EXAMPLE LESSON PLAN

LESSON PLAN

 

Name of Teacher :	School :	Date Lesson Taught:
Class : Grade 4/ Standard 4/ Primary 4	Duration : 90 minutes	Enrolment :

Subject : Mathematics

 

Topic(s) : Heuristics ( “Act it Out”, “Work Backwards”, “Make a Systematic List”), Volume and Fractions

Pre-requisites :

Pupils should have prior knowledge in

1) addition and subtraction of Whole Numbers up to 100;

2) finding the volume of irregular/ regular objects;

3) fractions as equal parts of a whole; and

4) finding fractions with denominators up to eight

 

Specific Instructional Objectives:

At the end of the lesson, pupils will be able to

1) find at least two solutions to get from Point A to Point B

2) look at the end result of a problem and work backwards towards the beginning

3) make a container and find its volume
4) make comparison of the volume of the containers

5) find at least two different ways of dividing a piece of coloured rectangular paper into eight equal parts

Type of Activity : Group work (Pupils will be divided into groups of 4-5 of mixed abilities)

Thinking Skills : Problem Solving, Spatial Visualisation, Comparing, Identifying parts-whole relationship,
Divergent thinking

 

Resources/ Materials Needed :

Worksheets for the Learning and Problem Solving (LAPS) stations
Whiteboard markers
Clipboards
Pens (red, blue)
Pencils
Scotch/ Masking Tape
Scissors

Chalks
Metre Ruler
30-cm rulers
Three opaque containers

Sweets

Staplers

Coloured A4 papers

Sand

Beakers

Colour pencils/ Small markers

 

 

 

 

 

 

 

Duration	Procedures/ Activities	Resources	Thinking Skill(s)	15 min                                                             15 min                                                                                                                                                                                 15 min                                       15 min                                                                     15 min                                         15 min	Introduction/ Induction Teacher A asks pupils : How many of you like Mathematics? How many of you like to solve mathematical problems? Why? Teacher A informs pupils that they are going to “see” problem sums coming alive. They are going to solve real-life problems in a very fun way. Teacher A distributes the worksheets on the four Learning and Problem Solving (LAPS) stations and goes through the rules and regulations with the students. Teacher A introduces the other teachers in charge of each station. LAPS station 1 : Teachers D & E LAPS station 2 : Teachers B & C LAPS station 3 : Teachers F & G LAPS station 4 : Teachers H & I Teacher A divides the students into four groups and appoints group leaders and noise level controllers. Teacher A goes through the schedule for the LAPS stations for each group and gives them a brief account of the activities that they are going to do. The teachers in charge of each station will lead the students to their respective stations.   A B A B B A Development Each group will take turns to complete the activities in the four LAPS stations. LAPS Station 1 : Act it Out Teachers D and E will demonstrate to the pupils how to move from Point A to B in a 1 x 1 square as shown. The possible ways are: Teachers D and E will demonstrate to the pupils how to move from Point A to B in two 1 x 1 squares as shown. A B Some of the possible solutions are : A B A B A B Teachers D and E will demonstrate one of the ways to move from Point A to B in a 2 x 2 square as shown with the constraints that only forward and left movements are allowed from Point A. A B A A B A B A B Some of the possible solutions are : A B A B After that, students will explore the various ways to go from Point A to B and record their findings in their worksheets. Learning Station 2 : Work Backwards Teacher B will show an opaque container with sweets in it. Teacher B will invite students to take out six sweets from the container. Teacher B asks pupils to count the number of sweets left in the container. Teacher B asks pupils to compute the number of sweets at the beginning. Teacher C will show another opaque container with sweets in it. Teacher C will invite students to put in seven sweets from the container. Teacher C asks pupils to count the number of sweets left in the container. Teacher C asks pupils to compute the number of sweets at the beginning. Teacher B will show a third container with sweets in it. Teacher B will invite students to put in and take out some sweets from the container. Teacher B asks pupils to count the number of sweets left in the container. Teacher B asks pupils to compute the number of sweets at the beginning. Learning Station 3 : Exploring Volume Each pupil will be given a piece of A4 coloured paper. The pupils will make the biggest possible container with the paper given. The pupils will estimate the volume of their containers using the sand. They will fill their containers with sand and after that, pour the sand into beakers to measure it. The one with the largest amount of sand among all the groups will be given a special gift/present.     Some of possible containers are :               Pupils can explore the volume of their containers by putting sand in them and after that, use beakers to measure the amount of sand. Note that: 1) Volume is defined as the amount of space the object occupies. 2) The pupils are using the sand and beakers to estimate the volume of their containers. Depending on the shape and size of their containers, the actual volume can be greater. Learning Station 4 : Fun With Fractions   Teachers H & I will demonstrate a few ways to divide a piece of A4 paper into four equal parts. Students will be given some A4 papers. They are supposed to experiment with the various ways in dividing each piece of paper into eight equal parts.       Example:               Conclusion/ Evaluation The students will gather together and the teachers will go through all the possible solutions for each station. The teachers will give feedback on the students’ performance. Students will complete feedback forms.	Worksheets for the Learning stations Whiteboard markers Clipboards Pens (red, blue) Pencils                                                 Worksheets for the Learning stations, Masking Tape, scissors, chalks, metre ruler                                                                                                                                                                                 Worksheets for the Learning stations, Opaque containers, sweets Worksheets for the Learning stations, Scorch tapes, staplers, coloured A4 papers, sand, beakers                                           Worksheets for the Learning stations, Coloured A4 papers, magic pens/ coloured pencils, 30cm rulers, scissors                         Answer keys, whiteboard markers	Heuristics “Act it Out”, Divergent Thinking, Problem Solving                                                                                                                                                                                     Heuristics “Work Backwards”, Problem Solving                                   Divergent Thinking, Problem Solving, Spatial Visualisation Comparing,                                                           Identifying parts-whole relationship, Divergent thinking, Problem solving, Make a Systematic List

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN

 

Name of Teacher :	School :	Date Lesson Taught:
Class : Grade 4/ Standard 4/ Primary 4	Duration : 90 minutes	Enrolment :

Subject : Mathematics

 

Topic(s) : Heuristics ( “Act it Out”, “Work Backwards”, “Make a Systematic List”), Volume and Fractions

Pre-requisites :

Pupils should have prior knowledge in

1) addition and subtraction of Whole Numbers up to 100;

2) finding the volume of irregular/ regular objects;

3) fractions as equal parts of a whole; and

4) finding fractions with denominators up to eight

 

Specific Instructional Objectives:

At the end of the lesson, pupils will be able to

1) find at least two solutions to get from Point A to Point B

2) look at the end result of a problem and work backwards towards the beginning

3) make a container and find its volume
4) make comparison of the volume of the containers

5) find at least two different ways of dividing a piece of coloured rectangular paper into eight equal parts

Type of Activity : Group work (Pupils will be divided into groups of 4-5 of mixed abilities)

Thinking Skills : Problem Solving, Spatial Visualisation, Comparing, Identifying parts-whole relationship,
Divergent thinking

 

Resources/ Materials Needed :

Worksheets for the Learning and Problem Solving (LAPS) stations
Whiteboard markers
Clipboards
Pens (red, blue)
Pencils
Scotch/ Masking Tape
Scissors

Chalks
Metre Ruler
30-cm rulers
Three opaque containers

Sweets

Staplers

Coloured A4 papers

Sand

Beakers

Colour pencils/ Small markers

 

 

 

 

 

 

 

Duration	Procedures/ Activities	Resources	Thinking Skill(s)	15 min                                                             15 min                                                                                                                                                                                 15 min                                       15 min                                                                     15 min                                         15 min	Introduction/ Induction Teacher A asks pupils : How many of you like Mathematics? How many of you like to solve mathematical problems? Why? Teacher A informs pupils that they are going to “see” problem sums coming alive. They are going to solve real-life problems in a very fun way. Teacher A distributes the worksheets on the four Learning and Problem Solving (LAPS) stations and goes through the rules and regulations with the students. Teacher A introduces the other teachers in charge of each station. LAPS station 1 : Teachers D & E LAPS station 2 : Teachers B & C LAPS station 3 : Teachers F & G LAPS station 4 : Teachers H & I Teacher A divides the students into four groups and appoints group leaders and noise level controllers. Teacher A goes through the schedule for the LAPS stations for each group and gives them a brief account of the activities that they are going to do. The teachers in charge of each station will lead the students to their respective stations.   A B A B B A Development Each group will take turns to complete the activities in the four LAPS stations. LAPS Station 1 : Act it Out Teachers D and E will demonstrate to the pupils how to move from Point A to B in a 1 x 1 square as shown. The possible ways are: Teachers D and E will demonstrate to the pupils how to move from Point A to B in two 1 x 1 squares as shown. A B Some of the possible solutions are : A B A B A B Teachers D and E will demonstrate one of the ways to move from Point A to B in a 2 x 2 square as shown with the constraints that only forward and left movements are allowed from Point A. A B A A B A B A B Some of the possible solutions are : A B A B After that, students will explore the various ways to go from Point A to B and record their findings in their worksheets. Learning Station 2 : Work Backwards Teacher B will show an opaque container with sweets in it. Teacher B will invite students to take out six sweets from the container. Teacher B asks pupils to count the number of sweets left in the container. Teacher B asks pupils to compute the number of sweets at the beginning. Teacher C will show another opaque container with sweets in it. Teacher C will invite students to put in seven sweets from the container. Teacher C asks pupils to count the number of sweets left in the container. Teacher C asks pupils to compute the number of sweets at the beginning. Teacher B will show a third container with sweets in it. Teacher B will invite students to put in and take out some sweets from the container. Teacher B asks pupils to count the number of sweets left in the container. Teacher B asks pupils to compute the number of sweets at the beginning. Learning Station 3 : Exploring Volume Each pupil will be given a piece of A4 coloured paper. The pupils will make the biggest possible container with the paper given. The pupils will estimate the volume of their containers using the sand. They will fill their containers with sand and after that, pour the sand into beakers to measure it. The one with the largest amount of sand among all the groups will be given a special gift/present.     Some of possible containers are :               Pupils can explore the volume of their containers by putting sand in them and after that, use beakers to measure the amount of sand. Note that: 1) Volume is defined as the amount of space the object occupies. 2) The pupils are using the sand and beakers to estimate the volume of their containers. Depending on the shape and size of their containers, the actual volume can be greater. Learning Station 4 : Fun With Fractions   Teachers H & I will demonstrate a few ways to divide a piece of A4 paper into four equal parts. Students will be given some A4 papers. They are supposed to experiment with the various ways in dividing each piece of paper into eight equal parts.       Example:               Conclusion/ Evaluation The students will gather together and the teachers will go through all the possible solutions for each station. The teachers will give feedback on the students’ performance. Students will complete feedback forms.	Worksheets for the Learning stations Whiteboard markers Clipboards Pens (red, blue) Pencils                                                 Worksheets for the Learning stations, Masking Tape, scissors, chalks, metre ruler                                                                                                                                                                                 Worksheets for the Learning stations, Opaque containers, sweets Worksheets for the Learning stations, Scorch tapes, staplers, coloured A4 papers, sand, beakers                                           Worksheets for the Learning stations, Coloured A4 papers, magic pens/ coloured pencils, 30cm rulers, scissors                         Answer keys, whiteboard markers	Heuristics “Act it Out”, Divergent Thinking, Problem Solving                                                                                                                                                                                     Heuristics “Work Backwards”, Problem Solving                                   Divergent Thinking, Problem Solving, Spatial Visualisation Comparing,                                                           Identifying parts-whole relationship, Divergent thinking, Problem solving, Make a Systematic List