This document outlines a lesson plan for teaching students about terms related to circles. The objectives are to name circle terms, define them, and identify them. The lesson will begin with an opening prayer, greetings, attendance check, and drill to identify images. Then the teacher will review concepts from a prior lesson on triangles. The main activity is to teach the terms related to circles and have students practice identifying and defining them. Cooperation is emphasized as a value.
Sample Lesson Plan: Finding the Area of a Composite FigureCRISALDO CORDURA
This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that will be used for online class of Mathematics 6: Module 6
DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.
4A's SAMPLE LESSON PLAN- SPEED, TIME, & DISTANCECRISALDO CORDURA
Disclaimer: Some photos were taken from google and NOT MINE.
this isn't a perfect lesson plan but if you wish to borrow you can edit it in a way that is suitable for how you deliver your lesson.
this lesson plan also was supposed to be my COT 1 but wasn't because because of the delay of time.
Sample Lesson Plan: Finding the Area of a Composite FigureCRISALDO CORDURA
This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that will be used for online class of Mathematics 6: Module 6
DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.
4A's SAMPLE LESSON PLAN- SPEED, TIME, & DISTANCECRISALDO CORDURA
Disclaimer: Some photos were taken from google and NOT MINE.
this isn't a perfect lesson plan but if you wish to borrow you can edit it in a way that is suitable for how you deliver your lesson.
this lesson plan also was supposed to be my COT 1 but wasn't because because of the delay of time.
21st Century Instructional Plan Student Population .docxeugeniadean34240
21st Century Instructional Plan: Student Population 2
21st Century Instructional Plan: Student Population
Kimberly Kimbrough
EDU 645
Deana Plaskon
May 11, 2015
LESSON PLAN: AREA OF SQUARES, RECTANGLES AND TRIANGLES
Introducing the concept
Topic
Mathematics: identifying different shapes and finding their area
Grade level
Grade 5
State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
Prerequisite skills
Skills consideration: students should be able to:
1. Distinguish between a square, a rectangle and a triangle
2. Identify length, width and diagonals in shapes
3. Have background information on measurements
Other physical and important prerequisite skills assumed by the lesson:
1. Students should be familiar with shapes
2. Students will need to respond clearly to verbal questions
3. Students need to keenly focus on the teachers instructions on how to find area of different shapes.
Objectives of the lesson
By the end of the lesson, the students should be able to:
1. State the meaning of area
2. Find the area of the different shapes individually
3. Apply the concept of area of the given shapes in real life situations.
Process
Materials:
1. various physical models representing the given shapes
2. chart showing the different shapes and their formulas
3. charts showing different measurements in squared form
Procedures
1. at the beginning of the lesson, the teacher begins by introducing the concept of area
2. a class discussion on distinguishing between a square, a rectangle and a triangle
3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
5. finding area of the shapes individually through the teachers guidance
6. students finding area of the shapes individually without guidance
script sample
Teacher: we are going to practice on application of area of the given shapes in real life situations.
Choose 3 students and ask each to identify the length, width and diagonal of the classroom floor. Choose other 6 students, 2 to measure the length, 2 the width, and the remaining two the diagonal. Then ask the class to calculate the area of the classroom floor and area of one side of the floor if it had a diagonal.
Accommodations
Instructional accommodation
1. The students with learning disabilities experience difficulty in mathematics and learning. Each of them will .
The inductive method of teaching means that the teacher presents the rule through situations and sentences and does guided practice, then the learners do free practice. After that, the teacher deduces or elicits the rule form from the learners themselves by themselves.
1. Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna
Siniloan (Host) Campus
2. I. Objectives
1. Name the terms related to the circle.
2. Give the definitions of the terms-related to the circle.
3. Show the terms related to the circle.
II. Subject Matter
Topic: Naming the Terms Related to the Circle.
Reference: Geometry Textbook for Third Year High School
Materials:
Values Focus: Cooperation
III. Instructional Procedures
3. Teacher’s Activity Student’s Activity
A. Preparatory Activities
1. Prayer
Stand up everybody let us pray.
_______please lead the prayer.
In the name of the father…..Amen
2. Greetings
Good morning class!
Good morning, ma’am.
Please be seated.
Thank you.
3. Checking of Attendance
Is there any absent today?
None ma’am!
Very good!
4. Drill
Class let us identify the following
images.
__________give the names of the given
images.
Ma’am the given images are clock, wheel,
button, and a one-peso coin.
Very good!
5. Review
Class before we proceed to our lesson,
let me see if you can still recall our past
lesson.
What are the secondary parts of the
triangle?
The students will raise their hands.
Yes, _________.
Ma’am, the secondary parts of the triangle
are the altitude, angle bisector and the
median.
Excellent! Give him/her a boom clap!
Now, who can define the altitude?
The students will raise their hands.
Yes, __________.
Ma’am, altitude is the height of a triangle.
Very good! Altitude is the height of a
triangle.
How about the angle bisector?
NAMING THE TERMS
Yes, ____________.
RELATED TO THE CIRCLE
