, namely the learning phase through the manipulation
of symbols, or symbols. At this final stage, students no longer require
objects or pictures, but use symbol, such as 1, 2, 3, 4, 5, ...
Based on the above description, students at the elementary school age are
still in great need of the activities related to real objects or concrete
experiences that make sense to them in understanding mathematical
concepts. Therefore, to help smoothing the mathematics learning,
INTRODUCTION
supporting teaching aids to provide meaningful experiences and establish

student understanding are still required. Teaching aids will function well
if it provides a meaningful experience for students.
B. Objectives
These teaching materials are prepared as one effort to facilitate the
participants in joining the training, especially in the use mathematics
teaching aids in elementary school. In addition, this module can be used
as a reference for the elementary school mathematics instructors as well
as the mathematics readers or observers to obtain an alternative and
joyful learning for students.
C. Scope
The scope of teaching materials entitled The Use of Mathematics
Teaching Aids in Primary School is as follows.
1. The use of teaching aids in learning geometry and measurement in
elementary school which consists of: Tangram, Nail Boards
(Geoboard), Reflections on a Mira and Mirror Images.
2. The use of teaching aids in learning numbers, including: Block
Dienes, Integer Number Line and jumping frogs.
3. Games in mathematics teaching and learning in primary schools,
namely: card games, magic triangle, circle of magic, and magic
squares.
Chapter II
The Use of Teaching Aids in
Learning Geometry and
Measurement In Primary School
THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SCHOOL
Chapter II
The Use of Teaching Aids in Learning
Geometry and Measurement in Primary
School
A. Tangram
The Tangram is an ancient Chinese puzzle made from a large square cut
into seven pieces. The seven pieces, or shapes, include a small square,
two small congruent triangles, two large congruent triangles, a mediumsize triangle, and a parallelogram. Each individual piece is called a tan.
The tans can be arranged to make pictures.
Objectives:
1. to be familiar with the names of certain polygons (e.g., square,
triangle, and parallelogram)
2. to have a basic understanding of area without formulas
3. to develop geometric intuition
How to make a Tangram pieces?
1. Use a piece of card
2. Mark out a square on it. An edge length of 8 cm is a good size to use.
3. Draw 4 by 4 squares inside the big square. Draw the line lightly as
these are only needed as guides.
4. Using the guide-lines, and with the diagram on the below as a pattern,
draw in another sets of lines. These are the cutting lines.
5. Cut the square up into 7 separate pieces. These 7 pieces are the full
set of Tangrams.
6.
The set of 7 (shown below) is resulted
a
two large
triangles
b
one medium
triangle
c
two small
triangles
Activity 1
1. Make a square using pieces 1 and 2
2. Make a rhombus using pieces 1 and 2
Activity 2: Tangram Fractions
Materials: 1 set of Tangram
d
one square
e
one parallelogram

SCHOOL
Procedure:
1.
If the entire square tile has a value of 1, What is the value of the
region a?
2.
Next, What is the value of the region b, the medium-sized

triangle?
3.
Find the values of the other regions.
4.
Give the name of each polygon based on its characteristics instead

of its alphabetical names. For example, region a is the large
isosceles right triangle.
5.
Display your answer using this naming system, as shown below.
No.
Region
1.
2.
3.
4.
5.
b
c
d
e
Name
right isosceles triangle
Fraction
1
4
(http://www.tttpress.com/pdf/TanGram.pdf)
Activity 3
Take all of the 7 pieces of Tangram, and discover the composition
that forms geometric shapes. Once you find out, draw at the
appropriate box below.
Square
Rectangle
Parallelogram
Triangle
Trapezoid
Pentagon

SCHOOL
Hexagon 1
Hexagon 2
Activity 4
Find the composition of the 7 pieces of Tangram that make up the
image as shown in the box at left. If you have found it, please make
the sketch at the right side of the arrangement that you get the picture
at left side.
Horse
Boat
Giraffe
Cat
Extension and Variations
If you think that the Tangram is not enough, you can invent your own
variation on the Tangram idea. Below are some examples of other ways
in which the basic 4 by 4 can be marked and cut. The first four were
made and marked at some under the names given. Note that the
Tormentor has 8 pieces, the other have 7. Not surprisingly, many of the
Tangram puzzles can also be solved with these. The Sexagram is a 6piece dissection (of the 4 by 4 grid) which is invented in a classroom.
The Cross Breaker is based on 5 by 4 of squares (7 pieces).
10

SCHOOL
Tangram
Chie No Ita
Tormentor
Sexagram
(http://www.cleavebooks.co.uk/trol/trolxk.pdf)
Pythagoras
Cross
Breaker
Try to arrange of combination each puzzle to make it interesting

B. Nail Board Objective:
to explain the concept
nail
of the names of certain

polygons (e.g., square,
triangle, and
parallelogram),
perimeter, and area.
Nail board is equipped
with a number of rubber
bands and also can be
completed with a few
11
sheets of paper for drawing. Through specific activities can show forms
of geometry, line segment, calculating perimeter, area computation
geometry, and so forth.
Activity 1:
The picture at the right side shows two
shapes with a perimeter 12 units.
Make another shape using nail board and
rubber bands with a perimeter 12 units.
Draw the result on graph paper or dot paper
Activity 2:
The picture at the right side shows two
shapes with an area of 5 units. Make
another shape using nail board and rubber
bands with an area of 5 units. Draw the
result on graph paper or dot paper.
Activity 3: Calculating the Area of Rectangle
Calculating the area of rectangle means to calculate the area bounded
by the rectangle. Using rubber bands on nail board, given several
examples of a rectangle, then fill in the following table in accordance
with the existing form.
12

SCHOOL
1
3
4
one
unit
Picture
(1)
Area of
rectangle
(2)
Length (l)
Width (w)
(3)
(4)
Relation between
length and width
(5)
13
Column (2) is seeking the rectangular area in a way to count the

number of unit area. After the columns in the above table are all filled
out, students are guided to make a relation between column (3) and
(4).
Conclusion:
If a rectangle has a length l and width w, the rectangular area equals
with length multiplied by width or l w.
C. Reflections on a Mira
Reflection teaching aids is a
geometric tool. It has the
reflective quality of a mirror, as
well as a transparent quality to
provide a fascinating new look
at geometry. This tool generally
is constructed from a piece of
translucent
acrylic
plastic,
http://www.jstor.org/pss/2975320
about 9 cm by 15 cm. One of the 15 cm edges is rebated (beveled). This

kind of geometrical tool as stated before is called Mira. It is held upright
by two ends also made of plastic. The purpose of the ends is to make
Mira sit perpendicular to the surface being examined.
Objective:
To help students understand the concept of reflection by investigation.
14

SCHOOL
Using the Mira

It is very easy to learn to use Mira. It is placed between the figure being
reflected and the general desired position of the image. The paper is then
turned so that the figure is on the side of Mira closest to the user. Two
important points were made above but should be emphasized that:
1. When using Mira, always place the beveled edge down and toward you.
2. When drawing a line along the edge of Mira, always draw it along the
beveled edge.
Here are some examples of the use of Mira.
1. By using Mira
draw the
shadow of sign
cross that is
reflected
through the line

segment AB.
2. Use a Mira and draw the shadow that came from the following
triangular object through the line segment AB
A
15
3. Use Mira and

draw the image
points A and B
through the
existing line
segment.
Try to do the above activities by using other images. What can you
conclude from the above activities?
Expected conclusions are as follows.
1. The properties of the shadow in the reflection are:
a. the distance of the image from the mirror is the same with the
origin image
b. the form of the shadow is as big as the original shapes, just the
opposite picture
c. the position of the shadow image and the original image is
perpendicular to the mirror
2. In the process of reflection, there is the points fixed (not changed its
place), i.e on the mirror line. Fixed line is called as line of symmetry
or axis of symmetry.
16

SCHOOL
D. Reflecting Images
There are 3 models of the reflection image, model 1 is developed from
the form of an equilateral triangle, model 2 is developed from a circle
and models 3 is developed from the square.
Objective: to help students understand reflection symmetry
Reflecting Images Model 1
Original Figure
Using the Reflecting Images:

Put a mirror on the original image area (Fig A), such that other image as
shown in the image result is formed (there are 12 kinds of image: figures
of A1 ... A 12).
Example:
mirror
original image
image result
17
Activity 1:
1. Ask students to place the mirror so that the image will be
obtained as the image on the left column
2. Students are required shading original image on the dark
side of the mirror, like the example above.
Fig. A1
18
Fig. A
Fig.A2
Fig. A
Fig. A3
Fig.A

SCHOOL
Fig.A4
Fig. A
Fig.A5
Fig.A
Fig. A
Fig. A6
Fig.A7
Fig. A8
Fig. A
Fig.A
19
Fig. A
Fig. A9
Fig.A10
Fig.A11
Fig. A12
20
Fig.A
Fig. A
Fig.A

SCHOOL

Original figure
Activity 2:
In the same way do the following activity on the reflection model 2,
so it will look like the picture of the left column.
Fig. B1
Fig. B2
Fig. B3
Fig. B
Fig. B
Fig. B
21
Fig. B4
Fig. B
Fig. B5
Fig. B
Try your creativity to create images of other results, using the mirror
image model 2.
Original figure
22

SCHOOL
Activity 3:
In the same way do the following activity on the reflection model 3,
so it will look like the picture of the left column.
Fig C1
Fig C
Fig C2
Fig C
Fig
Fig C3
C
Try your creativity to create images of other results, using the mirror
image model 2.
23
24
Chapter III
The Use of Mathematics Teaching
Aids in Learning Number at
Primary School
THE USE OF MATHEMATICS TEACHING AIDS IN LEARNING NUMBER AT

PRIMARY SCHOOL
Chapter III
The Use of Mathematics Teaching Aids in
Learning Number at Primary School
A. Dienes Block
Purpose:
1. Showing the place value of a number based on its units; tens,
hundreds, and thousands in a group of blocks
2. Explaining arithmetical operation on the two numbers.
Dienes Block consists of small cubes representing units number; long
cubes represent tenth, flat cubes represent hundreds, and a big cube
represents thousands as written in the following figure.
Block Shape
Block Name
1- small cube
Size
1 unit
10-cubes, rod, or 10 units

long
25
Block Shape
Block Name
Size
100-cubes or flat
100 units
Big cube
1000 units
1. Expressing number
Example 1:
The number represented by the group of Dienes Blocks is 25
26

PRIMARY SCHOOL
Example 2:
Example 3:
27
2. Operation of Addition on the Whole Number

The following examples are the use of Dienes Block on the whole
numbers.
a. Addition of a 2 digit number with 1 digit number without saving
technique
12 + 5 = .
can be shown with Dienes Block as follow.
combined with
The result will be:
Based on this observation, it can be written as follow:

In the form of table the above addition, 12 and 7, will be:
tens (t)
units (u)
2
5
28

PRIMARY SCHOOL
Therefore 12 + 5 = 17 or 1
5
1
2
+
b. The addition of two digit number and another two digit number
using saving technique
37 + 44 = .
combined with
the result is
10 units might be
exchanged by 1 ten,
remaining 1 unit
29
By observing the above display, the corresponding addition can be

written as follows.
t
1
3
+
11 = 10 +1
1 ten is moved above and

added to the previous tens.
It will be 8 tens
1
Therefore 37 + 44 = 81 or
3 7
4 4
8 1
c. The addition of a 3 digit number with another 3 digit number without

saving technique
134 + 231 = .
combined with
30

PRIMARY SCHOOL
The result is
The table of the addition of the two three-digit numbers is:

hundreds (h)
So 134 + 231 = 365 or
+
1
31
3. Subtraction of the Whole Numbers

The use of Dienes Block in the whole numbers subtraction can be
seen in the following examples.
a.
Subtraction of 2 digit number by 1 digit number without saving

technique.
17 5 = .
Utilizing Dienes Block can be displayed as follows:
remove 5 units
The remainder is
1 ten
2 units
The table of the above display will be:

tens (t)
1
units (u)
7
5
1
So 17 5 = 12 or
2
1
7
5
b. Subtraction of two 2 digit numbers using saving technique

54 37 = .
There are some ways to get subtraction result of 54 37, as follows:
32

PRIMARY SCHOOL
Method 1
Step 1. Take the units part
removing 7 units couldnt be
done. So
take 1 ten to be exchanged
to units, we have 10 units
remove7, remain 3
3 is the remainder
The remainder after taken its 7 units is
= 47.
33
Step 2. Take the tens part

take the 3 tens
The last remainder after 3 tens are taken is
= 17.
Conclusion
54 37 = 17.
34

PRIMARY SCHOOL
The corresponding table of the above subtraction is as follow.

t
1
45
3 +4
7 units are taken from 1 ten = 3
units, then it is added by the
previous 4 will be 7.
Therefore,
54 37 = 17 or 5 4
3 7
1 7
Method 2
Change the first ten out of 5 tens into 10 units. So the remaining new
tens will be 4 and the number of units in the new group will be 7.
Then take 3 tens of the remaining 4 tens.
7 units are taken

3 tens are taken
35
Therefore, the total remainder is,
1 ten
7 units
The mathematics form of the above display is

54 37 = 17.
c. Subtraction of the two 3-digit number without technique of

borrowing
234 131 = .
1 unit is
taken
1 hundred is taken
36
3 tens are taken

PRIMARY SCHOOL
The remainder is:
1 hundred
0 ten
3 units
The written form is as follow:

Hundreds
Tens
Units
(h)
(t)
(u)
Therefore, 234 131 = 103 or 2
4
3
37
B. Integer Number Line

Figure of tool:
The hole rooms for each presented
number are intended for moving the
doll
The provided doll could be

moved left and right
Detail of the tool:

-
It is easy to store since the number line of integer is flat and small
enough
The number line of integer is divided into three parts: negative, zero,
and positive.
The back side of the number line is provided by magnetic material, so

it can be used on the table or on the magnetic board.
The use of the tool:

This teaching aid can be used to inculcate the concepts of:
1. position of an integer on the number line
2. addition of two integers using the moving approach
3. subtraction of two integers using the moving approach
Steps to use the tool:
1. Remind the students about the position of an integer on the number
line. The positively greater the number is the more right the position
38

PRIMARY SCHOOL
is. Conversely, the negatively greater the number is the more left the
position is.
2. Introduce the students with the position of an integer on the number
line
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
9 10
3. Ask the students to pay attention on the number line shown. What
conclusion can be made about the position of a specific integer on the
tool?
4. Tell the students that this tool can be used to model addition and
subtraction of two integers
5. Explain the students how to use the tool for addition and subtraction
of two integers as follow.
Rule of the game
a. to begin, the doll is on the origin of zero number facing to the
right
b. Integer:
1) Positive move forward
2) Zero
unmoved
3) Negative move backward

c. Operation:
1) Added by
go on moving forward
2) Subtracted by reverse the direction

6. Give some examples as follow.
a. Addition of two integers
39
1) Positive integer added by positive integer, for example 5 + 2

2) Positive integer added by negative integer, for example 5 + (
2)
3) Negative integer added by negative integer, for example 5 +
( 2)
b. Subtraction of two integers
1) Positive integer subtracted by positive integer, for example 5
2
2) Positive integer subtracted by negative integer, for example 5
(2)
3) Negative integer subtracted by negative integer, for example
5 (2)
7. Show the steps in solving the problems, as follows:
a. Addition of two integers
1) 5 + 2 = ....
Starting from zero position and face to the right,
then
5+2= ...
forward
forward
Base on the previous principle i.e starting from zero and

facing to the right then the steps can be displayed as follow.
40

PRIMARY SCHOOL
Step 1
Starting from the zero position and facing to the right
10
-9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
Step 2
Five (5) step forward, then added means then
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
9 10
Step 3
Since it is added by 2, therefore it needs 2 steps forward
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
Since the final step goes to 7, the result of the operation is 7.

So the mathematical expression is 5 + 2 = 7.
2) 5 + ( 2) = ....
Planning the display
The display of this problem is as follow.
41
then
5 + (2) = . . .
5 forward
2 backward
Base on the previous principle i.e starting from zero and

facing to the right , the steps are as follows.
Step 1
Starting from zero position and facing to the right
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
9 10
Step 2
Five (5) steps forward, then added means then
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
Step 3
Since it is added by 2, means the next step is 2 steps
backward. Then move the doll 2 steps to the left.
42

PRIMARY SCHOOL
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
Since in the last step the doll stops at 3 positions, the result of
the operation is 3. So the mathematical expression is 5 + (2)
= 3.
3) 5 + (2)
The display of this problem is as follow.
then
5 + (2) = . . .
5 steps backward
2 steps backward
So, the steps are as follows.

Step 1
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
43
Step 2
Minus 5 means 5 steps backward. Then added by means
then/go ahead
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
Step 3
Since it is added by 2 means, the next step is 2 steps
backward, and then the doll should be moved 2 steps
backward.
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
By the last 3 steps backward, the doll will stop at 7.

It means the result of the operation is 7. Then, mathematical
expression is 5 + (2) = 7.
b. Subtraction of two integers

(1) 5 2 = ....
The display of this problem is:
44

PRIMARY SCHOOL
Reverse the
direction
52=...
5 steps forward
2 steps forward
Steps to get the solution:

Step 1
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 2
Positive 5, means move the doll 5 steps to the right
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 3
Subtracted, means reverse the direction, so the doll should
face to the left.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
10
6 7 8 9 10
Step 4
45
Since added by 2, means it is moved 2 steps forward. Then

the doll will stop in the position of 3.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Its means that 5 2 = 3.

4) 5 (2) = ....
The description of this problem is as follow:
Reverse the
direction, then
5 (2) = . . .
5 steps forward
2 steps backward
Solution
Step 1
Start from zero position and face the doll to the right
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
Step 2
The positive 5 integer means move 5 steps forward, then
46

PRIMARY SCHOOL
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
1 2 3 4 5 6 7 8 9 10
Step 3
Subtracted means Reverse the direction, so the doll should
face to the left.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 4
Since it is subtracted by 2, means the doll has to be moved 2
steps backward. Then the doll will stop on the position of 7.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
1 2 3 4 5 6 7 8 9 10
Therefore, 5 (2) = 7.
5) 5 (2) = ...
The description of this problem is as follow:
Reverse the
direction, then
5 (2) = . . .
5 steps backward
2 steps backward
47
Then, the Solution Steps are:

Step 1
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
9 10
Step 2
Negative 5, means move the doll 5 steps backward
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
Step 3
Subtracted means Reverse the direction. In this case, the doll
change from facing to the right to facing to the left
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 4
48

PRIMARY SCHOOL
Since the subtraction is 2, the doll has to be moved 2 steps

backward. Then, the doll will stop at the position of 3.
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
Since the final result is 3, therefore, 5 (2) = 3.

C. Jumping Frog
Physical shape of the teaching aid:
Or its adjacent
view is
The use of the tool:

Finding a series pattern of numbers obtained from the number of steps
taken by the two groups of frogs in interchanging their position.
Preparation:
Organize two groups of frogs (the yellow and the green one) in which
these two groups are in equal number. These two groups are separated by
49
one hole in their middle. Keep the separation and interchange the position
of the two groups
Rule of the game:
1. In every step of interchanging position of two groups of frogs, you
may pick up one frog only
2. In every moving step, you are only allowed to pick up one frog and
you may move the frog you hold 1 unit forward, if there is no other
frog to be jumped. If there is a frog to be jumped, you are only
allowed to jump the other frogs, no more than one frog, and landed
next to the hole behind the frog you jump.
For Example
1. Suppose there is only one couple of frogs (one green and one grey)
and one hole separating between the couple, then the steps of
working are as follows:
a. Pick one couple of frogs and put them on the middle part of the
bars separated by one hole in the middle between the two frogs
A
B
Starting position
Fig 4.1
b. Take one frog of them, say the green one (frog A). Move the frog
1 step forward to the empty hole
50

PRIMARY SCHOOL
B
1st step
Fig 4.2
c. Take another frog (say frog B) to jump the current position of
the frog A so that the second frog (frog B) goes to the hole
exactly behind the frog A
B
A
2nd step
Fig 4.3
d. Move the frog A one step forward. Then we are done.

B
A
3rd step
Figure 4.4
By counting each step of moving, observe that there are 3 steps in

interchanging the position of one couple of frogs.
2. If there are two couples of frogs separated by one hole in the
middle, then the steps of working are as follows:
a. Pick up two couples of two frogs (two green and two grey) say
A1, A2 and B1, B2 separated by 1 hole/1 vacant room in the
middle, the two groups are equal number, the two group face
each other, and the frogs in each group face to the same direction.
51
A2
A1
B1
B2
Starting Position
Figure 4.5
b. First Step
Pick one frog of the first group, say A1 to move 1 step forward
into the empty hole between the two groups.
A2
A1
B1
B2
1st step
Figure 4.6
c. Second Step
Organize the position of the frogs completely in alternate manner.
Pick two frogs of the other group, say B1 and B2. B1 jumps the
frog A1 (figure 4.7), then followed by the next frog B2 to move
one step forward. So the formations of the frogs are in alternate
position.
A2
B1
A1
B2
2nd step
Figure 4.7
Figure 4.8
52

PRIMARY SCHOOL
d. Third Step
After completing the alternating manner, the following steps are
making the two groups exchange completely their original
position.
Take the alternating color group (A1 and A2), here means group
1.The first color group (A2) to jump the frog B1. Then, B1 should
move 1 step forward; B2 should jump the frog A2. Finally, A2
should move 1 step forward.
A2
B1
B2
A1
3rd step
Figure 4.9
B1
A2
B2
A1
Figure 4.10
A2
B1
B2
A1
Figure 4.11
B1
B2
A2
A1
Figure 4.12
Figure 4.13
53
e. Observe that there are 8 steps to exchange the two groups of frogs
in each group.
Problem:
How many minimum steps are needed to exchange the two groups of
frogs (green and grey color each) when the number of frogs are 3, 4, 5,
and n couples?
Fill in the blank of each column in the following table:
The number of
couple frogs
The number of
jumping
The number of
moving
Total number of
steps
If it is possible, guide your students to find out the general formula of
steps for n couple of frogs. To make it easier, fill in the table 3.4 below.
The number of
couple frogs
The number of
jumping
The number of
moving
54

PRIMARY SCHOOL
Total number of
steps
So, the general formula for examining n couple of frogs is .
Remarks
In addition to observe the number of jumping and moving, you can also
observe the exchanging color of the frogs. It will make it easier to know
the number of steps to exchange the position of the frogs.
55
56
Chapter IV
The Use of Games in Mathematics
Teaching and Learning in
Primary School
THE USE OF GAMES IN MATHEMATICS TEACHING AND LEARNING IN

PRIMARY SCHOOL
Chapter IV
The Use of Games in Mathematics Teaching and
Learning in Primary School
A. Card Games
The form of a card game numbers in mathematics are not much different
with dominoes that encountered in everyday life. The main difference
lies in the cards and the rules of the game.
Purpose:
The purpose of the card games is to train students skills in understanding
a particular topic in mathematics.
The examples of the card game:
1. Percent-Fraction Card
This card game is intended to give the students skill to change
percent to fractions and vice versa. One set of the card consists of 25
sheets, such as in the following figure.
57
10%
1
10
10%
1
5
10%
1
4
10%
1
2
10%
3
4
20%
1
10
20%
1
5
20%
1
4
20%
1
2
20%
3
4
25%
1
10
25%
1
5
25%
1
4
25%
1
2
25%
3
4
50%
1
10
50%
1
5
50%
1
4
50%
1
2
50%
3
4
75%
1
10
75%
1
5
75%
1
4
75%
1
2
75%
3
4
Equal Fractions Card

This card game is intended as a tool to give the students skill to
change fractions to other equal fraction. One set of cards consist of 28
sheets, the same amount as dominoes card, such as written in the
following figure.
1
2
2
4
1
3
3
6
1
4
4
8
1
5
5
10
1
6
6
12
1
7
7
14
1
8
8
16
2
6
3
9
2
8
4
12
2
10
5
15
2
12
6
18
2
14
7
21
2
16
8
24
3
12
4
16
3
15
5
20
3
18
6
24
3
21
7
28
3
24
8
32
4
20
5
25
4
24
6
30
4
28
7
35
4
32
8
40
5
30
6
36
5
35
7
42
5
40
8
48
6
42
7
49
6
48
8
56
58

PRIMARY SCHOOL
How to Play the Card:

1. Starting to play the card:
a. Shuffle the card.
b. Take 4 cards for each player (the number of the player is 2 up to
4)
c. Leave the remaining cards on the table (these are the "sleeping"
cards). Don't let the other players see your cards.
d. Start the game, the player who shuffled the card goes first (or it
depends on the players compromise).
2. Playing
a. The first player places one of their cards (right-side up) on the
table.
b. The second player tries to put a card on the table that matches one
side of what's already there, for example:
10%
1
4 25%
1
2
50%
3
4
and so on
Another example will look like the following cards:

3
18
6
24
1
4
4
8
1
2
2
4
and so on
c. If a player cannot go (continue the play), the player picks a card

from the pile and skips that turn.
d. The chain of the played cards develops randomly
59
e. Continue taking turns putting cards on the board (or picking one
from the pile if you cannot go) until someone wins.
f. The winner is the first person to get rid of all of their cards. But if
no one can do it, the person with the fewest cards left is the
winner.
How to Make Card Numbers
1. Material
Materials required in producing the card number are:
a. A thick sheet of paper. Cut of the paper to make rectangle-shaped
cards.
b. Stationery to write down the numbers on the card.
2. Card size
In general, rectangle-shaped card with the length (l) two times its
width (w) or
l = 2w
3. Card Making
There are two ways of making the card number:
a. First Model: cards that each number appears more than once
Topic: changing percent into ordinary fractions and vice versa
1) Choose the numbers in their percentage forms which are
easily converted into ordinary fractions as much as 6 numbers
60

PRIMARY SCHOOL
and pick 6 fractions which are equal to the their percentage

forms as follows.
I
100%
II
75%
III
50%
IV
25%
20%
VI
10%
1
3
4
1
2
1
4
1
5
1
10
2) Arrange one set of cards as follows.

(I,A); (I,B); (I,C); ; (I,F)
(II,A); (II,B); (II,C); ; (II,F)
(VI,A); (VI,B); (VI,C); ; (VI,F)

3) Thus, in one card, an alphabet will be paired with a Rome
number, such as I with A, I and B and so on until the VI with
F.
b. Second Model: the card numbers appear only once
Topics: Similar Fraction
Steps to make similar fraction card:
61
1) Make a table that consists of 8 rows and 7 columns, so there

are 56 cells.
2) Select seven units of the simplest ordinary fractions
3) Fill in the seven cells on the first row.
4) Fill in subsequent rows with similar fraction with the
fractions in the first row, and go on until all the rows are
filled. One column is filled with equal fractions.
1
2
3
4
5
6
7
8
62
1
2
1
3
1
4
1
5
1
6
1
7
2
4
3
6
2
6
2
8
2
12
3
9
3
12
4
8
4
12
5
15
6
18
7
21
4
16
5
20
6
24
7
28
8
32
2
10
3
15
4
20
5
25
6
30
2
14
3
21
4
28
5
35
6
42
5
10
6
12
7
14
8
16
8
24
7
35
8
40
3
18
4
24
5
30
6
36
7
42
8
48
7
49
8
56
7
1
8
2
16
3
24
4
32
5
40
6
48
7
56
8
64

PRIMARY SCHOOL
5) Give the alphabet to make it easy in creating the card in the

following way
1
1
2
2
1
3
3
1
4
A
2
2
4
B
2
6
A
3
3
6
4
8
5
10
3
9
4
12
D
6
18
E
7
7
14
N
4
16
5
15
6
12
K
7
21
8
16
G
8
24
M
5
1
6
D
2
10
3
12
C
2
8
4
1
5
N
5
20
O
6
24
P
7
28
Q
8
32
R
J
3
15
O
4
20
S
5
25
S
6
30
T
7
35
U
8
40
V
6
1
7
E
2
12
K
3
18
P
4
24
T
5
30
W
6
36
W
7
42
X
8
48
Y
7
1
8
F
2
14
L
3
21
Q
4
28
U
5
35
X
6
42
Z
7
49
Z
8
56
Aa
G
2
16
M
3
24
R
4
32
V
5
40
Y
6
48
Aa
7
56
Bb
8
64
Bb
6) Pair every two cells with the same alphabet and write them on
the card. For example:
63
card A
1
2
2
4
card B
1
3
card Bb
card C
3
6
4
8
1
4
...
7
56
8
64
B. Puzzle with Numbers

Purpose:
to enhance students understanding and skills in arithmetic operations
1. Magic Triangle with Six Point
In this game, the numbers; 1, 2,
3, 4, 5, and 6 are provided.
Place all numbers from 1 to 6 in
the circles along the sides of the
triangle (one number per circle),
so that three numbers on each
side sums up to the same total.
How many different magic sums
could be reached for this puzzle? Can
you
64
find
all
of
them?

PRIMARY SCHOOL
2. Magic Triangle with Nine Points

In this game, nine numbers; 1, 2,
3, 4, 5, 6, 7, 8 and 9 are provided.
Place all the numbers from 1 to 9
in the circles along the sides of the
triangle (one number per circle),
so that four numbers on each side
sums up to the same total.
There are eight different answers could be reached for this puzzle. All of
these sums are ranging from 17 - 23. The possibilities include:
a. The sum is equal to 17
b. The sum is equal
to 19
7
c. The sum is equal to 20
d. The sum is equal
to 20
65
e. The sum is equal to 20
f. The sum is equal
to 20
7
g. The sum is equal to 21
5
h. The sum is equal
to 23
9
66

PRIMARY SCHOOL
3. Magic Circle
Model 1
In this game, the six numbers; 1, 2,
3, 4, 5 and 6 are provided.
the square along the circumference
of the circle (one number per
square), so that four numbers on
each circumference sums up to the
same
total.
Model 2
In this game, the 12 numbers; 1 to
12 are provided
the square along the circumference
of the circle (one number per
square); so that six numbers on
each circumference sums up to the
same total.
67
4. The 3 3 Magic Square

In this game, the 9 consecutive numbers
from 1 to 9 are provided. How to place all
these numbers from 1 to 9, so that the sum
of the entries of any row, any column, or
any
5.
main
diagonal
is
the
same?
The 4 4 Magic Square

In this game, the 16 consecutive numbers
from 1 to 16 are provided. How to place
all these numbers from 1 to 16, so that the
sum of the entries of any row, any column,
or any main diagonal is the same?
68
References
REFERENCES
References
Depdiknas. 2006. Standar Isi Mata Pelajaran Matematika Untuk SD/MI.
Djoko Iswadji. 2003. Pengembangan Media/Alat Peraga Pembelajaran
Matematika di SLTP. Yogyakarta: UNY. Makalah Tidak
Dipublikasikan
Emert, John W., Meeks, Kay I., and Nelson, Roger B. Reflections on a
Mira. http://www.jstor.org/pss/2975320. accessed 12 April 2010.
E.T. Ruseffendi. 1979. Seri Pengajaran Matematika Modern: untuk
Orang Tua, Murid, Guru dan SPG. Seri Kedua. Bandung: Tarsito.
E.T. Ruseffendi. 1979. Seri Pengajaran Matematika Modern: untuk
Orang Tua, Murid, Guru dan SPG. Seri Keempat. Bandung:
Tarsito.
Herry S., Supinah, dan Pujiati. 1990/1991. Penggunaan Alat Peraga
dalam Pengajaran Matematika SD. Yogyakarta: PPPG
Matematika.
National Council of Teachers of Mathematics. 1973. Instructional Aids
in Mathematic. Washington DC.
National Council of Teachers of Mathematics. 1974. Teacher-made
Aids for Elementary School Mathematical. Washington DC.
Pujiati. 2003. Bahan Ajar Matematika SD: Penggunaan Alat Peraga
dalam Pembelajaran Matematika SD. Jakarta: Direktorat
Tenaga Kependidikan.
Tangrams. www.cleavebooks.co.uk/trol/trolxk.pdf. Retrieved 12 April
2010
69
Tangram Fraction. http://www.tttpress.com/pdf/TanGram.pdf. Retrieved

12 April 2010.
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SEAMEO

THE USE OF TEACHING AIDS

The Use of Teaching Aids in

SEAMEO Regional Centre for QITEP in

SEAMEO QITEP in Math, 2010

Herry Sukarman, MSc.Ed.

SEAMEO QITEP in Math, 2010

SEAMEO QITEP in Math, 2010

SEAMEO QITEP in Math, 2010

5. capable to classify objects based on the similarity of certain

In addition, Jerome Bruner (in Orton, 1992) states that in order to

supporting teaching aids to provide meaningful experiences and establish

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SEAMEO QITEP in Math, 2010

The set of 7 (shown below) is resulted

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

Next, What is the value of the region b, the medium-sized

Find the values of the other regions.

Give the name of each polygon based on its characteristics instead

Display your answer using this naming system, as shown below.

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

Try to arrange of combination each puzzle to make it interesting

of the names of certain

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SEAMEO QITEP in Math, 2010

Column (2) is seeking the rectangular area in a way to count the

about 9 cm by 15 cm. One of the 15 cm edges is rebated (beveled). This

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

Using the Mira

through the line

SEAMEO QITEP in Math, 2010

3. Use Mira and

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

Using the Reflecting Images:

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

Reflecting Images Model 2

SEAMEO QITEP in Math, 2010

THE USE OF TEACHING AIDS IN LEARNING GEOMETRY AND MEASUREMENT IN PRIMARY

SEAMEO QITEP in Math, 2010

THE USE OF MATHEMATICS TEACHING AIDS IN LEARNING NUMBER AT

10-cubes, rod, or 10 units

SEAMEO QITEP in Math, 2010

The number represented by the group of Dienes Blocks is 25

THE USE OF MATHEMATICS TEACHING AIDS IN LEARNING NUMBER AT

The number represented by the group of Dienes Blocks is 108

The number represented by the group of Dienes Blocks is 1072

SEAMEO QITEP in Math, 2010

2. Operation of Addition on the Whole Number

Based on this observation, it can be written as follow:

THE USE OF MATHEMATICS TEACHING AIDS IN LEARNING NUMBER AT

SEAMEO QITEP in Math, 2010

By observing the above display, the corresponding addition can be

1 ten is moved above and

c. The addition of a 3 digit number with another 3 digit number without

THE USE OF MATHEMATICS TEACHING AIDS IN LEARNING NUMBER AT