XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning

SUBJECT AREA: Mathematics                                  ...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning

INSTRUCTIONAL OBJECTIVES:
(Identification of the specific l...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning


MATERIALS, RESOURCES AND TECHNOLOGY:

   1. Materials and ...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning



INSTRUCTIONAL PROCEDURES:

   1. Motivation:

      Expla...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning


        b. Students access the video lessons for Area of a...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning


        d. Teacher will then reinforce the main ideas pres...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning



        g. This next activity (interactive lab) allows st...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning


    3. Closure:

        Summary of the lesson and future ...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning




Some students were asked to explain and present the stra...
XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning

This student employed factorization (a skill taught in Seme...
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Math ict lesson area of parallelogram and trapezium kenneth lui

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Math ict lesson area of parallelogram and trapezium kenneth lui

  1. 1. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning SUBJECT AREA: Mathematics GRADE LEVEL: Secondary 1 Name of Teacher: Kenneth Lui Cherng Ginn LESSON TITLE: Area of Simple Geometrical Figures TIME ALLOTTED: 2 × 50 minutes (Parallelogram and Trapezium) LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.) Essential Questions What is the relationship between dimensions and area? What shapes form other shapes? (original) Knowledge and Skills At the end of this lesson, students should be able to calculate the area of parallelograms and trapeziums. Key Understandings At the end of this lesson, students should be able to understand that • the area of most figures can be expressed in terms of its dimensions • area is the interplay of dimensions • the area of many composite figures can be calculated using the area of primary shapes (e.g. triangles, circles) The lesson aims to help students acquire the relevant knowledge and skills using the following features of the ACE- Learning system. • Video Lessons – The video lessons enables students to access lessons at their own pace. The animations are especially useful for teaching geometry. • Practice Drills – The system classifies practice questions into easy, normal and difficult. This feature enables differentiation to take place. Depending on their ability, students can attempt questions which challenge them suitably. • Interactive Labs – Some lessons have lab sessions that allow students to explore a concept further. In this lesson, the lab activity allows students to use knowledge in context and apply what they know in a novel way. This allows them to demonstrate a facet of their understanding (that area is an interplay of dimensions) CLASSROOM LAYOUT AND GROUPING OF STUDENTS: (Where will the learning take place? How will the room be organized with the computers? How will the students be grouped (class group, individuals, pairs, small groups, etc…) The lesson takes place in a computer lab. Learning takes place through individual work.
  2. 2. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning INSTRUCTIONAL OBJECTIVES: (Identification of the specific learning outcomes expected to happen based on Competency Standards.) a b c D Creativity & Innovation □ □ □ □ Communication & Collaboration □ □ □ □ Research and Fluency □ □ □ □ Critical Thinking, Problem Solving and Decision Making □ □ □ □ Digital Citizenship □ □ □ □ Technology Operations and Concepts □ □ □ □ ICT Competency Standards for Students Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. Plan and manage activities to develop a solution Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Stuents: b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity c. Demonstrate personal responsibility for lifelong learning Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems
  3. 3. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning MATERIALS, RESOURCES AND TECHNOLOGY: 1. Materials and Resources for this Lesson (special devices) Technology Components for this Lesson a. Computer with internet access 2. Web Site for this Lesson a. Ace learning website 3. Computer Software for this Lesson a. Ace learning system STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE: ( Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills.) Students should be able to a. know and use the formula for area of a rectangle and triangle (acquired in primary school) b. navigate through the ace learning system
  4. 4. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning INSTRUCTIONAL PROCEDURES: 1. Motivation: Explain the importance of the lesson to motivate the student. Relate lesson to previous lesson or real-life situation. This lesson seeks to provide a learner-centered environment for students to acquire the knowledge and skills described. This lesson also seeks to demonstrate to students how they can systematically learn on their own using the Ace Learning platform. 2. Activities: (The sequential activities to happen in this lesson. It describes the teaching method to employ in learning the lesson.) a. Students first access the ACE Learning system.
  5. 5. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning b. Students access the video lessons for Area of a Parallelogram and Trapezium. c. The video lessons reinforce concepts taught through examples. Students are asked to attempt these examples before referring to the solutions.
  6. 6. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning d. Teacher will then reinforce the main ideas presented in the video and address any questions. e. Students select different problems from the question bank to practice. Differentiation takes place here. Depending on their abilities, students can attempt questions which challenge them suitably. The system gives immediate feedback to students after each attempt. Solutions will also be provided if an incorrect answer is submitted. This promotes independent learning. f. The teacher is freed to attend to students who might need more guidance. Peer coaching and learning can also take place.
  7. 7. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning g. This next activity (interactive lab) allows students to represent their understanding in a creative way. h. A student is asked to explain the strategy he used in the above activity.
  8. 8. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 3. Closure: Summary of the lesson and future lesson. The lesson is summarized by relating students’ learning experiences to the 2 key understandings. The area of many composite figures can be calculated using the area of primary shapes (in this case rectangles and triangles). The formula for the area of the parallelogram was derived from the transformation of a parallelogram into a rectangle. The formula for the area of a trapezium was derived from the observation that any trapezium is made up of 2 triangles. Different dimensions can give the same area. Teacher asks students to reflect on their experience during the interactive lab session. Teacher links this understanding to a more authentic scenario: the different design of flats with the same floor area. SUPPLEMENTAL ACTIVITIES: 1. Additional activities to expand the lesson 2. Remediation activities for the student needing more instruction and practices 3. Assignments Selected questions from the textbook are given to students as assignment. ASSESSMENT AND EVALUATION: How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. The student’s success is measured informally. The last activity (interactive lab) provides a way for the teacher to assess students’ understanding (see diagrams below). The primary objective in this lesson is for students know and use the formula for area of parallelogram and trapezium. This is fairly straightforward and easy to achieve. The understanding that different figures can have the same area is less obvious and needs a bit more uncovering. The interactive lab in this lesson helps students to uncover and represent this understanding. Students are required to draw 2 different trapeziums which have the same area. This allows students to apply what he has learnt in a novel way. At the same time, he has to self-adjust as he performs this task. The system provides immediate feedback to the student. This feedback gives the teacher a quick and visual way to assess students’ understanding (The system generates a different question for each student, making it difficult for them to copy.) A correct response here shows more than the ability to use the formula for area of parallelograms and trapeziums. It shows an understanding of the interplay of different dimensions to achieve the same area.
  9. 9. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning Some students were asked to explain and present the strategy they employed in the interactive lab activity. Below is a description of one sharing:
  10. 10. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning This student employed factorization (a skill taught in Semester 1) to solve this problem. He first multiplied the given area by 2 (showing knowledge of the formula for area of trapeziums). He then factorized the given result (showing an understanding that a number can have many different factors). One of the factors he decided to be the height. For the other factor, he shared he did an “allocation” (showing again knowledge of the formula i.e. of the sum of parallel sides). STUDENT PRODUCTS: What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slideshow, drawing, etc.) In this lesson, the “product” will be the trapeziums and parallelograms that students have drawn.

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