Lesson Plan
Class : Year 5
Time : 1.05 – 2.25 pm.
Duration : 60 minutes
Number of pupils : 40 pupils
Subject : Mathematics
Topic : Polygons
Learning Area : Perimeter and Area
General Objectives : Pupils will be taught to :-
i) Understand the concept of area of
rectangles to solve problems.
Learning outcomes : By the end of the lesson the pupils should be
able to:
i) Estimate the area of a shape
ii) Find the area of a rectangle.
Target Audience : At the end of the lesson 95% of the students
will be able to find the area of rectangles.
Pre-requisite knowledge : i) Pupils had learnt 2-D shapes in their primary
school.
ii) Pupils know the characteristics of
rectangles.
Materials : Geo Board, Transparencies,
Used A4 Paper, Flash cards, Worksheets
Moral Values : Cooperative, observance, concentrate,
Appreciating nature.
Thinking skills : Comparing, Contrasting, Listing, Planning
Step/
Time
Duration
Content T&L Activities Remarks
Set
Induction
(7
minutes)
Refresh On
Basic Shapes
and
Perimeter
-rectangles
-squares
-triangles
1. Teacher starts the lesson by asking the
pupils:
“ How are you children? Have you taken
your lunch today?”
2. Pupils answer what they took for their
lunch.
3. Teacher shows a flash card contains
the description of the characteristics of
a 2-D shape;
“I am a 2-D shape. I have four sides
which are two same opposite sides.
Who am I?”
4. Pupils answer by carrying up their
hands:
“It is a rectangle. It has two opposite
same sides.”
(Teacher continues this activity with
2-D shapes
(rectangle,
square and
triangle)
Flash cards
square and triangle).
5. Teacher asks the pupils to explain
briefly about the way to find the
perimeter of them by asking:
“Can anyone of you tell me the way to
find the perimeter for this rectangle?”
6. Pupils answer:
“ We have to plus all the outline
measurements of the rectangle”
Step 1
(15
minutes)
Concept of
Area
-similar
squares of
1cm²
- area
-enclosed
space
1. Pupils are divided into groups with a
leader and asked to sit in their groups.
2. Every group leader is asked to take an
A4 paper.
3. Teacher tells the instructions of what
the pupils are suppose to do:
“ You have to draw a shape or picture
on the A4 paper given.”
4. Pupils draw a shape or picture on the
A4 paper given.
5. Teacher introduces the word “Area” to
the pupils.
“The area of a shape is the amount of
enclosed space that is measured in
unit² on a flat surface”
6. Pupils show the area of the shape they
draw.
7. Teacher asks :
“Can anyone tell me how to measure
the area?”
A4 papers
Trans-
Parencies
with 1cm²
printed
squares
8. Group leaders are asked to take the
transparency which was printed with
similar squares of 1cm².
9. Pupils are asked to put the shape on
the transparency and count the
squares.
10.Teacher explains the concept of area
using the shape and transparency.
Step 2
(15
minutes)
Recognize
and say the
basic
fractions
1. Teacher divides pupils into groups ( 5
pupils in a group) and name them
accordingly.
2. Give few pieces of used A4 paper to
each group.
3. Ask the pupils to fold A4 papers by
following the teacher and shade the
parts of fraction they made.
4. Pupils name the fractions verbally and
in written form.
5. Pupils are encouraged to explore on
their own.(each group different shapes).
6. A representative from each group will
come forward and match their A4
fraction portion correctly with fraction
name card in front.
Used A4
Papers
Fraction
name cards
Step 3
(15
minutes)
Assessment
1. Pupils answer worksheets for today’s
lesson.
Worksheet
A & B
(Appendix )
2. Teacher observes the pupils
individually.
Closure
(8
minutes)
Conclusion
Game
1. Teacher divides pupils into 3 groups.
2. Teacher explains the rules for the game
today.
3. Pupils from each group will come out
one by one and match the shape of
basic fraction with the name correctly
and vise versa.
4. The group who finish fast and match
correctly will win the game
5. Teacher concludes the lesson by asking
the pupils to read all the fractions.
Cardboard
shapes with
basic
fraction
&
Flash cards
with fraction
The items I chose from the students surroundings for this lesson plan are
cardboards and used A4 papers. The reason why I choose these materials is
because the students are very familiar with the cardboards which are easily
available in their living surroundings and also the used A4 papers which are very
often being used by the teachers for the class activities. I feel by using these
material the students can easily understand the concept of fraction. When the
students fold and create the fractions from the A4 paper, they tend to remember
deeply because it involves ’hands-on’ activity. Whenever they happen to see the
used A4 paper in future, they can easily fold on their own and create some
fractions. Since they know how to use the used A4 papers for learning fraction,
this may also help them in finding equivalent fraction in the follow up lesson
without spending any money for other materials.
Name : _________________ Class : _________
Match the parts to the fractions.
Parts Fraction
One half
One quarter
1
One whole
Three quarterName : __________________ Class : _______
Draw and shade the parts to the fractions
Fraction Parts
One quarter
One half
Three quarter
1
One whole
Lesson Plan - Length
Class : Year 3 Cemerlang
Time : 8.30 a.m. – 9.30 a.m.
Duration : 60 minutes
Average age : 9 years old
Number of pupil : 30 pupils
Subject : Mathematics
Main Topic : Length
Subtopic : Measure and compare using uniform
non standard units.
Pre-requisite knowledge : i. Pupils know how to use non standard units
to measure
Learning objective : Pupils will be taught to :-
i) Compare the length of two objects by direct
comparison.
ii) Measure length of objects using uniform non-
standard units.
iii) Record the length of objects using uniform
non standard units.
Learning outcomes : Pupils will be able to :-
i. Compare the length of two objects by direct
comparison.
ii. Measure length of objects using uniform non-
standard units.
iii. Record the length of objects using uniform
non standard units.
Value : Cooperative, observance, concentrate,
Appreciating nature
Thinking skill : Comparing, Listing, Planning, Recording.
Materials : Non standard measuring scales such as Paper
Clips, Straws, Ropes and Pencils, Worksheets
to record the measurement, All the surrounding
objects in the classroom, LCD, Laptop
STEP CONTENT PROCESS
REMARKS/
TEACHING
AIDS
Set
Induction
( 5
minutes )
Comparison
Compare the
length of two
objects by
direct
comparison
1. Teacher calls out two pupils in front
of the class and asks others to
observe them.
2. Ask the pupils, “who is taller?” and
“who is shorter?”
3. Teacher encourages the pupils to
compare the height of the pupils and
answer the questions.
4. Asks the pupils about how they can
measure the height of the two
students in front other than ruler.
5. Teacher connects the situation with
today’s lesson.
Two
students
Step 1
(15
minutes)
Introduction
Non Standard
Measuring
Scales
1. Teacher discusses with the pupils
about how the ancient people
measured the length of objects.
2. Pupils try to think and tell some tools
which can be used to measure
length.
3. Teacher shows and explains various
types of non standard measuring
scales such as Paper clip, Straw,
Rope and Pencil.
4. Teacher emphasizes on the different
sizes in the non standard measuring
scales to the pupils.
5. Teacher demonstrates how to use
Non
Standard
Measuring
Scales -
Paper clip,
Straw, Rope
and Pencil.
non standard measuring scales to
measure the objects given and
record the length of the objects.
6. Pupils observe and get used with the
non standard measuring scales.
Step 2
(20
Minutes)
Measuring
and
Comparing
Length
Measure
length of
objects using
uniform non-
standard units
1. Teacher divide pupils into groups ( 5
pupils in a group) and number them
accordingly.
2. Give few non standard measuring
scales in hand and asks them to
measure and record the length of
the objects.( each group different
objects to measure at a time )
3. Pupils measure and record the
length of the surrounding objects
such as Table, Desk, Chalk Board,
Cupboard and Notice Board.
4. Pupils are encouraged to explore on
their own using other non standard
measuring scales out of the
classroom.
Non Standard
Measuring
Scales -
Paper clip,
Straw, Rope
and Pencil.
Surrounding
objects -
Chalk Board,
Notice Board ,
Table, Desk,
and
Cupboard.
Worksheets
to record
(Appendix
1)
Step 3
(15
Minutes)
Assessment
1. Pupils present the group finding in front
of the class.
2. Teacher observes and gives comment
on their work and correct their
mistakes.Worksheets
Closure
(5
minutes)
Conclusion
Song
1. Teacher shows, lyrics of a song which is
similar to “Are You Sleeping, Brother
John” tune. ( Appendix 2 )
2. Pupils sing the song happily.
3. Teacher concludes the lesson by
recalling what they learn today.
Song in
Power Point
The students are very familiar with the items I chose for this lesson. This
made my lesson more effective where the pupils feel very easy to handle those
materials. My lesson also was very effective because those materials helped the
pupils to relate the lesson with their real life situation. The lesson was very
interesting since the items used were user-friendly. The pupils really enjoyed
when I took them out of the classroom to the surrounding of the school and made
them to measure whatever things they feel could be measured out.
APPENDIX 1
Name of the Group : ________________ Class : _________
Measure length of the objects using uniform non standard
units.
Objects
Non standard units
Paper Clip Straw Rope Pencil
Bench
Table
Desk
Cupboard
Chalk Board
Notice Board
APPENDIX 2
Lyrics of the song
Tune: “Are you sleeping? (x2) Brother John.”
Who is tallest?Who is tallest?
In the classIn the class.
Ahmad is the tallest.Ahmad is the tallest.
In our classIn our class.
Who is shortest?Who is shortest?
In the classIn the class.
Ah Chong is the shortest.Ah Chong is the shortest.
In our classIn our class.
Lesson Plan - Money
Class : Year 3 Cemerlang
Time : 8.30 a.m. – 9.30 a.m.
Duration : 1 hour
Average age : 9 years old
Number of pupil : 30 pupils
Subject : Mathematics
Main Topic : Money
Subtopic : Money to RM50
Pre-requisite knowledge : i). Pupils know the value of money up to
RM100.
ii) Pupils know the basic operation addition
and subtraction in whole numbers
Learning objective : Pupils will be taught to :-
i. Use and apply knowledge of money in real life.
ii. Solve problems involving money in real life
situation
iii. Add money up to RM 100
iv. Subtract money up to RM 100
Learning outcomes : Pupils will be able to :-
i. Pay the correct amount for the things they buy
by identify and add up the correct value
of money involving notes up to RM100
ii. Receive the correct amount of the
balance after paying for the amount
they bought
Value : Cooperative, observance, concentrate,
trustworthy, Appreciating nature
Thinking skill : Comparing, Listing, Planning, Evaluating
Materials : Puzzles, CD PPSMI, School Shop,
Worksheets, Play money.
STEP CONTENT PROCESS
REMARKS/
TEACHING
AIDS
Set
Induction
(5
minutes)
Introduction
- Note RM 100
- Value of
money
- Use of
money
1. Teacher shows a set of puzzles to the
pupils.
2. Teacher encourages the pupils to come
in front of class and join the puzzles.
3. Pupils join the puzzles.
4. Ask the pupils about what they have
seen in the completed puzzles and relate
their answer with value of money and
use of money in real life.
5. Teacher connects the situation with
today’s lesson.
Puzzles of
money -
Note
RM 100
Step 1
(10
minutes)
Solve
problems
involving
1. Teacher shows a CD clips to pupils
regarding solving problems involving
CD PPSMI
( Money up
to RM100)
money in real
life situations
CD
Presentation
money in real life situations.
2. Teacher emphasizes on the way how
they calculate the total and balance
money in solving real life situations.
3. Teacher asks a few questions regarding
what they watched :
E.g. i. How much Rani has to pay for the
things she buys?
ii. How much balance will Rani get if
she pays RM70 for the things she
buys.
4. Pupils concentrate on the CD clips
and answer the teachers questions.
Step 2
(20
Minutes)
Solve
problems
involving
money in real
life situations
School shop
1. Teacher asks the pupils to be ready to
go to the shop as buyers and sellers.
2. Pupils are prepared with their play
money and start to buy the items sold in
the school shop.
3. Teacher split the class into two groups
and brief on activity where one group
need to pay the correct value of
purchase and the other should get the
correct balance after purchase.
4. Teacher asks the pupils to pay correctly
using the play money by adding up the
notes or coins.
5. Teacher asks the pupils to pay by using
note money and get the correct
balance.
School
Shop
Play money
6. Activities will then be done vice-versa.
Step 3
(10
minutes)
Solve
problems
involving
money in real
life situations
Group work
1. At this point, teacher asks the pupils if
they have any questions, and do some
problem together as a class. For
example, Diskette (RM20) +Calculator
(RM34) = ?.
2. Teacher assigns some more problems
for the pupils to do as exercise in
worksheets (A & B). Give them time to
work in group.
3. Teacher reminds them that we practiced
adding and subtracting money to find
total cost and balance money, so next
time they go for shopping at a store,
they can use the skills that they have
learned today.
4. Teacher observes the pupils working in
the groups.
Worksheet
A
Worksheet
B
Step 4
(10
Minutes)
Assessment
1. Pupils answer worksheets for today’s
lesson.
2. Teacher observes the pupils
individually.
Worksheet C
Closure
(5
minutes)
Conclusion
Shopping
Spirit Game
1. Teacher divides pupils into 3 groups.
2. Teacher explains the rules for the game
today.
Flash cards
with
questions
3. Pupils from each group will come out
one by one and solve problems
involving money in real life situation.
4. The group who finish fast and solve all
the problems correctly will win the
game
5 Teacher concludes the lesson by asks
the pupils to recall the use of money in
real life.
For this lesson, I chose the school shop because the students are very
familiar with the shop in buying and selling activity. Beforehand I asked the
shopkeeper’s permission to run this lesson. When I took them to the shop, the
students were very happy and they really involved themselves in the activities.
The lesson also was very effective. The students can easily understood today’s
lesson and the learning outcome was easily achieved. I feel by using the school
shop, it will really benefit the students in future whereby they can buy their things
easily by using their real money.
Name of the Group : ________________ Class : _________
Worksheet A
I buy : I must pay :
RM 25 RM 14
RM 16 RM 18
RM 20 RM 34
RM 35 RM 47
Worksheet C
I pay with these notes: I buy:My
change:
Things Price
Science book RM 14
Dictonary RM 37
RM 50
RM 50
RM 10
RM 5
Things Price
Diskette RM 17
Fails RM 25
Name : __________________ Class : _______
Worksheet B
I have I can buy:
RM 16 RM14
RM 22
How much is my balance now?
=______________
RM 50
RM 50
RM 50 RM 10
RM 50 RM 50
Things Price
Revision
book
RM 36
Dictionary RM 49
I have. I can buy:
RM 19 RM 27 RM 34
How much is my balance now?
=______________
