Module 5 Sample Lesson Plans in MathematicsModule 5:Sample Lesson Plans in MathematicsUser s:All personnel at school levelObjectives of this Module:Module 5 comprises sample lesson plans of challenging topics in Mathematics.The module also provides a concise explanation of challenging topics at the beginning of themodule. It briefly discusses the identification of challenging topics.All the sample lesson plans are in accordance with the Ministry of Education (MOE)MATHEMATICS SYLLABUS FOR PRIMARY SCHOOL in Ghana.The module has 2 types of sample lesson plans, type A and type B. Sample lesson plans of Type Aconsist of 5 parts: lesson over view, lesson plan, teaching hints, use of chalkboar d and Englishas a teaching tool. On the other hand, sample lesson plans of Type B consist of 2 parts only: lessonplan and English as a teaching tool.The lesson over view is made up of introduction, objectives of the topic and the lesson, RelevantPrevious Knowledge (R.P.K.) and details about the class. “Introduction” illustrates the importanceand relevance of the lesson to a real life. All the “objectives” are taken from the syllabus. “R.P.K.”states relevant previous knowledge that pupils are expected to have. “Details about the class”describes the current situation of the class in terms of pupils’ general information, academicprogress, interests and attitude towards the subject. Further explanation about these can be found inModule 4 (4. Lesson Plan).The lesson plan (sometimes also called lesson note) is included both Type A and Type B. Theformat of the lesson plan is the same as the standard lesson plan that Ghana Education Service(GES) provides.The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next pageof the standard lesson plan. The lesson plan with teaching hints is the same as the standard lessonplan on the previous page except for showing the speech blobs (rounded rectangular shapes) on thelesson plan. The speech blobs suggest where each of the teaching hints can be used.The teaching hints provide suggested teaching approaches. It is designed that each of the teachinghints elaborates how to deliver a particular teaching activity (e.g. introduction, Activity 1,2 ) inthe development of a lesson. Because many of these teaching activities are linked with the corepoints of the lesson, successful delivery of the teaching activity should lead to a soundunderstanding of the core points.The teaching hints deal with mainly general teaching approaches and questioning skills forparticular teaching activities. The general teaching approaches describe how the teacher can leadpupils to the core points through the activities. When giving some mathematical activities in aclassroom, the teaching approach explains how to conduct the activities, paying special attention tothe process skills of Mathematics. The questioning skills should also help the teacher to facilitatepupils to reach a good understanding of the core points. It is recommended that teachers developbetter teaching approaches and questions for the lesson and other lessons once they get the sense ofthe teaching hints discussed.The use of chalkboar d shows a suggested chalkboard plan. Well-organized chalkboard helpspupils understand what they are learning in the lesson. Teachers need to consider how to use andorganize chalkboard, and this part can help them consider their planning chalkboard.1
Module 5 Sample Lesson Plans in MathematicsThe section of English as a teaching tool suggests effective use of English language in theMathematics lessons. The section gives example usages of English at particular activities. By usingthe actual content of the sample lessons, it helps pupils to understand Mathematics content better. Itshould be noted that a section of Module 4 highlights the use of English language as a teaching toolfor other subjects, with a general and rather theoretical explanation of the use of it.Use of Modules 5 for SBI/CBI demonstr ation activity (lesson)CL and teachers can simply use some of the sample lesson plans for their SBI/CBI. They can alsodevelop their own lesson plan of a challenging topic using one of the samples as a basis. Once CLand teachers have become familiar with the sample lesson plans and their teaching and learningstrategies, it is strongly recommended that CL and teachers start creating their own original lessonplans of challenging topics.Adding Lesson Plans developed by CL and teacher sModule 5 should be built-up by adding more sample lesson plans. CL and teachers must beencouraged to develop these lesson plans. CL and teachers have opportunities to develop lessonplans of challenging topics when preparing their SBI/CBI. Besides, CL can improve lesson planswhen discussing the challenging topics with other CLs in CL Sourcebook Training.Some of the lesson plans developed by CL and teachers will be added to the modules.Table of Content:Identification of Challenging Topics.3Sample Lesson Plans (TYPE A) .4Lesson 1:Primary 6 Multiply a Fraction by a Fraction .51. Lesson Overview .52. Lesson Plan.73. Teaching Hints . 114. The Use of Chalkboard . 155. English as a Teaching Tool . 16Appendix (Additional activity) . 17Lesson 2:Primary 4: Measurement of Area . 191. Lesson Overview . 192. Lesson Plan. 213. Teaching Hints . 254. The Use of Chalkboard . 305. English as a Teaching Tool . 31Appendix (Finding the Area of a rectangle) . 32Sample Lesson Plans (TYPE B) . 34Lesson 3:Primary 5 Investigation with Numbers – Triangular Numbers. 351. Lesson Plan. 352. English as a Teaching Tool . 37Lesson 4:Primary 5 Shape and Space-Angles . 391. Lesson Plan. 392. English as a Teaching Tool . 41Appendix (Inter locking Cir cles) . 42Lesson 5:Primary 5 Collecting and Handling Data. 441. Lesson Plan. 442. English as a Teaching Tool . 46Appendix . 47Version: 1.002
Module 5 Sample Lesson Plans in MathematicsIdentification of Challenging TopicsIntroductionSome teachers in primary schools think that some topics are difficult or challenging to teach. They callthe topics challenging topics. The teachers claim that the topics require subject teachers or specialiststo teach them. However, with adequate preparation, teaching these topics should not be problematic. Itis a matter of preparation not qualification. A little bit of extra effort and time to prepare a lessonmakes a big difference and helps teachers to improve their lessons greatly.This section provides some useful information about challenging topics for CLs and teachers. It helpsto identify challenging topics.Challenging Topics in MathematicsThe following are some examples of challenging topics in Mathematics. These are based on opinionsgathered from serving teachers at the primary school level.Operation of Fractions, Measurement of Area, Investigation with Numbers, Shape and Space,Collecting and Handling DataIt seems that the reasons why teachers perceive some topics as challenging vary from teacher toteacher. However, some typical reasons are identifiable. For example, one of the reasons is thatchallenging topics are seen to be abstract because they are not seen in real life situations. Anotherreason can be that challenging topics lack relevant curriculum materials that teachers can use asresource materials. The following are some of the reasons some teachers gave for regarding certaintopics as challenging.The tendency to teach the topics in abstract.The lack of basic knowledge in Mathematics by teachers.Absence of relevant materials (TLMs) in the initial stages/introductory stage of the topicsReluctance of some teachers to use the relevant curriculum materials and other references inpreparation and delivery of the topics.Unwillingness on the part of the teachers to approach colleagues with expert knowledge onthe content and methodology of Mathematics.The lack of relation between Mathematics and the pupils’ environment or everyday life.The lack of practical activities (little involvement of pupils).Insufficient exercises given to pupils to practise.Negative attitudes towards Mathematics, as a result of Mathematics phobia.Large class size which does not make it possible for activities to be smoothly carried out.SummaryThe challenging topics are seen to be abstract in nature. Besides, there are no teaching/learningmaterials and relevant curriculum materials to support teachers to teach such topics. Some teachersdon’t use appropriate teaching methodology, and large class size makes the use of the activity methodof teaching difficult.These problems can be overcome by adopting good strategies in the teaching/learning processes.The fundamental principle that underlies the In-Service Training (INSET) programme is that teacherslearn effectively through sharing, implementation and discussion of a lesson with their colleagues.Thus, the CL and teachers should utilize the opportunities for lesson implementation and post-lessondiscussion at SBI/CBI and CL sourcebook training to treat challenging topics.3
Module 5 Sample Lesson Plans in MathematicsSample Lesson Plans (TYPE A)Lesson 1: Multiply a Fr action by a Fr action (Pr imar y 6)1. Lesson over view2. Lesson plan3. Teaching hints4. The Use of Chalkboar d5. English as a teaching toolLesson 2: Measurement of Area (Pr imar y 4)1. Lesson over view2. Lesson plan3. Teaching hints4. The Use of Chalkboar d5. English as a teaching tool4
Module 5 Sample Lesson Plans in MathematicsLesson 1: Primary 61.Multiply a Fraction by a FractionLesson OverviewIntroductionMultiplication of fractions is one of the most difficult topics at the primary level, not only for pupilsbut also for teachers. The reason seems to be that it is taught just by rote learning (memorizing theformula of the multiplication) without understanding the meaning of multiplication of fractions basedon their experiences or contexts in everyday life.In this section, we are going to see a sample lesson plan on multiplication of fractions which attemptsto help pupils at Primary 6 understand the meaning of multiplying two fractions relating to the conceptof the area of a rectangle.Gener al Objectives of the Topic (Oper ations on Fr actions in Pr imar y 6)The pupil will be able to:add or subtract two given fractions with different denominatorsfind the result of multiplying two given fractionsfind the result of dividing a given whole number by a given fraction.solve word problems using 4 operations (addition, subtraction, multiplication, division) offractions.Specific Objectives of the Lesson (Multiply a fr action by a fr action)By the end of the lesson, pupils will be able to:multiply two given fractionssolve word/story problem involving multiplication of fractionsTable 1: Class and Unit that this topic can be foundClassPrimary 2Primary 3Primary 4Primary 5Primary 6UnitUnit 2.8:FractionsUnit 3.4: Fractions IUnit 3.11: Fractions IIUnit 4.6: Fractions IUnit 4.9: Fractions IIUnit 5.11: Operations on FractionsUnit 6.2: Oper ations on Fr actions6.2.7 Multiply a fr action by a fr action ( The lesson plan is for this unit!)Relevant Previous Knowledge (R.P.K.)(Topics covered in various classes)Primary 21/2 (one-half) and 1/4 (a quarter or one-fourth)Primary 3halves, fourths, eighths, thirds, and sixthscomparing fractions5
Module 5 Sample Lesson Plans in Mathematicsfractions on the number linePrimary 4writing different names for a fractioncomparing unit fractionsrelating a fraction to the division of a whole number by a counting numberaddition and subtraction of fractions with different denominatorsrelating decimal names to tenths and hundredths and locating them on the number linerelating decimal names and percentage to hundredthsPrimary 5multiplying a whole number by a fractionfinding a fraction of a given whole numberdividing a fraction by a counting numberrenaming simple fractions as tenths and hundredths and writing their decimal namescomparing two fractions with different denominatorschanging simple fractions to hundredths and writing their percentage names, and vice versaPrimary 6ordering three fractions according to size in ascending or descending orderaddition and subtraction of fractions with different denominatorsHowever, the teacher should not assume that all pupils in the classhave a good understanding of the above. It is always important to payattention to the individual needs of pupilsDetails about the ClassThe “Details about the Class” explains the current situation of the class in terms of pupils’ generalinformation, academic progress, interests in the subject and attitude towards the subject.(Refer to 4.1.3. Details About the Class of Module 4 for further explanation.)(This is an example)The class consists of 30 pupils (16 are boys and 14 are girls). In a previous investigation on pupils’attitude toward Mathematics, 9 pupils answered that they liked Mathematics, 9 answered in thenegative. A readiness test indicated that 3 pupils could give the meaning of fractions. They could alsoadd and subtract two given fractions including those with different denominators. It was also foundthat 12 pupils could add and subtract two fractions if the denominators are the same, but could not ifthey are different. Among the rest of the pupils, 3 could not order fractions. Also 12 pupils were ableto perform calculations involving multiplication of fractions.Half of the pupils could appreciate the value of Mathematics and have a positive attitude toward itsstudy.6
2.Lesson PlanMULTIPLY A FRACTION BY A FRACTIONSUBJ ECT:CLASS:DATE/DAY/TIME/DURATIONMathematicsPrimary 6TOPIC/SUB-TOPICOBJECTIVE(S)R.P.K.UNIT 6.2OBJECTIVE(S)3 Oct.2006TuesdayTOPIC:Operations offractions10:00am- 11:00am760minutesREFERENCES: Primary Mathematics 6 (Unimax Macmillan)Details about the Class: 9pupils (30%) can understand the meaning of fractions, but 9 pupils (30%) cannot.SUB-TOPIC:Multiply afraction by afractionBy the end of thelesson, the pupilwill be able to:TEACHING/LEARNING MATERIALSKEYWORDS/VOCABULARY LISTTEACHER/LEARNER ACTIVITIESCORE POINTSTLMs:Cut-out shapesKeywords/Vocabulary List: Fraction, Denominator, NumeratorINTRODUCTION (5min):1.Multiply twofractions using theidea of area of arectangleTeacher gives pupils the following problem.Mr. Adamu had a plot of land in the shape of a square of side2.Multiply afraction by afraction1 km. Fati’s father bought11(*1) of the land and gave(*2) of32it to Fati. We want to find out the fraction of the plot Fati got.R.P.K.Pupils canmultiply fractionsby whole numbersACTIVITIES:Step 1 (3min)Teacher gives pupils square sheets of paper to represent the plot of land.Core Point. 1(Area) (Length) (Width)LengthWidthAreaEVALUATION/EXERCISEREMARKS
Step 2 (7min)Teacher guides pupils to fold the paper into 3 equal parts vertically andshade a third of it.Core Point 2⅓km1km ⅓km²⅓kmStep 3 (10 min)Teacher guides pupils to fold the sheet again horizontally into halvesand shade one half of it in another way.8Step 4 (5min)Pupils identify the rejoin with double shading as Fati’s portion of theplot that is½kmkm²Core Point 311of.23Find the result ofmultiplying twogiven fractionsStep 5 (5 min)Teacher gives another similar problem as in Step 1.In this step, (*1) isFind the result ofmultiplying twogiven fractions32and (*2) is.43Step 6 (10 min)Pupils fold the square sheet to solve the second problem.Step 7 (10 min)Teacher asks the pupils to count and describe the meaning of thenumerator and the denominator of the answer.CONCLUSION (5 min):Teacher and the pupils reach the conclusion on how to calculate themultiplication of two fractions.Core Point 4 In multiplying, findthe product of thenumerators anddivide by theproduct of thedenominators.
Lesson Plan with HintsThe lesson plan below shows speech blobs (rounded rectangular shapes) that indicate hints for the teaching approach. The hints for the teachingapproach deal with specific skills in the lesson delivery and they are explained in detail on the following pages. The position of each balloonindicates where each of the hints can be E(S)R.P.K.UNIT 6.2OBJECTIVE(S)3 Oct.2006TuesdayTOPIC:Operations offractions10:00am- 11:00am960minutesSUB-TOPIC:Multiply afraction by afractionBy the end of thelesson, the pupilwill be able to:TEACHING/LEARNING MATERIALSKEYWORDS/VOCABULARY LISTTEACHER/LEARNER ACTIVITIESTLMs:Cut-out shapesCORE POINTSHints forIntroductionKeywords/Vocabulary List: Fraction, Denominator, NumeratorINTRODUCTION (5min):1.Multiply twofractions using theidea of area of arectangleTeacher gives pupils the following problem.Mr. Adamu had a plot of land in the shape of a square of side2.Multiply afraction by afraction1 km. Fati’s father bought11(*1) of the land and gave(*2) of32it to Fati. We want to find out the fraction of the plot Fati got.R.P.K.Pupils canmultiply fractionsby whole numbersACTIVITIES:Step 1 (3min)Teacher gives pupils square sheets of paper to represent the plot of land.Core Point. 1(Area) (Length) (Width)LengthHints forWidthStep 1AreaEVALUATION/EXERCISEREMARKS
Step 2 (7min)Teacher guides pupils to fold the paper into 3 equal parts vertically andshade a third of it.Core Point 2⅓km1km ⅓km²Hints forStep 3 (10 min)Step 4Teacher guides pupils to fold the sheet again horizontally into halvesand shade one half of it in anothe
Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
All the sample lesson plans are in accordance with the Ministry of Education (MOE) Teaching Syllabus for Integrated Science (Primary 4-6). The module also p rovides concise explanation of what challenging topics are at the beginning of the module. The module has sample lesson plans on some selected topics. Sample lesson plans have been
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Teacher’s Book B LEVEL - English in school 6 Contents Prologue 8 Test paper answers 10 Practice Test 1 11 Module 1 11 Module 2 12 Module 3 15 Practice Test 2 16 Module 1 16 Module 2 17 Module 3 20 Practice Test 3 21 Module 1 21 Module 2 22 Module 3 25 Practice Test 4 26 Module 1 26 Module 2 27 Module 3 30 Practice Test 5 31 Module 1 31 Module .
Sample lesson plans This document is a compilation of ten sample lesson plans for English from class VI to class X. You can use these lesson plans as they are written in your classes as you would any other lesson plan. When you use the lesson plans, reflect on how: they place the student at the centre of learning
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Although adventure tourism is recognized as an important, growing tourism segment, primary research to quantify the size and scope of this market in the U.S. or internationally (Schneider 2006) has been lacking. For this reason, George Washington University, along with its partners, the Adventure Travel Trade Associ-ation (ATTA) and Xola Consulting, sought to better understand the adventure .