oum mt assignment

Attribution Non-Commercial (BY-NC)

528 views

oum mt assignment

Attribution Non-Commercial (BY-NC)

- Method Essay: Collaborative writing using CSCW (Google Docs)
- Year 3 Language Arts Having Fun
- how many bears lesson plan 1
- Upload
- Examining Turkish Preservice Elementary Teachers’ Beliefs about the Nature and the Teaching of Mathematics*
- The Value of Content-Area Literacy Activities in Mathematics for Students with Learning Disabilities
- A4E26B0Ed01
- syntheses paper
- Suggestopedia and Guided Discovery
- Teaching Model and Means Based on Constructivism for Collegiate Bilingual Courses.pdf
- edse
- NOVAK Helping Students Learn
- Role Play Art
- WEEK 3
- number 2 social constructivism
- Constructivism in Science Classroom: Why and How
- etec512 lesson plan critque - waters
- Pedagogical Strategies for Building Community in Graduate Level for Distance Education Courses
- philosophy paper 2
- assignment 606 4

You are on page 1of 36

RAFIDI

___________________________________________________________________

_

to teach two classes of a similar year but with

different abilities. As such, you need to consider

various factors before planning a lesson including the

different approaches. You are considering the

following:

a) “Effective teaching in Mathematics begins with

thoughtful planning”. Do you agree with the

statement? Provide your reasons.

(4 marks)

_______________________________________________________________________

1

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

THOUGHTFUL PLANNING

Writing lesson plans helps me create effective lessons. While not the only

factor in effective teaching, I believe “the more organized a teacher is, the more

effective the teaching, and thus the learning, is” (Lesson Planning). Planning

requires vision, and when I write a lesson plan, I envision a classroom of

motivated students and think about how I can make it happen, how I can best

communicate information, best use materials, and best engage students in active

learning. A plan also keeps the class purposely focused, thereby making efficient

use of our limited time. Adding to both efficacy and efficiency, a written plan helps

me anticipate possible problem areas, allowing me to eliminate some before they

occur and think of ways to work with others that will no doubt arise.

When my ideas are written down in an organized plan, I can better see the

details and tie even small components of the lesson to students’ lives,

experience, and our previous lessons- ties that might not so readily spring to

mind when I am in the middle of a class. Connections satisfy important needs of

adult learners: seeing “the big picture” and relevancy. Reviewing the parts of the

whole also helps me verify that the lesson includes. Spencer (1998)

recommended a variety of learning activities which are interactive, meet their [the

students] learning styles and prompt critical thinking and problem-solving

perceptions of me as a knowledgeable professional who can guide them through

their learning. This perception is a positive force in the class. When students are

aware I have a thoughtful plan, they know that I share their sense of urgency for

_______________________________________________________________________

2

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

balks at working with a partner, or a few worry why I don’t correct every error on

their papers, I can respond intelligently as an expert because when I planned my

lesson, I gave thought to the principles behind every step. Students decide how

they want to proceed after hearing my reasons.

Having a lesson plan makes it easy to share with students what we are

doing and why. Adult learners expect to be treated as partners in the learning

process and have the cognitive curiosity to want to know what is going on.

According to Kizlik (2006) “giant step toward owning the content they teach and

the methods they use” understanding lesson objectives and the strategies used

to reach them goes a long way towards the students “owning” their learning.

reflective teacher, I need some sort of record of lessons so I can debrief myself. I

review my lesson plan and note things that were done differently, unexpected

outcomes, student reactions, future improvements, ideas for follow up, etc.

Looking back at weeks of annotated lesson plans reveals patterns, influences,

and recurring problem areas, awareness of which keep me tuned in and

responsive to student needs.

individuality of my students and how they will respond. Planning makes me face

pedagogical decisions based on what works best for my students and not just

what works best for me. With all that I have to consider going into each class, I

can’t imagine not laying out a plan in advance, yet I know I can deviate from it as

necessary. My plan is but a proposal, after all, that begins to undergo subtle

_______________________________________________________________________

3

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

negotiations the minute class starts and my partners in the venture, the students,

begin to interact with it.

approach, contextual approach and traditional

approach.

(6 marks)

_______________________________________________________________________

4

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

own understanding of the world by reflecting on our experiences. Each of us

generates our own “rules” and “mental models”, which we use to make sense of

our experiences. Learning is simply the process of adjusting our mental models

to accommodate new experiences.

Pragmatism. John Dewey’s Philosophy (1981) is based on the assumption that

knowledge and ideas emerge from situation in which learners had to draw them

out of experience that had meaning and importance to them. These situations

had to occur in a social context such as a classroom where students joined in

manipulating materials and thus created a community of learners who built their

knowledge together. Children do not directly know the world; they construct

knowledge through process of adaptation.

_______________________________________________________________________

5

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

leads to learning: when we act on the expectation that the world operates in one

way and it violates our expectations, we often fail, but by accommodating this

new experience and reframing our model of the way the world works, we learn

from the experience of failure, or others' failure.

particular pedagogy. In fact, constructivism describes how learning should

happen, regardless of whether learners are using their experiences to

understand a lecture or attempting to design a model airplane. In both cases, the

theory of constructivism suggests that learners construct knowledge.

Constructivism as a description of human cognition is often associated with

pedagogic approaches that promote active learning learning by doing.

needs and backgrounds. The learner is also seen as complex and

multidimensional. Wertsch (1997) recognize social constructivism not only

acknowledges the uniqueness and complexity of the learner, but actually

encourages, utilises and rewards it as an integral part of the learning process

meaning making process required to solve meaningful problems. New learning

depends on learner’s previous knowledge. Learning implies reorganization of

prior conceptual scheme or cognitive map. Learning is facilitated by social

interaction. It is meaningful learning occurs within authentic learning tasks.

_______________________________________________________________________

6

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

nature of curriculum, teaching- learning and evaluation procedures in the

constructivist classroom. Following section states the characteristics of a

constructivist classroom. Constructivist Curriculum may have following

characteristics:

• Considers students’ perspective.

• Teacher negotiates with students as to what knowledge is useful for

them.

• Curriculum includes knowledge and skills, which are related to students’ prior

knowledge and future utility

• Decentralized, diversified, flexible, contextual curriculum

2.1.2 Example

come together as a class to discuss the results.

• Research projects: students research a topic and can present their

findings to the class

• Field trips. This allows students to put the concepts and ideas discussed

in class in a real-world context. Field trips would often be followed by class

discussions.

• Films. These provide visual context and thus bring another sense into the

learning experience

• Class discussions. This technique is used in all of the methods described

above. It is one of the most important distinctions of constructivist teaching

methods

2.2 Contextual Approach

_______________________________________________________________________

7

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

situations and motivate students to make connections between knowledge and

its applications to their lives as family members, citizens, and workers and

engage in the hard work that learning requires.

Problem-based

Contextual teaching and learning can begin with a simulated or real

problem. Students use critical thinking skills and a systemic approach to inquiry

to address the problem or issue. Students may also draw upon multiple content

areas to solve these problems. Worthwhile problems that are relevant to

students’ families, school experiences, workplaces, and communities hold

greater personal meaning for students.

separated from the physical and social context in which it develops. How and

_______________________________________________________________________

8

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

where a person acquires and creates knowledge is therefore very important. exp

Contextual teaching and learning strategies are enriched when students learn

skills in multiple contexts (i.e. school, community, workplace, family).

with increased diversity comes differences in values, social mores, and

perspectives. These differences can be the impetus for learning and can add

complexity to the Contextual teaching and learning experience. Team

collaboration and group learning activities respect students’ diverse histories,

broaden perspectives, and build inter-personal skills.

able to seek out, analyze, and use information with little to no supervision. To do

so, students must become more aware how they process information, employ

problem-solving strategies, and use background knowledge. Contextual teaching

and learning experiences should allow for trial and error; provide time and

structure for reflection; and provide adequate support to assist students to move

from dependent to independent learning.

beliefs of others. Learning groups, or learning communities, are established in

workplaces and schools in an effort to share knowledge, focus on goals, and

_______________________________________________________________________

9

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

allow all to teach and learn from each other. When learning communities are

established in schools, educators act as coaches, facilitators, and mentors.

skills in meaningful ways by engaging students in real life, or "authentic"

contexts. Assessment of learning should align with the methods and purposes

of instruction. Authentic assessments show (among other things) that learning

has occurred; are blended into the teaching/learning process; and provide

students with opportunities and direction for improvement. Authentic

assessment is used to monitor student progress and inform teaching practices.

2.2.2 Example

Teacher : In away you are right. What plus-problem is 5 x 3 the same as?

Soleh: , 5 + 5 + 5 = 15

From Soleh´s first answer Amin could not tell if he understood what

multiplication is, but after checking with an example it is easy to tell that he does

understand.

_______________________________________________________________________

10

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

laws and theories. Role of teacher is to transmit the authoritarian knowledge to

the students, who are considered as passive receivers of knowledge. Teaching-

learning process emphasizes memorization of facts, formulae, definitions,

equations, derivatives, procedures and theories.

which, test recall of facts, laws, definitions and theories. Students’ responses are

evaluated as ‘’right’ or ‘wrong’ against the correct answer fixed and decided by

the examiner. Exams classify students into different classes or grades.

learner. Grades/marks in the final examination are considered as indicators of a

pupil’s achievement and learning capabilities. Therefore, teaching is examination

oriented 3 and it’s main objective is to prepare students to pass the examination

with high marks/grades.

2.3.1 Example:

Read after me, 1 x2 = 2..

Pupils : (Follow whatever teacher say without understand the concept)

(Teacher centered)

Approach and Traditional Approach

_______________________________________________________________________

11

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

a) Learning is creating a) Knowledge a) Learning is change in

meaning from acquisition is the form of

experience a mental activity observable behavior

b) Learner control and that entails internal

b) The primary concern

manipulation of coding and

is how

information Strutting by the

association between

c) Learners set their learner.

the stimulus and

own pace and b) Concern about

response is made,

must be what learner knows

strengthened or

intrinsically and how

maintained.

motivated they get it.

d) Learners build c) Address issues of

c) Environmental

personal how information is

conditions influence

interpretational of received,

learning , the pupils

the world based on organized stored

can make correct

individual and

responses and

experiences and retries by the mind.

receive reinforcement

interactions d) Emphasis on

when environmental

environmental

conditions arranged

e) Mind filter input from

conditions such as

by instructor.

The. world to produce

explanations,

its

demonstrations , d) Emphasis observable

own reality.

examples , non- and measurable

f) Learners and

examples, outcomes.

environment

practice and

interact to create e) Responses followed

feedback .

_______________________________________________________________________

12

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

by reinforcement are

g) Emphasis on context in activities

more likely to occur

which the skills will be That lead up to a

in the future

learned and applied. response.

h) Models construction of f) Learning occur only

f) Use of cues , shaping

knowledge, promote when learners

and practice to ensure

collaboration design process new

srong stimulus-

authentic learning knowledge in such a

response association

environment. way that it makes

i ) Teacher will recognize sense to them g) Use reinforcement to

pupil’s prior knowledge in their own frame of

strengthen the

and plan teaching reference .

association

method g) Make knowledge

based on this basic meaningful and help

h) Nonuse of a

knowledge. learners organize

response over time

j) Assessment becomes and relate new

cause forgetting.

part of learning information to

process. The existing knowledge i) Instructor determine

learner is evaluated in memory. which cue can elicit

universally and plays a h) determine response

role in judging their own predisposition

progress. to learning and j) Instructions used to

assimilated.

_______________________________________________________________________

13

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

j) Should be structured

to encourage five

essential

forms of learning –

Relating ,

Experiencing ,

Applying ,

Cooperating

and Transferring

_______________________________________________________________________

14

_

assist you in teaching of different HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

ability ? (5 marks)

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

developed by the teacher to guide the instruction. Planning the instruction is

much more difficult than delivering the instruction. Planning is when you look at

the curriculum standards and develop lesson content that match those

standards. Luckily, textbooks that are adopted for your subject areas are typically

are written with this in mind.

_______________________________________________________________________

15

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

All details should be written down to assist the smooth delivery of the

content. The extent of the detail will vary depending on the number of years of

experience that the teacher has and the number of times he/she has taught the

lesson. Obviously a teacher with several or many years of experience may have

plans that are much less detailed than beginning teachers. There will be

requirements mandated by the school system that employs you regarding your

responsibilities.

journey, then the lesson plan is the map. It shows you where you start, where

you finish and the route to take to get there.

Essentially the lesson plan sets out what the teacher hopes to achieve

over the course of the lesson and how he or she hopes to achieve it. Usually they

are in written form but they don't have to be. New or inexperienced teachers may

want to or be required to produce very detailed plans - showing clearly what is

happening at any particular time in the lesson.

consider this detail in planning on a daily basis. As teachers gain experience and

confidence planning is just as important but teachers develop the ability to plan

more quickly and very experienced teachers may be able to go into class with

just a short list of notes or even with the plan in their heads.

Whatever the level of experience, it is important that all teachers take time

to think through their lessons before they enter the classroom.

_______________________________________________________________________

16

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

We are left with the question: 'How can a teacher produce a full lesson plan

without writing it down on a formal lesson plan template form?'

Here, I think the answer fo the 'day-to-day' lesson would be a 'Checklist of

elements', against which a teacher could jot down (or at least mentally check)

their ideas for what the lesson might involve. That way, they will go into the

lesson properly prepared, but without the lesson-plan straightjacket which

hinders proper flexibility of delivery.

The reason I developed the lesson plan template form was to try to

ensure that observed teachers would not forget anything. So , following the

template down, I think I would go for a checklist which would ask:

1. What resources will the lesson need and have you assembled them all?

2. Where is the pupils' learning on this after last lesson; does the content and

skills of this lesson take them seamlessly to the next step?

3. What therefore are your key teaching objectives for this lesson?

4. Have you translated these key teaching objectives into 'pupil-speak' 'Learning

outcomes' which you will write on the board for them at the start of the lesson?

5. Have you formulated a literacy (and, where appropriate, a numeracy and a

behavior) objective?

6. What is your starter going to be?

7. What are the 4/5 'element-activities' of your lesson? How long would you

initially intend to allocate to each element-activity? Have you looked at the

sequence of element-activities from the pupils' point of view to make sure that

they are getting a 'variety-of-fare' as the lesson progresses?

11. How are you going to assess the pupils' progress as the lesson progresses;

particularly, what are you going to do in the plenary?

_______________________________________________________________________

17

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

One of the most important reasons to plan is that the teacher needs to identify

his or her aims for the lesson. Teachers need to know what it is they want their

students to be able to do at the end of the lesson that they couldn't do before.

Here are some more reasons planning is important:-

therefore consider solutions

• makes sure that lesson is balanced and appropriate for class

• gives teacher confidence

• planning is generally good practice and a sign of professionalism

3.4 How does lesson planning takes care of differences in ability among

pupils?

Teachers need lesson plan to help them to structure the learning for themselves

and for pupils. Appropriate curriculum , the realistic goals of mathematics

teaching ,make decisions about how to implement teaching-leaning and

assessment activities to pupils are the important element to meaningful

mathematics lesson for pupils with different ability

3.5 Eight-step Lesson Planning Process

Lesson planning includes the following eight steps:

1. Determine the objective

2. Research the topic

_______________________________________________________________________

18

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

4. Identify a usable lesson planning format

5. Decide how to organize the lesson

6. Choose support material

7. Prepare the beginning and ending of the lesson

8. Prepare a final outline

lesson planning , which include:

(a) Time and experiences to develop social skills that will help pupils learn to

Work cooperatively with other group members.

(b) Discussion and negotiation of a classroom environment where cooperation

among group members is expected.

(c) Clear and accurate directions for students to follow so that they are clear

about their responsibilities as group members.

(d) A comfortable physical environment in which students can work effectively

and shelves of materials for a variety of mathematical investigations.

(e) Flexibility to change plans as needed, when activities take too long or do not

proceed as otherwise planned.

(f) Rich mathematical investigations that lend themselves nicely to cooperative

group work.

1. Preparation

Preparation is one of the main component of lesson plan. It is the first

_______________________________________________________________________

19

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

learning objectives. It consist::

• General particular

• Pupil’s pervious knowledge

• Learning contents

• Learning objectives

• Skill integrations

• Teaching –learning resource

• teaching-learning objectives.

• Inculcation of moral value

2. Presentation

This is the second part of a lesson plan. In presentation there are

teaching-learning process. It consists of two main part::

• Set induction

covers the warm up activities which help pupils to get started to do

mathematics as soon as they enter the classroom . It is also a way to

introduce a new topic.

• Development of teaching-learning activities

Learning activities covers skill development, teaching and learning activities,

use of resources and inculcation of moral value.

3. Conclusion

_______________________________________________________________________

20

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

This is the last part of a lesson plan. In this part teachers have to

make consolidation, evaluation and closure . It consists of activities

and methods, including follow up and consolidation activities,

evaluation of learning objectives and closure.

There are several important elements needed to be fully implemented in a

quality lesson . Some of the essential elements are :

1. Learning outcomes – goals or objectives

It may describe the main concepts or topic of lesson as well as the skills or

processes to be mastered by the students.

2. Set induction – warm up or opening activity

It helps to get the pupils involved in doing mathematics as soon as they enter

the classroom. A warm up activity is also a great way to introduce a new topic

or provide opportunity for pupils to brush up on skills that are needed to learn

the new concepts.

3. Activities in development stage – activities for achieving the objectives

An outline of what the teacher will do, as well as what the pupils will do

accomplish the state objectives. The activities should follow a logical

sequence and should involved pupils in active learning.

4. Evaluation development stage – questions and other means of assessment .

For a beginning teacher, questions that are part of the activities for achieving

the lesson objectives should be written. These may include questions to test

pupils’ prior knowledge, questions that simulate brainstorming among pupils

or questions that can challenge pupils to investigate specific mathematical

ideas.

5. Closure – summary of closing activity

Wrapping up a lesson can be as important as the opening. It is valuable to

_______________________________________________________________________

21

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

about what they perceived as the lesson outcomes. The summary is not

necessarily the same as closing activity.

A list of any special materials needed for conducting the lesson. It might

include manipulative, OHP and pens for pupils to record solutions and to

present to classroom. Notes might include lesson modifications for students

with special needed.

7. Time allotments – approximate time allotments

It should indicate a range of minutes needed to complete a stated activity or

goal.

4.0 Conclusion

Planning a lesson help teachers develop the greater whole or the big

picture . Planning lets us see how to get there and shows others how we will help

our pupils attain an understanding of the big picture . In addition , planning

imparts the values of organization and careful consideration to the pupils . In

short , planning is making decision about the how and what of teaching .In order

to do a good job , we must be properly prepared .

You may often be teaching a class which has students who are clearly of

different levels. They may have different starting levels mathematics or they may

learn at very different speeds - for any number of reasons. There are several

strategies that a teacher can use to deal with this situation.

_______________________________________________________________________

22

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

same mathematical content (chosen from KBSR

syllabus) to the two different classes that are

assigned to you. The two different approaches are

constructivist approach and contextual approach.

The lesson plans should include the THREE (3)

main components as suggested in the module.

Refer to the lesson plan in the module (page 84 –

85) as guidelines.

(20 marks)

_______________________________________________________________________

23

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

LESSON PLAN 1

ADVANCE CLASS

Subject : Mathematics

Year : 4 Bestari

Number of pupils : 25 pupils

Date : 5 February

Time : 7.45 a.m – 8.45 am

Duration : 60 minutes

Topic : Whole Numbers

Learning Area : 1. Numbers to 100 000

Learning Objectives : Develop number sense involving numbers up to

100 000

1) Name and write the numbers up to 100 000

Learning Outcomes : By the end of the lesson, pupils should be able to:

i) identify the names and write the numbers up to

100 000 at least 6 out of 10 numbers given.

ii) recall the names , read and write the numbers

up

Previous knowladge to 100 000 given spontaneously.

: Pupils have learnt names and write numbers since

Moral Value year one

Thinking skills : Being cooperative, careful

Teaching aids : Comparing and contrasting

: Slide of numbers used in different ways, Place

Value chart ,Number cards fan, A 4 paper.

_______________________________________________________________________

24

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

Procedure/

Allocation of Teaching – Learning Activities Remarks

Time

Set Induction used in different way. For example: receipt Slide of

(5 minutes ) number, birth certificates, serial number of numbers used

appliance , etc.\ in different ways

Pupis respond.

Development: large number. Place Value

Step 1 e.g : 3 8 4 9 8 chart

(15 minutes )

_______________________________________________________________________

25

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

thousands

3 8 4 9 8

Teacher guides pupils to read the number

from left to right.Emphasise on the correct

prounciation of number.

Pupils name the number refer to the place

value.

Thirty-eight thousand four hundred and

ninety-eight.

Teacher make sure number are named

according to the digits’ place value.

(10 minutes ) group consists 5 pupils. Number cards

Teacher prepares number cards (0-9) for fan, A 4 paper.

Development each group.. The cards are held together by

a string. It opens like a fan.

Teacher calls a number, pupils show the

representation of number using the card

after discuss among them.

Pupils play them game between the group.

The first group shows the card number, the

second group read the number after discuss

among them. The third group write the

number in A4 paper given. Activity routed

_______________________________________________________________________

26

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

(15 minutes ) answer. Worksheet

Pupils answer. (refer

Assessment Appendix 1)

( 10 minutes ) http://www.alfy.com/teachers/teach

Enrichment /thematic_units/123/123_1.asp.

(5 minutes) pertaining to numbers. Cut from newspaper, Example of folio

then name the number. needed

_______________________________________________________________________

27

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

LESSON PLAN 2

WEAK CLASS

Subject : Mathematics

Year : 4 Budiman

Number of pupils : 25 pupils

Date : 5 February

Time : 7.45 a.m – 8.45 am

Duration : 60 minutes

Topic : Whole Numbers

Learning Area : 1. Numbers to 100 000

Learning Objectives : Develop number sense involving numbers up to

100 000

1) Name and write the numbers up to 100 000

Learning Outcomes : By the end of the lesson, pupils should be able to:

i) identify the name and write the numbers up to

100 000 at least 3 out of 10 numbers given.

ii) recall the name , read and write the numbers up

to 100 000 given spontaneously.

Previous knowladge : Pupils have learnt name and write numbers since

_______________________________________________________________________

28

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

year one

Moral Value : Being cooperative, careful

Thinking skills : Comparing and contrasting

Teaching aids : Slide of numbers used in diiferent ways

Place Value chart.Sweets, place value chart

Worksheet, laptop

Procedure/

Allocation of Teaching – Learning Activities Remarks

Time

Set Induction used in different way. For example: Slide of

(5 minutes ) postcode, receipt number, birth certificates, numbers used

serial number of appliance , etc.\ in diiferent ways

Pupis respond.

(15 minutes ) to larger numbers. Place Value

e.g. 473 chart.

_______________________________________________________________________

29

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

thousands

4 7 3

Pupils fill the numbers in the place value

chart with guide from teacher.

larger numbers

Ten Thousands Hundreds Tens Ones

thousands

8 3 1 0

1 4 9 7 6

_______________________________________________________________________

30

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

( 15 minit) e.g: Teaching aids:

Development Hundreds Tens Ones Numeral Sweets, place

1 One

1 4 fourteen

6 0 Sixty

value chart.

2 0 0 Two hundred

Teacher guides pupils how to write numeral

based on previous knowladge.

Teacher gives simple quiz to pupils.

Teacher gives numbers, pupils write numeral

in a piece of paper.

Teacher rewards pupils with sweets if they

answer correctly.

(20 minutes ) answer. Worksheet

Pupils answer.

Assessment

_______________________________________________________________________

31

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

(5 minutes) One, Two, Three, Four, Five Laptop

Once I caught a fish alive

Six, seven, eight, nine, ten

Then I let it go again

Why did you let it go?

Because it bit my finger so

Which finger did it bite?

This little finger on my right

From website:

http://www.bbc.co.uk/cbeebies/tweenies/

songtime/songs/o/onetwothree.shtml

BIBLIOGRAPHY

Aytaç, T. (2003). Changing Roles of the Teacher in 21st Century Education in the Light of

Science and Mind Magazine,4(45)

Faculty Development Teaching Tips, Honolulu Community College .(n.d). Lesson Planning

Procedures. Retrieved February 15, 2008 from

_______________________________________________________________________

32

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.htm

Kizlik, B (2006). Lesson Planning, Lesson Plan Formats, and Lesson Plan Ideas. Retrieved

February 17, 2008 from http://www.adprima.com/lesson.htm

http://www.teachingenglish.org.uk/think/methodology/planning1.shtml#2

Speller. M (2006) Why I Write Lesson Plans Maria Spelleri Extends on Recent TESL-L

Discussion. Retrieved March 1, 2008, from

http://www.eslminiconf.net/summer06/spellerispecial.html

Spencer, K (1998). Purposeful Teaching: Design and Instruction for Adult Learners. Retrieved

February 16, 2008 from http://www.rcmp-learning.org/docs/ecdd1140.htm#needadlrn

Retrieved March 5, 2008, from http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

Wikipedia the free encyclopedia (n.d), John Dewey. Retrieved March 5, 2008, from

http://en.wikipedia.org/wiki/John_Dewey

APPENDIX 1

_______________________________________________________________________

33

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

Number Numeral

Example:

thirty-two

1. 52 987 ____________________________________________

2. 20 001 ____________________________________________

3 97 756 ____________________________________________

4. 25 175 ____________________________________________

5. 94 677 ____________________________________________

APPENDIX 2

Name: _________________________________ Class : 4 Budiman

Match with the correct answers.

_______________________________________________________________________

34

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

60 001

Twenty-six thousand five hundred

Thirty-eight thousand nine

Sixty thousand seven hundred and

26 514 eight

Sixty thousand and one

91 033

Ninety-nine thousand and thirty-

44 908 three

Twenty-seven thousand five

Forty-four thousand nine hundred

Fifty-nine thousand

50 926

Fifty thousand nine hundred and

60 708 twenty-six

_______________________________________________________________________

35

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

NOR BAHIYAH BT MD. RAFIDI

___________________________________________________________________

_

_______________________________________________________________________

36

_

HBMT 1103

INTRODUCTOIN TO MATHEMATICS EDUCATION

- Method Essay: Collaborative writing using CSCW (Google Docs)Uploaded byMorten Oddvik
- Year 3 Language Arts Having FunUploaded byjoey
- how many bears lesson plan 1Uploaded byapi-287228623
- UploadUploaded bybahiyah71
- Examining Turkish Preservice Elementary Teachers’ Beliefs about the Nature and the Teaching of Mathematics*Uploaded byFadel Alzean
- The Value of Content-Area Literacy Activities in Mathematics for Students with Learning DisabilitiesUploaded byJoe Reilly
- A4E26B0Ed01Uploaded byJohn Mugambi
- syntheses paperUploaded byapi-217675767
- Suggestopedia and Guided DiscoveryUploaded byleogranadosyscribd
- Teaching Model and Means Based on Constructivism for Collegiate Bilingual Courses.pdfUploaded byivy_publisher
- edseUploaded byapi-241734231
- NOVAK Helping Students LearnUploaded byKithzia Herrera
- Role Play ArtUploaded byAndrea Lafertte Ortuño
- WEEK 3Uploaded byhayati5823
- number 2 social constructivismUploaded byapi-279449568
- Constructivism in Science Classroom: Why and HowUploaded byIJSRP ORG
- etec512 lesson plan critque - watersUploaded byapi-239611310
- Pedagogical Strategies for Building Community in Graduate Level for Distance Education CoursesUploaded byCristina Proença
- philosophy paper 2Uploaded byapi-266573312
- assignment 606 4Uploaded byapi-350889958
- Role of Studio Exercises in Digital Design Education Case Study of the Nine-Square GridUploaded byMohammed Gism Allah
- Jurnal penentuan kinerja siswa dengan logika fuzzyUploaded byveronika
- Jurnal Www Ijonte OrgUploaded byAhmad Fkrudin Mohamed Yusoff
- etec530 lessonplanUploaded byapi-383283826
- 6.2New Literacy Studies (1)Uploaded byAmparo Berten
- Content Course English and FilipinoUploaded byJaycelyn Alejo Grospe
- Format Laporan Aktiviti KioskUploaded byCullen 98
- jsmith research paper social constructivist classroomUploaded byapi-456555802
- Brgy.-cptn.txtUploaded byJaine Nicolle
- Teaching+Portfolio.pdfUploaded bygioser

- 5 Why New and Guidelines ( Updated )Uploaded byazadsingh1
- Cost PlanningUploaded byekanayakeemd
- QT Lecture 1.pptx.pptxUploaded byDeepika Padukone
- CIM paperUploaded byDevarakonda Kondayya
- EFFECTIVENESS OF CONSTRUCTIVIST APPROACH ON STUDENTS’Uploaded bytriwah
- PBL (4)Uploaded byariefradiantsukma
- MGT503 Solved MCQs With Referece Www.vustudents.netUploaded byBila Khan
- ProgrammerUploaded bykrajinic
- Kazdin_2007.pdfUploaded byDaniela Urrea
- Managing Corrective actions using the SBS Quality DatabaseUploaded bySBS_sales
- Decision MakingUploaded byBob Marley
- Brm Chapter 1Uploaded byAli Ib Tarsha
- Operation ResearchUploaded byAyyappa Kattamuri
- Knowledge Engineering Oxford 17 02 10 NatarajanUploaded byVijaya Natarajan
- paper on AIUploaded byVindhya Shivshankar
- Topic 01 - IntroductionUploaded byThomas Perkins
- environmental scienceUploaded byapi-310256368
- 04397_crimepreventionUploaded byarinasmit
- Reddit FAQ Computer ProgrammingUploaded byDaniel Lin
- Porter’s value chain.pdfUploaded byAbhijit Bapat
- Five Ways of Looking at Quality Definitions-TQMUploaded byMurugananthan Ramadoss
- Values Integration ObjectivesUploaded byjayroldparcede
- Efraim Diveroli: 1-10-11 Sealed Sentencing Hearing DiveroliUploaded byInvestigative Journalist
- Lesson Study Comes of Age in North AmericaUploaded byElviaNidia
- Reducing Software Mantenance CostUploaded byShams Siddiqui
- Performance Appraisal Innouva ShoesUploaded bysuryakantshrotriya
- NRCS Economic Handbook Neh-611Uploaded byAlvaro Lemos
- SKillSoft Books 24x7.xlsxUploaded byGaynell Dudley
- Dairy-Extension-Education.pdfUploaded bylikhitha
- Community-Based Operations Research Introduction, Theory, And Applications. International Series in Operations Research & Management Science 167.Uploaded bymichael17ph2003