Mathematics Lesson Plan No. 1 Mathematics Department Mathayom 3 (Semester 2) Academic Year 2020 Course: mathematics in Life Learning Unit : O-Net Topic : Number and Operation Time: 8 Hours ------------------------------------------------------------------------------------------------------------------------------------------- - Learning Objectives 1. Develop a deeper understanding of very large and very small numbers and of various representations of them; 2. Compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions; 3. Understand the properties of the real-number system; 4. Use number-theory arguments to justify relationships involving whole numbers. 5. Judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities; 6. Develop an understanding of properties of, and representations for, the addition and multiplication. Compulsory Details 1. Integer 2. Operation 3. Number and Operation Learning Concepts 1. Knowledge What kind of number is it? Natural Numbers {1, 2, 3, 4…..} These are also called Counting Numbers, and they’re the numbers that can be used for counting the fingers on your hands or the pieces of candy in a bowl. They don’t include zero, negatives, or fractions. Whole Numbers {0, 1, 2, 3, 4…..} These include the natural (counting) numbers, but they also include zero. They don’t include negatives or fractions, but they can describe how many cows are in a field as well as how many cows remain after they all leave.
Transcript
Mathematics Lesson Plan
No. 1
Mathematics Department Mathayom 3 (Semester 2) Academic Year 2020
Course: mathematics in Life Learning Unit : O-Net Topic : Number and Operation Time: 8 Hours --------------------------------------------------------------------------------------------------------------------------------------------
Learning Objectives 1. Develop a deeper understanding of very large and very small numbers and of various representations of them; 2. Compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions;
3. Understand the properties of the real-number system; 4. Use number-theory arguments to justify relationships involving whole numbers. 5. Judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities; 6. Develop an understanding of properties of, and representations for, the addition and multiplication. Compulsory Details 1. Integer 2. Operation 3. Number and Operation
Learning Concepts 1. Knowledge What kind of number is it? Natural Numbers {1, 2, 3, 4…..} These are also called Counting Numbers, and they’re the numbers that can be used for counting the fingers on your hands or the pieces of candy in a bowl. They don’t include zero, negatives, or fractions. Whole Numbers {0, 1, 2, 3, 4…..} These include the natural (counting) numbers, but they also include zero. They don’t include negatives or fractions, but they can describe how many cows are in a field as well as how many cows remain after they all leave.
Integers {…-3, -2, -1, 0, 1, 2, 3...} These include the whole numbers (natural numbers and zero), and they also include negative numbers. They don’t include fractions. Rational Numbers These are any numbers that can be expressed as a fraction, which includes all integers and most decimals. Operands – The numbers used for an operation are called operands. Based on the type of operation, different terms are assigned to the operands. Operator – The symbol indicating a math operation is an operator, for example:
+ for addition − for subtraction × for multiplication ÷ for division 2. Skills during the process 2.1 Skills and Processes in Mathematics 2.1.1 Thinking mathematically skill, 2.1.2 Communication, interpretation, 2.1.3 Problem solving skill.
Desirable Characteristics 1. Self-discipline 2. Avidity for learning 3. Dedication and commitment to work
Learning Process Concept Based Teaching Step1: Warm up 1. Teacher identified learning objectives to student and review previous knowledge to prepare students for the lesson which previous knowledge are rational and irrational number, whole number, integer, fraction and decimals.
Step2: Presentation
2. Teachers presented current knowledge through various activities by using example and used open-ended question to prepare students for the lesson. Students showed our ideas or answer by using showed a diagram, discussion, etc.
Step3: Practices 3. Teacher divided students into two student work together, than gave questions or problems to students through activity sheets. At first, each student had to think on their own. Then, gave examples and solutions and exchanged ideas with others, including classmates, and instructor. Step4: Production
4. Each group presented results of activities in various ways. Meanwhile, the teacher evaluated the presentations of each group and provided feedback for improvements. Step5: warp up 5. Student evaluated processes and solutions of each group presentation and then, summarized the concept together. The teacher summarized for better understanding of students and evaluated students’ performance by observing students' behaviors from activities, answers and reasoning to support their answers. 6. The teacher and students conclude the concepts about contents in lesson by using
comparison between the previous knowledge and finished lesson knowledge.
Learning material or learning sources
1. “Mathematics I” books for Grade 7-9 of The Basic Education Core Curriculum (2008)
2. Worksheet on the topic “O-Net”
Measurement and evaluation of learning
Target Methods of Measurement
and Evaluation Tools of Measurement
and Evaluation Measurement
criteria Knowledge 1. Integer 2. Operation 3. Number and Operation
Mathematics Department Mathayom 3 (Semester 2) Academic Year 2020
Course: mathematics in Life Learning Unit : O-Net Topic : Exponents Time: 2 Hours 1. Learning Standard
Standard M 6.1 G 9.1 Apply diverse methods for problem-solving . Standard M 6.1 G 9.2 Appropriately apply mathematical and technological knowledge, skills and processes for problem-solving in various situations. Standard M 6.1 G 9.3 Suitably provide reasoning for decision-making and appropriately present the conclusions reached. Standard M 6.1 G 9.4 Accurately and succinctly use mathematical language and symbols for communication, communication of concepts and presentation. Standard M 6.1 G 9.5 Link various bodies of mathematical knowledge, and link mathematical knowledge, principles and processes with those of other disciplines
2. Analysis of learning results 2.1 Knowledge (K): the student should be able to;
2.1.1 Apply mathematical and technological knowledge, skills and processes for problem- solving in various situations..
2.1.2 Apply diverse methods for problem-solving 2.1.3 Provide reasoning for decision-making and appropriately present the conclusions reached. 2.2 Skill and Processes (P): the student should be able to; 2.2.1 Reasoning skill, 2.2.2 Communication, interpretation, 2.2.3 Problem solving skill 2.3 Desirable Characteristics (A): the student should be able to; 2.3.1 Responsible and punctual, 2.3.2 Work systematically, 2.3.3 Participation in classroom discussion
3. Learning Outcome As a result of studying this topic, students will be able to: 3.1 Apply mathematical and technological knowledge, skills and processes for problem- solving in various situations.. 3.2 Apply diverse methods for problem-solving
3.3 Provide reasoning for decision-making and appropriately present the conclusions reached.
4. Concepts The exponent of a number says how many times to use the number in a multiplication. In 82 the "2" says to use 8 twice in a multiplication, so 82 = 8 × 8 = 64. In words: 82 could be called "8 to the power 2" or "8 to the second power", or simply "8 squared" Exponents are also called Powers or Indices.
5. Teaching and Learning activities Lesson plans applied constructivist teaching approach’ which consist of orientation, elicitation, turning restructuring of ideas (clarification and exchange of ideas, construction of new ideas, and evaluation of new ideas), application of Ideas, and review. This step are as follows: Step1: Orientation 1. Teacher identified learning objectives to student and review previous knowledge to prepare students for the lesson; Step2: Elicitation (Applied Open-Ended Question) 2. Teachers presented current knowledge through various activities by using example and used open-ended question to prepare students for the lesson. Students showed our ideas or answer by using showed a diagram, discussion, etc.
Step3: Turning restructuring of ideas (Applied Think-Pair-Share) 4. The researcher divided students into two student work together, than gave questions or problems to students through activity sheets. At first, each student had to think on their own. Then, gave examples and solutions and exchanged ideas with others, including classmates, and instructor. Step4: Application of Ideas 5. Each group presented results of activities in various ways. Meanwhile, the researchers evaluated the presentations of each group and provided feedback for improvements. Step5: Review 6. Student evaluated processes and solutions of each group presentation and then, summarized the concept together. The teacher summarized for better understanding of students and evaluated students’ performance by observing students' behaviors from activities, answers and reasoning to support their answers. 7. The teacher and students conclude the concepts about contents in lesson by using
comparison between the previous knowledge and finished lesson knowledge.
6. Learning material/learning sources
6.1 “Additional Mathematics I” books for Grade 10-12 of The Basic Education Core
Curriculum
(2008)
6.2 Worksheet on the topic “Skill in Mathematics Processes” 7. Measurement and evaluation of learning 7.1 Tools were used to assess and evaluate. 1) Knowledge
Methods of Measurement and Evaluation
Tools of Measurement and Evaluation Measurement criteria
Evaluating the fulfillment of the worksheets and note pad
– Worksheets – Note pad
The average two or more
2) Process skill
Methods of Measurement and Evaluation Tools of Measurement and
Evaluation Measurement criteria
Assessing skills or processes
– Assessment of skills or process The average three or more
3) Attribute
Methods of Measurement and Evaluation Tools of Measurement
and Evaluation Measurement criteria
Assessing behavior following attributes list – Assessment attributes The average three or more
7.2 The criteria were used in the evaluation and assessment of learning.
1) Knowledge Tools of
Measurement and Evaluation
Issue Rating Evaluation Criteria Score
- Work book
- Worksheet
content - Deductive arguments are used to justify decisions and may result in formal proofs. Evidence is used to justify and support decisions made and conclusions reached.
- Arguments are constructed with adequate mathematical basis. A systematic approach and/or justification of correct reasoning is presented.
- Arguments are made with some mathematical basis. Some correct reasoning or justification for reasoning is presented.
- Arguments are made with no mathematical basis. No correct reasoning nor justification for reasoning is presented.
- No idea for the reasoning or impasse.
4
3
2
1
0
Time - on time submission
- one day late submission
- More than one day late submission
2
1
0 2
2) Process skills Quality Level: 4 means very good, 3 means good, 2 means fair, 1 means improvement
3) Attributes Quality Level: 4 means very good, 3 means good, 2 means fair, 1 means improvement
Attribute Rating List Quality Level
4 3 2 1
1. Honesty
1. Intend to do the assignments
2. Be honest with yourself and others
2. Discipline
1. Attend class on time
2. Dressing neatly and properly
3. Obey school rules
3. Diligence 1. Have interest and intend studying in class
2. Take note in a systematic way.
Total Average
Items Rating The ability of the learner Quality Level
4 3 2 1
Solving problems Use appropriate methods to solve problems and calculate the answers.
communication and presentation about mathematical concepts
Use mathematics symbols and expressions to communicate and present correctly.
thinking for creative Have new concepts for doing mathematics activities.
Total average
Learning Behavior Observation Form
M 23102 Mathematics 6 (Grade 9) Unit 4 Skill in Mathematics Processes (5 Hour) Topic: …………………………………… Semester 2 Academic year 2019 Classroom Number..................... Date of Observation……………………
Behavior Evaluation
4 3 2 1
The intention in learning
Attention and questioning Answering questions
Work on assignments Participate in groups activities
