ByByTeoh Poh YewTeoh Poh Yew

http://www.creativewizard.com.my/

http://www.archimedes-lab.org/index.html

http://www.smart-kit.com/scategory/brain-teasers/math-

puzzles/

http://mathcentral.uregina.ca/index.php

http://www.numericana.com/answer/magic.htm

http://www.ixl.com/http://www.ixl.com/

http://www.mathsisfun.com/

http://www.lifesmith.com/mathfun.html

http://www.lifesmith.com/mathfun.html#anchor613541vidabl

e http://www.flaguide.org/tools/math/fault/fault1.php (sec)

10.http://www.flaguide.org/cat/math/math/math7.php (sec)

Wei, Wei Hello, Hello

The Stories of Two Science Teachers

http://staff.imsa.edu/~vmatsko/

Exampleis not the main thingin influencing others.

(1875-1966, German born medical missionary,

theologian, musician, and philosopher)

- Albert Schweitzer -

Dato’ Dr. Rudin Salinger

Dato’ Dr. Rudin Salinger

How to produce similar effect in a

simple way?

Prof. Dr. Janchai Yingprayoon

Measurement of refractive index of a Liquid

Approximation

Convex orConcave lens

Average teachers explain.

Good teachers demonstrate.Good teachers demonstrate.

a + a =

a - a =

a x a =

a a = a a = 100

a + a =

a - a =

a x a =

a a =

2a

0

a2

1a a =

2a + 0 + a2 + 1 = 1 00

a2 +2a -99 = 0

(a - 9)(a + 11) = 0

a= 9 or a= -11

1

“Useful knowledge” only become really useful when they can be recalled and used in other contexts than those in which they have been contexts than those in which they have been learned. And students must be able to employ them without someone else posing the problems.

Trankjær, Ib (2004). A thousand years from now. In Mathematic. Danish Association of Mathematics Teachers (Denmark) No. 4 May 2004. pp.5-9

Benjamin Bloom

Evaluation

Synthesis

Analysis

Judgment

Putting things togetherCreative thinking

Breaking things downCritical thinking

Higher Order

Thinking

http://collaboration.wikispaces.com/Lower+and+higher+order+thinking+skills

Analysis

Application

Comprehension

Knowledge

Critical thinking

Use knowledge in new situations

Understanding

Recall

Children must certainly learn to use mathematics, but perhaps first and foremost they should learn

Hakonsson, Erik (2004). Well – what about enjoyment? In Mathematic. Danish Association of Mathematics Teachers (Denmark) No. 4 May 2004. pp.19-21.

to see it, to discover it, to play with it and to be surprised by it.

- Erik Håkonsson -

Malaysia Singapore

Maths magic

Puzzle

Maths craft

Game

History

Project

1 3 5 7

9 11 13 15

17 19 21 23

25 27 29 31

Table A

2 3 6 7

10 11 14 15

18 19 22 23

26 27 30 31

Table B

4 5 6 7

12 13 14 15

20 21 22 23

28 29 30 31

Table C

Magic Tables

25 27 29 31 26 27 30 31 28 29 30 31

8 9 10 11

12 13 14 15

24 25 26 27

28 29 30 31

Table D

16 17 18 19

20 21 22 23

24 25 26 27

28 29 30 31

Table E

1 3 5 7

9 11 13 15

17 19 21 23

25 27 29 31

Table A

2 3 6 7

10 11 14 15

18 19 22 23

26 27 30 31

Table B

4 5 6 7

12 13 14 15

20 21 22 23

28 29 30 31

Table C

25 27 29 31 26 27 30 31 28 29 30 31

8 9 10 11

12 13 14 15

24 25 26 27

28 29 30 31

Table D

16 17 18 19

20 21 22 23

24 25 26 27

28 29 30 31

Table E

A balance used in a sundry shop in Rousse, Bulgaria Picture by Teoh Poh Yew

2g 4g 8g1g

16g

3g

2g 4g 8g1g

16g

3g

2g 4g 8g1g

16g

3g1g

2g 4g 8g 16g

2g3g1g

4g 8g 16g

Sheet 2E D C B A E D C B A

No 16 8 4 2 1 No 16 8 4 2 1

1 2 1 16

2 17

3 18

4 19

5 20

6 21

4 8 7 22

Table B

Table D

Table A

Table C

11 01 1

1 0 01 0 11 1 01 1 14 8

8 23

9 24

10 25

11 26

12 27

16 13 28

14 29

15 30

31

Table E

1 1 11 0 0 01 0 0 11 0 1 0 1 1 0 0 1

1 3 5 7

9 11 13 15

17 19 21 23

25 27 29 31

Table A

2 3 6 7

10 11 14 15

18 19 22 23

26 27 30 31

Table B

4 5 6 7

12 13 14 15

20 21 22 23

28 29 30 31

Table C

Magic Tables

E D C B A E D C B A16 8 4 2 1 16 8 4 2 1

1 1 16 1 0 0 0 02 1 0 17 1 0 0 0 13 1 1 18 1 0 0 1 04 1 0 0 19 1 0 0 1 15 1 0 1 20 1 0 1 0 06 1 1 0 21 1 0 1 0 17 1 1 1 22 1 0 1 1 025 27 29 31 26 27 30 31 28 29 30 31

8 9 10 11

12 13 14 15

24 25 26 27

28 29 30 31

Table D

16 17 18 19

20 21 22 23

24 25 26 27

28 29 30 31

Table E

7 1 1 1 22 1 0 1 1 08 1 0 0 0 23 1 0 1 1 19 1 0 0 1 24 1 1 0 0 010 1 0 1 0 25 1 1 0 0 111 1 0 1 1 26 1 1 0 1 012 1 1 0 0 27 1 1 0 1 113 1 1 0 1 28 1 1 1 0 014 1 1 1 0 29 1 1 1 0 115 1 1 1 1 30 1 1 1 1 0

31 1 1 1 1 1

Sheet 2E D C B A E D C B A

No 16 8 4 2 1 No 16 8 4 2 1

1 2 1 16

2 17

3 18

4 19

5 20

6 21

4 8 7 22

Table B

Table D

Table A

Table C

11 01 1

1 0 01 0 11 1 01 1 1

3 3

5

5

6

67 7

74 88 23

9 24

10 25

11 26

12 27

16 13 28

14 29

15 30

31

Table E

1 1 11 0 0 01 0 0 11 0 1 0

5 6 7

It is not the tricks that areimportant, rather thesense of discovery thatcomes from the exercisecomes from the exerciseand the rapport andcommunication skillscapable of being exploredby the class and teacher.

- Ken Ring -

pp. 58-60