Lesson PlanClass : Year 5Time : 1.05 – 2.25 pm.Duration : 60 minutesNumber of pupils : 40 pupilsSubject : MathematicsTopic : PolygonsLearning Area : Perimeter and AreaGeneral Objectives : Pupils will be taught to :- i) Understand the concept of area of rectangles to solve problems.Learning outcomes : By the end of the lesson the pupils should be able to: i) Estimate the area of a shape ii) Find the area of a rectangle.Target Audience : At the end of the lesson 95% of the students will be able to find the area of rectangles.Pre-requisite knowledge : i) Pupils had learnt 2-D shapes in their primary school. ii) Pupils know the characteristics of rectangles.
Step/ Time Content T&L Activities RemarksDuration Set Refresh On 1. Teacher starts the lesson by asking the 2-D shapesInduction Basic Shapes pupils: (rectangle, (7 and “ How are you children? Have you taken square andminutes) Perimeter your lunch today?” triangle) 2. Pupils answer what they took for their -rectangles lunch. Flash cards -squares 3. Teacher shows a flash card contains -triangles the description of the characteristics of a 2-D shape; “I am a 2-D shape. I have four sides which are two same opposite sides. Who am I?” 4. Pupils answer by carrying up their hands: “It is a rectangle. It has two opposite same sides.” (Teacher continues this activity with square and triangle). 5. Teacher asks the pupils to explain briefly about the way to find the perimeter of them by asking: “Can anyone of you tell me the way to find the perimeter for this rectangle?” 6. Pupils answer: “ We have to plus all the outline measurements of the rectangle” Step 1 Concept of 1. Pupils are divided into groups with a A4 papers (15 Area leader and asked to sit in their groups.minutes) 2. Every group leader is asked to take an Trans- -similar A4 paper. Parencies squares of 3. Teacher tells the instructions of what with 1cm² 1cm² the pupils are suppose to do: printed “ You have to draw a shape or picture squares
The items I chose from the students surroundings for this lesson plan arecardboards and used A4 papers. The reason why I choose these materials isbecause the students are very familiar with the cardboards which are easilyavailable in their living surroundings and also the used A4 papers which are veryoften being used by the teachers for the class activities. I feel by using thesematerial the students can easily understand the concept of fraction. When thestudents fold and create the fractions from the A4 paper, they tend to rememberdeeply because it involves ’hands-on’ activity. Whenever they happen to see theused A4 paper in future, they can easily fold on their own and create somefractions. Since they know how to use the used A4 papers for learning fraction,this may also help them in finding equivalent fraction in the follow up lessonwithout spending any money for other materials.
Name : _________________ Class : _________ Match the parts to the fractions. Parts Fraction
1 4 One half 1 One quarter 1 2 One whole 3 4 Three quarterName : __________________ Class : _______ Draw and shade the parts to the fractions Fraction Parts
1 4One quarter 1 2 One half 3 4Three quarter 1 One whole
Lesson Plan - LengthClass : Year 3 CemerlangTime : 8.30 a.m. – 9.30 a.m.Duration : 60 minutesAverage age : 9 years oldNumber of pupil : 30 pupilsSubject : MathematicsMain Topic : Length
Subtopic : Measure and compare using uniform non standard units.Pre-requisite knowledge : i. Pupils know how to use non standard units to measureLearning objective : Pupils will be taught to :- i) Compare the length of two objects by direct comparison. ii) Measure length of objects using uniform non- standard units. iii) Record the length of objects using uniform non standard units.Learning outcomes : Pupils will be able to :- i. Compare the length of two objects by direct comparison. ii. Measure length of objects using uniform non- standard units. iii. Record the length of objects using uniform non standard units.Value : Cooperative, observance, concentrate, Appreciating natureThinking skill : Comparing, Listing, Planning, Recording.Materials : Non standard measuring scales such as Paper Clips, Straws, Ropes and Pencils, Worksheets to record the measurement, All the surrounding objects in the classroom, LCD, Laptop
REMARKS/ STEP CONTENT PROCESS TEACHING AIDS 1. Teacher calls out two pupils in front of the class and asks others to observe them. 2. Ask the pupils, “who is taller?” and Comparison “who is shorter?” Set 3. Teacher encourages the pupils to Compare theInduction compare the height of the pupils and Two length of two (5 answer the questions. students objects byminutes ) 4. Asks the pupils about how they can direct measure the height of the two comparison students in front other than ruler. 5. Teacher connects the situation with today’s lesson. 1. Teacher discusses with the pupils about how the ancient people measured the length of objects. 2. Pupils try to think and tell some tools which can be used to measure length. 3. Teacher shows and explains various Non Introduction types of non standard measuring Standard scales such as Paper clip, Straw, Measuring Step 1 Non Standard Rope and Pencil. Scales - (15 Measuring 4. Teacher emphasizes on the different Paper clip,minutes) Scales sizes in the non standard measuring Straw, Rope scales to the pupils. and Pencil. 5. Teacher demonstrates how to use non standard measuring scales to measure the objects given and record the length of the objects. 6. Pupils observe and get used with the non standard measuring scales. 1. Teacher divide pupils into groups ( 5 Non Standard pupils in a group) and number them Measuring
The students are very familiar with the items I chose for this lesson. Thismade my lesson more effective where the pupils feel very easy to handle thosematerials. My lesson also was very effective because those materials helped thepupils to relate the lesson with their real life situation. The lesson was veryinteresting since the items used were user-friendly. The pupils really enjoyedwhen I took them out of the classroom to the surrounding of the school and madethem to measure whatever things they feel could be measured out.
APPENDIX 1Name of the Group : ________________ Class : _________ Measure length of the objects using uniform non standard units. Non standard units Objects
Paper Clip Straw Rope Pencil Bench Table Desk CupboardChalk BoardNotice BoardAPPENDIX 2 Lyrics of the song Tune: “Are you sleeping? (x2) Brother John.” Who is tallest? Who is tallest? In the class In the class.
Ahmad is the tallest. Ahmad is the tallest. In our class In our class. Who is shortest? Who is shortest? In the class In the class.Ah Chong is the shortest.Ah Chong is the shortest. In our class In our class.
Lesson Plan - MoneyClass : Year 3 CemerlangTime : 8.30 a.m. – 9.30 a.m.Duration : 1 hourAverage age : 9 years oldNumber of pupil : 30 pupilsSubject : MathematicsMain Topic : MoneySubtopic : Money to RM50Pre-requisite knowledge : i). Pupils know the value of money up to RM100. ii) Pupils know the basic operation addition and subtraction in whole numbers
Learning objective : Pupils will be taught to :- i. Use and apply knowledge of money in real life. ii. Solve problems involving money in real life situation iii. Add money up to RM 100 iv. Subtract money up to RM 100Learning outcomes : Pupils will be able to :- i. Pay the correct amount for the things they buy by identify and add up the correct value of money involving notes up to RM100 ii. Receive the correct amount of the balance after paying for the amount they boughtValue : Cooperative, observance, concentrate, trustworthy, Appreciating natureThinking skill : Comparing, Listing, Planning, EvaluatingMaterials : Puzzles, CD PPSMI, School Shop, Worksheets, Play money.
REMARKS/ STEP CONTENT PROCESS TEACHING AIDS 1. Teacher shows a set of puzzles to the pupils. Introduction 2. Teacher encourages the pupils to come - Note RM 100 in front of class and join the puzzles. Set Puzzles of - Value of 3. Pupils join the puzzles.Induction money - money 4. Ask the pupils about what they have (5 Note - Use of seen in the completed puzzles and relateminutes) RM 100 money their answer with value of money and use of money in real life. 5. Teacher connects the situation with today’s lesson. 1. Teacher shows a CD clips to pupils regarding solving problems involving money in real life situations. 2. Teacher emphasizes on the way how Solve they calculate the total and balance problems money in solving real life situations. involving Step 1 3. Teacher asks a few questions regarding CD PPSMI money in real (10 what they watched : ( Money up life situationsminutes) E.g. i. How much Rani has to pay for the to RM100) things she buys? CD ii. How much balance will Rani get if Presentation she pays RM70 for the things she buys. 4. Pupils concentrate on the CD clips and answer the teachers questions. 1. Teacher asks the pupils to be ready to go to the shop as buyers and sellers. 2. Pupils are prepared with their play money and start to buy the items sold in the school shop.
For this lesson, I chose the school shop because the students are veryfamiliar with the shop in buying and selling activity. Beforehand I asked theshopkeeper’s permission to run this lesson. When I took them to the shop, thestudents were very happy and they really involved themselves in the activities.The lesson also was very effective. The students can easily understood today’slesson and the learning outcome was easily achieved. I feel by using the schoolshop, it will really benefit the students in future whereby they can buy their thingseasily by using their real money.
Name of the Group : ________________ Class : _________
Worksheet A I buy : I must pay : RM 25 RM 14 RM 16 RM 18 RM 20 RM 34 RM 35 RM 47
Worksheet C My I pay with these notes: I buy: change:
Things Price Science book RM 14 RM 50 Dictonary RM 37 RM 5 RM 50 Things Price Diskette RM 17 RM 10 Fails RM 25 RM 50 Things Price Revision RM 36 RM 50 book Dictionary RM 49Name : __________________ Class : _______Worksheet B
I have RM 50 RM 10 I can buy: RM 16 RM14 RM 22How much is my balance now?=______________ RM 50 RM 50I have. I can buy: RM 27 RM 34 RM 19How much is my balance now?=______________