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Lesson Plan Logic Version (LGV 2)
1. Set Induction
The reason why we construct the activity (2 students walk from point to point), is that we want to engage the student to what they are going to learn and so that they will feel interested about the topic. As we have already learned previously in other courses, and as mentioned by David P. Ausubel, that the instructional strategy through lecture or the expository method was the most effective strategy and he believed that educator should strive to develop effective expository teaching technique. In our lesson plan, we use expository method so that the students thinking will be widen and not only focus on certain things only. This can be achieved by asking questions to students after they have completed the activity. The mathematics learning will become more meaningful that way.
Besides, according to Jerome Bruner, the best way for a student to learn a new concept, procedure or principle in mathematics is to construct his or her own representation. Concrete activity as mentioned in the set induction (walking from point to point) must be carried out by the students themselves in constructing the representation of the concept learned. It is not a good idea to reveal the mathematical formulae or concepts directly to the students since this probably deflate their motivation to learn and might even lead to confusion to some students.
2. Instructional Development
In this phase, teacher would explain the connection between the activity that they have done and the concept of vector addition. In this phase also, teacher use the handout as teaching and learning source to explain about the addition of the vector. The use of handout is to relate the between the concept of vector addition and the other concepts, principles or concept skills in mathematics. As an example, the concept of vector addition is related to the topic integer, ratio, rate and proportion, lines and angles I, linear equation, polygon II, lines and angles II, algebraic expression III, straight line, matrices, variation, simultaneous equation and linear law. As mentioned in the connectivity theorem by Jerome Bruner, the teaching of mathematics should also show the continuity that exists between the mathematical structures like in the integers and in the matrices system under the addition operations.
We also using the mathematical concept by Zoltan P. Dienes, he said that each mathematics concept or principles can be easily learned and understood and the concept of principle is introduced to the students through some concrete example. That’s why we used handout for student to give them a better understanding about the concept of vector addition. In the handout the students is introduced with the mathematical symbols and shapes as to represent their own understanding about the concept learned.
3. Evaluation
In this phase, teacher gives worksheet. In the worksheet given there are few questions to test and apply the student’s understanding about what they have learned just now. We used formative assessment in the evaluation phase during the class, so that we can know the student problem in the subtopic during in the class itself. This is related to mastery learning where students have to master the previous topic before going to the next topic. So teacher, can conduct the class more smoothly.
4. Closure
Teacher concludes and summarizes the lesson, so that it will reinforce the students understanding for the lesson. By doing this, the students can remember the lesson better by doing homework given by the teacher. Thus, it will strengthen the student’s concept for the subtopic.
Lesson Plan (LV2)
Subject : Additional Mathematics
Time : 40 minutes
Date : 29 June 2011
Form : 5
Numbers of students : 32 students
Topic : Vector
Subtopic : Addition and subtraction of vectors
Learning Objectives : At the end of the lesson, students should be able to:
(from teacher) i Draw and find the resultant vectors for five out of eight questions correctly based on the worksheet given. (Refer to Appendix 2)
Learning Outcomes : At the end of the lesson, students should be able to:
(from syllabus) i Determine the resultant vector of two non- parallel vectors using:
a) Triangle Law
b) Parallelogram Law
Prior Knowledge : Student have learnt about the
i Concept of Integer (positive and negative
directions).
ii Concept of polygons.
Teaching Methods : Expository method
Teaching Approach : Teacher Centered
Teaching Aids (TA) : Appendix 1, Appendix 2, Masking Tape and Marker Pen.
Thinking skills (CCTS) : Making association and connection.
Noble Value : Respecting each other.
| Step / Durations | Teaching and Learning Activity | Teaching Aid | |||
| Step 1: Induction Set (5 minutes) - Construct the activity to introduce the concept of addition of vector. | - Teacher marks three points on the floor of the classroom (points A, B and C) using masking tape and a marker pen. - Teacher picks two students to demonstrate the concept of vector. - Teacher asks student 1 to walk from point A to point B and then stop at the point B. - Teacher asks student 2 to walk from point B to point C and stop at point C -Teacher asks students what are the connection between the activity and the subtopic that they are going to be learn. Suggested Questions: 1. What can you say about the activity that the 2 of your friends did just now? 2. Based on the activity just now, student 1 and student 2, walked from where to where? 3. How many steps did student 1 make from point A to point B? 4. How many steps did student 2 make from point B to point C? 5. How many steps did the 2 of your friends make from point A to point C? | · Masking Tape · Marker Pen | |||
| Step 2: Instructional Development (15 minutes) - Explains the concept of vectors in detail which is involving the operation of addition of vectors. | -Teacher explains the actual connections between the activity and the concept of vectors addition -Teacher explains that, the activity just now reflects upon the vector concept of addition because; · Two vectors or more can be combined and represented by a single vector called as resultant vector. - Teacher uses the handout to explain about the addition of the vectors. ( Refer to Appendix 1) - Teacher also draw another examples of addition of vector using whiteboard involving the triangle and parallelogram laws. | · Appendix 1 | |||
| Step 3: Evaluation (17 minutes) -Worksheet contains questions about the addition of vectors. | - Teacher asks students to find their pairs. -Teacher gives worksheet to every pair of students in the class and asks them to answer the questions. (Refer to Appendix 2) - Teacher gives 10 minutes for students to answer the questions in the worksheet. -Teacher walks around the class and help students if they need explanation. - Teacher shows and discusses the real answers of the worksheet with the students after the time is up. | · Appendix 2 | |||
| Step 4: Closure (3 minutes) - Teacher highlights the main points for today‘s lesson -Teacher gives homework to students | -Teacher asks students to summarize on what they have learned and asks them to make a conclusion about the lesson. - Teacher concludes the lesson - Teacher highlights a few points: a) In order to find the resultant vector of two vectors, the vectors have to be in the same direction b) For resultant vector of two non-parallel vectors, the vectors can be done by using triangle law and the parallelogram law. - Teacher asks students if they have any questions to be asked | · Marker pen |
Lesson Plan Logic Version (LGV 1)
1) Set Induction
The reason why we construct the activity (2 students walk from point to point), is that we want to engage the student to what they are going learn and so that they will feel interested about the topic. As we have already learned previously in other courses, and as mentioned by David P. Ausubel, that the instructional strategy through lecture or the expository method was the most effective strategy and he believed that educator should strive to develop effective expository teaching technique. In our lesson plan, we use expository method so that the students thinking will be widen and not only focus on certain things only. This can be achieved by asking questions to students after they have completed the activity. The mathematics learning will become more meaningful that way.
Besides, according to Jerome Bruner, the best way for a student to learn a new concept, procedure or principle in mathematics is to construct his or her own representation. Concrete activity as mentioned in the set induction (walking from point to point) must be carried out by the students themselves in constructing the representation of the concept learned. It is not a good idea to reveal the mathematical formulae or concepts directly to the students since this probably deflate their motivation to learn and might even lead to confusion to some students.
In this phase, teacher would explain the connection between the activity that they have done and the concept of vector addition. In this phase also, teacher use the handout as teaching and learning source to explain about the addition of the vector. The use of handout is to relate the between the concept of vector addition and the other concepts, principles or concept skills in mathematics. As an example, the concept of vector addition is related to the topic integer, ratio, rate and proportion, lines and angles I, linear equation, polygon II, lines and angles II, algebraic expression III, straight line, matrices, variation and linear law. As mentioned in the connectivity theorem by Jerome Bruner, the teaching of mathematics should also show the continuity that exists between the mathematical structures like in the integers and in the matrices system under the addition and subtraction operations.
We also using the mathematical concept by Zoltan P. Dienes, he said that each mathematics concept or principles can be easily learned and understood and the concept of principle is introduced to the students through some concrete example. That’s why we used handout for student to give them a better understanding about the concept of vector addition. In the handout the students is introduce with the mathematical symbols and shapes as represent their own understanding about the concept learned.
3. Evaluation
In this phase, teacher gives worksheet. In the worksheet given there are few questions to test and apply the student’s understanding a bout what they have learned just now. We used formative assessment in the evaluation phase during the class, so that we can know the student problem in the subtopic during in the class itself. This is related to mastery learning where students have to master the previous topic before going to the next topic. So teacher, can conduct the class more smoothly.
4. Closure
Teacher concludes and summarizes the lesson, so that it will reinforce the students understanding for the lesson. By doing this, the students can remember the lesson better by doing homework given by the teacher. Thus, it will strengthen the student’s concept for the subtopic.
Lesson Plan (LV1)
Subject : Additional Mathematics
Time : 40 minutes
Date : 29 June 2011
Form : 5
Numbers of students : 32 students
Topic : Vector
Subtopic : Addition and subtraction of vectors
Learning Objectives : At the end of the lesson, students should be able to:
i Draw and find the resultant vectors for five out of eight questions correctly based on the worksheet given. (Refer to Appendix 2)
Learning Outcomes : At the end of the lesson, students should be able to:
i Determine the resultant vector of two non- parallel vectors using:
a) Triangle Law
b) Parallelogram Law
Prior Knowledge : Student have learned about the
i Concept of integer ( positive and negative direction).
ii Concept of polygons.
Teaching Methods : Expository method
Teaching Approach : Teacher Centered
Teaching Aids (TA) : Appendix 1, Appendix 2, Masking Tape and Marker Pen.
Thinking skills (CCTS) : Making association and connection.
Noble Value : Respecting each other.
| Step / Durations | Contents | Teaching and Learning Activity | Teaching Aid |
| Step 1: Induction Set (5 minutes) | -Construct the activity to introduce the concept of addition and subtraction of vector. | - Teacher marks three points on the floor of the classroom (points A, B and C) using masking tape and a marker pen. - Teacher picks two students to demonstrate the concept of vector. - Teacher asks student 1 to walk from point A to point B and then stop at the point B. - Teacher asks student 2 to walk from point B to point C and stop at point C -Teacher asks students what are the connection between the activity and the subtopic that they are going to be learn. Suggested Questions:
|
|
| Step 2: Instructional Development (12 minutes) | - Explains the concept of vectors in detail which is involving the operation of addition and subtraction of vectors. | -Teacher explains the actual connections between the activity and the concept of vectors addition -Teacher explains that, the activity just now reflects upon the vector concept of addition because;
- Teacher uses the handout to explain about the addition of the vectors. ( Refer to Appendix 1) - Teacher also draw another examples of addition of vector using whiteboard involving the triangle and parallelogram laws. |
|
| Step 3: Evaluation (20 minutes) | -Worksheet contains questions about the addition of vectors. | -Teacher gives worksheet to every student in the class and asks them to answer the questions. (Refer to Appendix 2) - Teacher gives 10 minutes for students to answer the questions in the worksheet. -Teacher walks around the class and help students if they need explanation. - Teacher shows and discusses the real answers of the worksheet with the students after the time is up. |
|
| Step 4: Closure (3 minutes) | - Recall back about the lesson today -Teacher gives homework to students | -Teacher asks students to summarize on what they have learned and asks them to make a conclusion about the lesson. - Teacher concludes the lesson |
|
