DAILY LESSON PLAN

(MATHEMATICS)

Subject : Mathematics

Form : 4W

Number of Students : 35

Date : 25 February 2016 (Thursday)

Time : 9.00 – 10.20 am (80 minutes)

Topic : Straight line

Subtopic : Straight line gradient – The gradient of a straight line in

the Cartesian Coordinate System.

Learning Outcomes : At the end of the lesson, students will be able to:
(i) determine the vertical distance and the
horizontal distance between two given points on
a straight line,
(ii) determine the gradient of a straight line by
finding the ratio of the vertical distance to the
horizontal distance,
(iii) construct the formula for the gradient of a
straight line,
(iv) calculate the gradient of a straight line which
passes through two points.

Prerequisite : In general, students are able to plot any point (x,y) on

the Cartesian Plane and are also able to say out the
coordinate of any point plotted on the plane.

Teaching Aids : 1. Transparent plastics (transparencies) or blackboard.

with grids.
2. Signboard model of the road’s gradient.
3. Worksheets.

Values Integrated : (i) Careful

(ii) Cooperate and courteous on the roads
(iii) Systematic and abide to rules.

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 PROCEDURE

STEPS CONTENT TEACHING AND LEARNING NOTES / VALUES /

ACTIVITY TEACHING AIDS
1. Teacher asks students to recall the A road signboard
Set Induction Introduction to various road signboards that they had (indicating the
gradient seen while traveling on the highways. gradient or slope of
(5 minutes) 2. Teacher shows a model of a road road).
signboard and asks students what it
means. Values:
3. Teacher explains the meaning of the Careful.
signboard which indicates the gradient Cooperation.
of the road as 10% and 20%, and
represents the meaning by drawing a See Diagram 1.
diagram on the board.
4. Teacher asks: “Is it possible to come
across a road signboard showing the See Diagram 2.
gradient as 80%? Why?”
5. Teacher then explains the meaning
of ‘80%’ by drawing diagrams on the
board.

Step 1 Movement and 1. Teacher asks students to observe his

Distance movement in front of the class. Teacher
(15 minutes) takes 3 steps forward and then 3 steps
backward. Teacher then asks: “If I take
3 steps, how can we determine whether
it is 3 steps forward of backward?”
2. Students are asked to give their
suggestions and to note down the
answers.
3. Teacher explains that the value of +3
will be used to represents 3 steps
forward and the value of –3 represents
3 steps backward. Teacher further
explains that the positive value
represents the movement to the right
and the negative value represents the
movement to the left.
4. Teacher asks one student to
demonstrate the movement based on
the values written on the board (e.g., +4
& –5).
5. Teacher asks: “What happen when a
student has made a move of +4 and –
5?”
6. Teacher explains that as a result of
the movement, a certain distance has
been covered.

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 STEPS CONTENT TEACHING AND NOTES /
LEARNING ACTIVITIES VALUES /
TEACHING
AIDS
1. Teacher shows a straight line
Step 2 Determining the gradient of a between two points, P(Gurun) See Diagram 3.
straight line. and Q (Gunung Jerai) on the
(15 minutes) grids. Teacher then explains the
Gradient (m) definition of gradient.
2. Teacher displays 5 straight
Vertical distance lines, one at a time, for the
= ----------------------------
Horizontal distance
students to determine the
gradient of each line.
3. Teacher tells students to
3 −3 confirm their answers with their
friends.
Gradient PQ = 5 or −5
1. By using the Cartesian
Step 3 Constructing the formula to coordinate plane, teacher plots a Plane with grids.
determine the gradient of a few points on the plane and
(20 minutes) straight line. draws students’ attention to the Construction of
correct way of writing the formula based on
Straight line in the Cartesian coordinates of the plotted diagrams on the
Coordinate System. points. grids.
2. By using a new plane,
The formula: teacher demonstrates a straight P (1, 3) and Q
Gradient of a straight line, line joining two points P and Q (6, 7).
y 1− y 2 (the coordinates of the points
are not written during this
m = x1 −x 2 time).
or 3. By referring to Step 2 above,
4 −4 teacher then guides students to
determine the gradient of the
Gradient PQ = 5 or −5 lines.
y 2− y 1 4. Teacher asks a student to
give the coordinate of P and Q.
m = x2 −x 1 Other students will be asked to
confirm the answer, i.e., P(1,3)
and Q(6,7).
5. Teacher guides students to
calculate the gradient by asking
questions:

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 STEP LESSON TEACHING AND LEARNING NOTES / VALUES /
CONTENT ACTIVITIES TEACHING AIDS
Example of 6. Teacher guides students to construct
questions: the formula by representing (1, 3) as
(x1, y1) and (6, 7) as (x2, y2). Teacher
How can we obtain discusses with students the meaning of
the values of 4 and y2–y1 and x2–x1.
5? 7. Teacher writes the coordinates for 5 Values:
straight lines on the board. Teacher Systematic.
It is true that 10 – then asks students to determine the Abide to rules and
6 = 4 and 5 – 1 = gradient of the given 5 straight lines procedures.
4; but what sort of and check their answers with their
subtraction can friends. Using the formula
represent the given based on the
diagram? diagrams.

Applying the
Step 4 gradient formula. 1. Teacher gives 2 worked examples to The use of formula
determine the gradient of a straight line without diagrams.
(15 minutes) by using the formula on the board when
only the coordinates are given. Example:
2. Teacher gives 3 questions for the A(2,8) and B(10,25).
students to determine the gradient of a
straight line by using the formula.

Checking the
Closing answers and 1. Teacher provides the answers to the Movement to the
drawing questions given in Step 4. right or up is
(10 minutes) conclusions. 2. Teacher asks students to restate the represented by ‘+’
definition of the gradient of a straight and movement to the
Definition of line. left or down is
gradient. 3. Teacher asks students to re-explain represented by ‘–‘.
the meaning and relation of ‘vertical
The formula to distance’, horizontal distance’ and ‘y2– Knowledge of
determine the y1’ and x2–x1 respectively. gradient can be
gradient of a 4. Students are asked to suggest the applied to assist our
straight line. importance of the lesson within the everyday lives and to
social context. make decisions.
The importance of 5. Teacher distributes questions
today’s lesson with worksheets for the students to complete Systematic,
our everyday lives. at home. cooperative and
tolerance.

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Reflection:

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Lecturer’s / Mentor’s Comments:

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 NOTES

Diagram 1

10% = = and as shown in Figure 1.

10

Figure 1

20% = = and as shown in Figure 2.

1
5

Figure 2

Diagram 2

90% = = and as shown in Figure 3.

10

Figure 3

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Diagram 3

vertical (↑) distance 3

Gradient = m = = ; as shown in Figure 4.
horizontal (→) distance 5

Gunung Jerai

Gurun

Figure 4

vertical (↑) distance −3

Gradient = m = = ; as shown in Figure 5.
horizontal (→) distance −5

Gunung Jerai

Gurun
Figure 5