DAILY LESSON PLAN

Teacher : Marysah Rickhson

Topic : Fraction

Sub topic : Multiplication of fractions

Date : 14 January 2011

Class : 5 Anggerik

Number of pupils : 25 pupils

Time : 7.30 – 8.30 a.m.

Learning objective : Pupils will be taught to multiply any proper fraction with a whole number up to 1000.

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

a. Multiply whole number with proper fraction

b. Solve problem involving multiplication of fraction

Previous knowledge: Pupils have studied the addition of fraction

Moral values : Collaborating, focus and helping each other.

Thinking skills : Comparing and problem solving.

Teaching and learning aids: Fraction model

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 DAILY LESSON PLAN

Stage/time Content Teaching and learning activity Remarks

Teacher Students
Induction set Multiplication as Teacher shows paper model Pupils answer and count Teaching aids:
(5 minutes) repeated addition of ¼ + ¼ + ¼ + ¼ to pupils the cards. Fraction model A
and ask them to answer it by (Appendix 1)
looking at the model. Then,
teacher asks them to count the
total of card ¼ used.

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 DAILY LESSON PLAN

Lesson Value:
development Cooperating
Focus
Class activity: Multiply whole number Teacher ask: Pupils answer:
(20 minutes) with proper fraction. 1 By looking at the diagram: Teaching aids:
“ of 8 marbles are red. How
2
“4 marbles.” Diagram A
many marbles are red?”
a. Fraction as equal (Appendix 2)
share of a whole set
Teacher displays diagram in
Fraction model B
(Appendix 2) on the
(Appendix 3)
whiteboard.
Draw a line across the 8
circles to divide the circles
equally into 2 groups.

Pupils answer:
Teacher ask: “4 circles.”
“How many circles are there
on the left?” “4 circles.”
“How many circles are there
on the right?”

Proceed to Example 2 in the

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 DAILY LESSON PLAN

Diagram (Appendix 2).

Fraction model:
Teacher use example ½ of 8.
It also means ½ x 8. Pupils answer:
Teacher ask: “4 circles.”
“Please arrange the ½ cards 8
times. How many circle do you
have?”
Solve problem involving Pupils answer:
multiplication of fraction Teacher ask: “6 pieces of ½ apples.”
“What is given from the Teaching aids:
question?” “Total number of whole Diagram A –
“What is asked for?” apples.” example 3
(Appendix 2)
“Multiplication.”
“What operation needed?” Strategy:
Demonstrate
Then, teacher demonstrates
the solving procedure to Value:
pupils. Helping each other
Group activity Multiply whole number Pupils draw 1/5 on each
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 DAILY LESSON PLAN

(20 minutes) with proper fraction. Pupils work in pairs. Draw a part of the number line. Teaching aids:
number line. Divide the Blank A4 paper
number line into 10 parts.
Label each part using
numbers 0, 10, 20, 30, 40, 50,
60, 70, 80, 90 and 100. Divide Value:
the number line into 5 equal Confidence
parts beginning from 0. Draw Cooperation
arrows to show each part.

Teacher says: Pupils answer:

“What does each part “20.”
represent?”

Individual task
(10 minutes) Teacher gives worksheet Teaching aids:
about multiplication of fraction. Worksheet
(Appendix 4) (Appendix 4)

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 DAILY LESSON PLAN

Closure Multiplication of fraction Teacher picks 3 pupils at Pupils will come in front of Teaching aids:
(5 minutes) random and asks them to the class and do the Fraction model
answer ¼ x 12, ½ x 6 and 1/8 arrangement. (Appendix 3)
x 6 using the fraction model
(Appendix 3).

MARRY LEN MAGERIT