Mathematics lesson plan based on 5E model

1. Engage – Students are engaged in the lesson by asking

questions on demonstrations/observations/making predictions etc.
2. Explore – Students discuss with peers on demonstrations/observations/making predictions etc.
3. Explain – Students explain on the concept based on the teachers quarry.
4. Elaborate – Student justifies their views with further explanation and teachers bridges the gap between
old and new concept of the students.
5. Evaluate – The teacher informally assess students by asking questions and checking their work.

Lesson plan

Name of the school : Name of the teacher : U.M.A. Samanthilaka

Class : grade 07 Subject : mathematics
Age : Unit : 25
No: of students : 35 Topic : solids
Duration : 45 minutes Name of the book : mathematics
Date : 06/01/2020

Solids
Concept mapping
General objectives
• Know the terms vertices, faces and edges
• Understand the relation between vertices, faces and edges
• Build the Euler’s relationship
• Apply the Euler’s relationship to solve the problems
Approach : 5E model Method :
Technique : activity base
TLM : different type of solids like cuboid, cube, regular tetrahedron and A4 shits.

time steps Teacher activity Student activity TLM

12 min engagement Make five groups of student and Identifiesmanyhow cuboid
distribute cuboid, cube, regular
vertices, faces and edges cube
tetrahedron and A4 shits. Then regular tetrahedron
and find a connection
students are ask them to find out the A4 shits
how many vertices, faces and among the faces, edges and
edges and find a connection vertices. Complete the work
among the faces, edges and with teacher and peer help.
vertices. then compare
with other groups and come to a
conclusion.
 4 min Explore Helps students to complete the task. Note dawn their observation. A4 shits
Ask students to exchange their Find the how many
objects and do the same thing again. vertices, faces and edges
and find a connection
among the faces, edges and
vertices.

5 min explain Listens student’s findings from each Each representative of the
group and ask student to explain students group explain of

whether there is a relation between c their findings to teacher and

and d. also provides explanation and justifies where ever
justification where ever needed. necessary.
Compare results of each group to
10 min Elaborate Relates c/d to Л. introduces the Take the diameter as d=7cm,
formulae =Л and use the formulae c=Лd.
Find the circumference of a circle
with the diameter of 7 cm.
4 min Evaluation Students work is evaluated. Solves problems on it.

Home assignment:
1. Find the circumference of the circle which has the radius 3.5cm
2. If the circumference is 220cm find the diameter of that circle?
3.
Reflection:
Assessment
When we assess the students, questions have to be distinguished into three parts. Because we have to assess
the students who belongs to different levels. Here I have arranged the questions for all levels.
1. Find any circular type object and measure its’ diameter. ( identifying the circular objects and find
out different ways of measuring diameter and circumference. 2 marks)

2. Write the formulae to find the circumference. ( remembering the formula. 2 marks)

3. Find the circumference using formulae taking the measured value as the diameter.( applying,
simplifying. 3 marks)
This level concerns the knowledge of objects, definitions, technical skills and standard algorithms. Here
they want the basic knowledge of the definition of circumference and the diameter as well as the knowledge
of objects. In the second, third questions they just want to memorize the formulae and the substitution. Here
I concern not only the subject skill but also the soft skills. To measure the circumference and the diameter
they should have soft skills.

4. Measure the circumference using the thread. ( soft skills. 3 marks)

5. Is there a difference between two answers you got for the circumference of the same object? If it is
so what are the reasons that can be mentioned? ( critical thinking and answering. 5 marks)

The second level can be characterized by having students relate two or more concepts or procedures.
Making connections, integration and problem solving are terms often used to describe this level. Also
problems that offer different strategies for solving, or offer more than one approach to solve, are at this
level. In these two questions I have given two approaches to reach to the solution.
6. If the breath and the depth of a well are 455cm, 360cm consecutively, find the approximate number
of bricks that require to build the wall of the well? Get to know the way of masons calculate that
 value and explain both ways to the class. (Take length and the height of a brick as 28cm and 10cm
consecutively). ( real world application. 10 marks)(5 marks for presentation)

The highest level has to do with complex matters like mathematical thinking and reasoning, communication,
critical attitude, communication, creativity, interpretation, reflection, generalization.
Students’ own constructions are a major component of this level. This part connect with the day to day life
application and it measures even generic skills like communication. In this students try to generalize what
they learn from the school.
Above all the questions have been arranged according to difficultness is increased. Because of that each
one can score at least three four questions and they build confident to solve mathematical problems.