UNIVERSITI PENDIDIKAN SULTAN IDRIS

KPR 3044 LATIHAN MENGAJAR 1

LESSON PLAN

PRACTICAL TEACHER NAME WAN NURUL ASMIMI BINTI RAMLI

MATRIX NUMBER D20192091679

PROGRAMME AT14 ISMP MATEMATIK

FACULTY FACULTY SCIENCE AND MATHEMATICS

SUBJECT MATHEMATICS

FORM 4SC2

MENTOR MRS. SURAYA BINTI KAMARUDIN

SUPERVISOR DR. NOR ZILA BINTI ABDUL HAMID

 LESSON PLAN

SUBJECT Matematik WEEK 27

CLASS 4S2 TIME 9.35a.m.-10.35a.m.
DATE 4/10//2022 DAY Tuesday
LEARNING AREA: Relationship and Algebra TITLE: Linear Inequalities in Two Variables
6.1.2 Make and verify the
CONTENT LEARNING conjecture about the points in the
6.1 Linear Inequalities in Two Variables.
STANDARD STANDARD region and the solution of certain
linear inequalities.

1. Students master to
represent the situation in
the form of linear
inequalities.
2. Students know the
different between
At the end of the lesson, students will be able to:
inequalities symbols.
1. Represent the situation in the form of linear
LEARNING SUCCESS 3. Students can state the
inequalities.
OBJECTIVES CRITERIA general form of straight
2. Identify the regions generated on Cartesian plane
lines.
based on the straight lines.
4. Students can draw straight
lines on Cartesian plane.
5. Students identify the
region generated on
Cartesian plane based on
the straight lines.

ELEMEN
MERENTAS ● Kind
KURIKULUM
(EMK)
ASSESSMEN - Observation
T - Verbally
TEACHING
AIDS Worksheet, Dartball Board, Computer (Google Slide and Geogebra)

TEACHING AND LEARNING STRATEGIES

CONTENT ACTIVITY NOTES

Linear Inequalities
TEACHER’S ACTIVITY
Mathematics Form 1:
- The teacher asks the students what they
● Symbols related to linear
remember about Linear Inequalities they have
inequalities. Strategy:
learned in Mathematics Form 1.
＞, ≥ , < , ≤ - Teacher helps the students to remember important - High-order
● Properties of inequalities points in Linear Inequalities. questioning.
Converse property: - Teacher asks 2 students to come in front of the KBKK:
INDUCTION a>b,b<a class. The height of two students are compared. - Making connection
SET - Teacher uses inequality to state their height.
Transitive property: - Teacher stands in the middle of two students and Value:
(5 minutes)
a<b,b<c,a<c asks the class what inequalities involves. - Respect
● Line number - Teacher explain what is the different between KBAT:
x>a: Linear Inequalities in Mathematics Form 1 and - Generate ideas
Linear Inequalities in Two Variables in
Mathematics Form 4.

STUDENT’S ACTIVITY
x<b
 - State what they remember about Linear
Inequalities they have learned in Mathematics
Form 1.
- Jot down the information about Linear
x≥a Inequalities and memorize the important points
before learning new chapter.
- Identify what are the differences between two
students. Student A is taller than B, so the height
can be written as A>B or B<A. (Converse
x≤b property)
- Students state the inequalities between 2 students
and teacher. A>T and T>B, so A>B. (Transitive
property)
- Differentiate the syllabus of Linear Inequalities
a<x≤b Form 1 and Form 4.

TEACHER’S ACTIVITY
Strategy:
- Teacher explain further about Linear Inequality in
Two Variables. - demonstration
- Teacher gives two example, 1 question with one KBKK:
variable and 1 question with two variables. - Understand
LESSON
- Teacher gives 1 question and gives time for Value:
DEVELOPME
students to answer. - Kind
NT 1 Diagram 1 shows a common - Teacher checks students’ answer and shows the
(20 minutes) warning sign on the road or linear inequality graph on Geogebra. Teaching Aids:
highway. - Geogebra
The warning sign is placed - Google Slide
STUDENT’S ACTIVITY - Refer to Attachment
at an entrance of a tunnel.let
the overall height of a - Students understand the teacher’s explanation on ii
vehicle is represented by a Linear Inequality in Two Variables.
variable h, thus h < 4.75 m - Students understand the examples and copy in the
note book.
- Students answer the question within the given
time.
- Students check the answer with teacher.

Diagram 2 shows the

maximum mass of a 3-tonne
lorry when it is loaded and
not loaded.

y = gross vehicle weight

(BDM, berat dengan
muatan)
x = kerb weight (BTM, berat
tanpa muatan)
Value of load = BDM–BTM
= (7 500 – 3 410) kg
= 4 090
Thus, the situation in
Diagram 2 can be stated as
y ≤ x + 4 090 kg

2. Taufik wants to buy some

revision books and exercise
books at a book exhibition.
He finds that the price of a
reference book is RM14 and
the price of an exercise book
is RM9. The maximum
 amount of money that Taufik
can spend is RM100.
Represent the above
situation in an appropriate
form of linear inequality.

14x ≤ 100 – 9y or
9y ≤ 100 – 14x

TEACHER’S ACTIVITY
Strategy:
- Teacher teach a dance students how to memorise
Students will be divided into - Question
the graph for inequalities by using line y=mx+c.
5 groups. construction
- Teacher gives instruction on “Mix and Match like
Each group get 1 question to McDonald” activities. KBKK:
LESSON answer. Students have to - All groups need to send 1 representative to throw - Understand
DEVELOPME mix and match the question the dartball to get the question number. The
NT 2 Value:
and answer choices. question based on the colour of first ball sticks on
(30 minutes) the dartball board. - Kind
- Every group answer the question within 10 KBAT:
minutes. - Creating
- Teacher picks 3 groups to present their answer in Differentiated
front of the class and the owner of the question to learning:
check their answer.
 STUDENT’S ACTIVITY Different question
- Students follow and memorise the dance steps. created by the students
- Students sits in groups to start “Mix and Match
like McDonald” activity.
- One students as representative throw the dartball.
- One group gets one question.
- Students discuss the question with the groupmate
and answer the question.
- Students in groups answer the question within
given time.
- Selected group presents their answer in front of
the class.
Teacher evaluate
students’ understanding - Students give
and mastery by their respond to teacher
ability to understand and - Teacher asks students to write anything they have about their
answer question involving learned in the lesson today as a secret note. understanding so
CLOSING
Linear Inequalities in - Teacher asks students either they understand the teacher can improve
(5 minutes) Two Variables. lesson or not by raising their hands. next lesson.
- Teacher inform the students about the exercise in Value:
Students should being text book.
- Honesty
honest when teacher asks
if they do not understand
about the chapter.

REFLECTION
FOLLOW-U Students record learning outcomes
P WORK RECOVERY
FOR
STUDENTS ENRICHMENT Students do reinforcement exercises
NOTES
ATTACHMENT
i. iThink map (Canva)

ii. Google Slide

iii. Geogebra