Lesson Plan Time Year 3

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HBMT2203 TeachingMathematics in Year Three

TABLE OF CONTENT

1) ACKNOWLEDGEMENT……………………………………………..2

2) QUESTION 1a………………………………………………………....3

3) QUESTION 1b…………………………………………………………4

4) QUESTION 2………………………………………………………….5

5) APPENDIX…………………………………………………………….7

6) BIBLIOGRAPHY……………………………………………………..12

7)

8)

9)

10)

11)

12)

13)

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14)

15)

16) Question 1a

17) 1.1 TWO strengths and TWO weaknesses for each of the two approaches.

18)

19)

Arti

c

l

e

s

20) Strengths 21) Weaknesses

22)

A

23) Using fractions manipulative is

easier for pupils understanding of

fractions. Teacher and pupils can make

together fractions bars or circles so every

pupils will have their own fractions

manipulative. It is more meaningful and

fun for pupils. It is also build teamwork

among pupils and teacher.

24) It will take time, if pupils

slow to act do the fractions

manipulative. Pupils need to color

and cut the fraction bars, it will

make pupils not focus on fractions

because they lax to color and cut

out the fractions.

25) Pupils can use this manipulative

repeatedly. Pupils can learn basics skills

of fractions one whole and one- half

clearly, because they do it by self. If

pupils can manipulate fractions bars and

compare them with each other, then they

will have a better understanding of

fractions.

26) For the weakness pupils,

they cannot relate the

manipulative with the fractions

numbers. A lot of convergence

should give to them in fact they

will misconceptions.

27)

28) 29) Use a real object to teach basic

fractions. Pupils always use, eat, play or

30) Pupils take advantages

from the objects. Pupils will

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B

saw this objects such as, sweets, marbles,

cakes, beads and chocolate bar. In

experiencing a variety of critical relations

in situations where fractions can be found,

pupils will have opportunity to reflect and

abstract critical relations in different

contextual situations.

playfulness with the objects so the

objective cannot achievable.

31)

32) Teachers are able to generate

useful discussions that will encourage the

pupils to use questions and develop their

own approaches. Pupils also are able to

make connections between what they are

learning and how that knowledge will be

used in daily live.

33) High cognitive levels,

pupils need to application and

analysis to develop their

knowledge about fractions.

34)

35) Question 1b

36)

37) 1.2 Approach chosen to teach in classroom. Three reasons for the choice

38)

39) Approached that I choose is article A to teach in my classroom it is because:

i) Easy to manipulate

40) The material is easy to find, use and do it own. Teaching and learning activities

more meaningful because pupils construct their own activities. So pupils are motivated to

learn more about fractions. For the weak pupils teacher can pass out the handout that’s

already drawn a whole rectangle and pupils just divided half, thirds and so on.

41)

ii) Developing concept more clear

42) Using the manipulative material, pupils can develop their knowledge easier.

Pupils will relating,experiencing,applying,cooperating and transferring their concept of

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fractions. Teacher’s instruction and questioning is helping pupils to develop concept.

Activities teaching and learning more meaningful and they can relate into daily live.

43)

44)

iii) Step is in stages

45) Teacher wills emphasis pupils with instruction in stages. Pupils can do the

activities systematically firstly draw a rectangle. Next divide into halves, and another

rectangle divided into third and so on. After that has asked pupils to color each rectangle a

different color such as the whole black, the halves red and so on. Next pupils cut out the

fraction bars, then put the fractions onto their desk and compare one half and one whole.

Then practice writing the basics fractions they comparing. Do the same for ¼, 1/5,3/4 and so

on. At the same time teacher can encourage the weak pupils and motivated the pupils to love

fractions.

46)

47)

48)

49)

50)

51) Question 2 Lesson Plan

52) Subject : Mathematics

53) Topic : Time

54) Date : 10 April 2010

55) Class : Year 3

56) Number of Pupils : 20

57) Time : 9.00a.m. – 10.00 a.m.

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58) Learning Objectives : Pupils will be taught to:

1. Add, subtract, multiply and divide units of time.

59) Learning Outcomes : By the end of the lesson, pupils should be able to:

60) 1) Divide units of time in :

a) Hours; and

b) Minutes

61) 2) Answer correctly the worksheets given.

62) Prior Knowledge : 1) Pupils was learn divide two and three digit numbers in

whole

63) numbers.

64) 2) Pupils know relationship between units of time which

is :

65) 1 hour = 60 minutes ,60 minutes = 1 hour

66) Thinking Skills & Value : - Comparing and Relating, Cooperation

67) Teaching Aids / Resources / Material : wall clock, minute’s clock, multimedia

presentations,

68) puzzle , task and task questions, worksheet

and marker.

69)

Procedur

e/

time

70) Teaching- Learning activities71) Rem

arks

72) 1. Teacher paste jigsaw puzzle on the black board. - Solve

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Set

Induc

tion

73)

5 minutes

74)

75)

76)

77)

78)

2. Teacher call four pupils come in front and ask

them to solve the puzzle in cooperates.

3. Ask pupils; who know, what picture is this?

4. Call one pupil to turn back the puzzle.

5. Now, what picture is this?

6. How many minutes one part represent?

7. Introduce the topic for today.

79)

problem

- Find the

relationship

- Appendix 1

80)

81)

Lesson

Devel

opme

nt

82)

Step 1

83)

15

minut

es

84)

1. Introduce topic;

85) Divide units of time in hour and minutes.

2. Teacher show the slides.

3. Call four pupils to come in front and hold the

clock. Ask a question.

4. Call two pupils. Ask a question.

5. Call three pupils. Ask question.

6. Emphasis pupils to do the long division.

86) 240 minutes ÷ 3 =

87)

88) 3 240 minutes

7. Discuss other questions.

89)

90)

91)

92)

93) Appe

ndixes 2

- Slaid 2-10

94) 102) 103)

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95)

Step 2

96)

Pairs

97)

Discussio

ns

98)

99)

10

minut

es

100)

101)

1. Teacher gives sets of questions to each pairs.

2. They need to help each other to answers the

questions.

3. Teacher will around and helps if needs.

4. Discuss the answers.

104) Appe

ndixes 3

- Help each

other

105)

106)

Step 3

107)

Group

108)

Activity

109)

20

minut

es

111)

1. Divides the class into 4 group.

2. Call the leaders to take an envelope, contain a

task.

3. Teacher will give each a bottle of questions needs

to solve.

4. Every member will take turn to answer, by take a

question in a bottle.

5. The first group finish with the correct answers is

the winner.

6. Give a token to the winner.

112)

113)

114) Appe

ndixes 4

115) -

Honest

116) -

Cooperate

117) -

Skilled

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110)

118)

Step 4

119)

Evaluatio

ns

120)

5

minut

es

1. Quiz

2. Choose pupils randomly and ask them to choose

question and answers

121)

122) Appe

ndixes 2

- Slaid 13-19

123)

124)

Closure

125)

5 minutes

1. Ask pupils to summarize the topic today.

2. Ready for the next topic

126)

127)

128)

129)

130)

131) APPENDIX 1

132)

133) SET INDUCTION

134) JIGSAW PUZZLE

135)

136)

137)

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138)

139)

140)

141)

142)

143)

144)

145) IN FRONT BEHIND

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147)

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155)

156) APPENDIXES 2

157)

158) CD Multimedia Presentations

159)

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160)

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175)

176) APPENDIXES 3

177) Pair Activities

a) 78hours ÷ 3 =178)

b) 96hours ÷ 4 =

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179)

180)

181)

c) 260minutes ÷ 4=182)

183)

184)

185)

186)

d) 175minutes ÷ 5 =

e) 245minutes ÷ 7 =187)

188)

189)

190)

f) 228minutes ÷ 6 =

191)

192)

193) APPENDIXES 4

194)

195) TASK

196)

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197) Why do we value time?

198) 199)

I200) 201)

202)

16203)

25204)

17205)

12206)

207) 208)

209)

25

210)

27

211)

212) 213) 214) 215) 216) 217) 218) 219)

220)

13

221)

18222)

12

223)

8224)

25

225)

21

226)

35

227)

27

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232)

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243)

244)

245) Questions Task246)

247)

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72 hours ÷ 4 =

P

78 hours ÷ 6 =

E

108 hours ÷ 9 =

U

7 2 4 5 minutes

O

5 1 0 5 minutes

S

8 2 1 6 minutes

T

48 hours ÷ 3 =

M

119 hours ÷ 7 =

I

6 150minutes

C

32 minutes ÷ 4=

14


248)

249)

250) APPENDIXES 5

251)

252) Articles

253)

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271)

272)

273)

274) BIBLIOGRAPHY275)

276) Mohamad Khairuddi B Yahya Abdul Razak B Salleh & Rabiyah Bt Fakir Mohd ( 2004 ),Integrted Curiculum For Primary Schools Mathematics Year 3 Textbook part 2 : Aras Mega ( M ) Sdn. Bhd. Selangor.

277)

278) Mohamad Khairuddi B Yahya Abdul Razak B Salleh & Rabiyah Bt Fakir Mohd ( 2004 ),Integrted Curiculum For Primary Schools Mathematics Year 3 Activity Book : Aras Mega ( M ) Sdn. Bhd. Selangor.

279)

280) Ministry of Education Malaysia ( 2004 ). Integrted Curiculum For Primary Schools Curriculum specifications Mathematics Year 3. Kuala Lumpur : Curriculum Development Centre, Kuala Lumpur.

281)

282) http://www.ehow.com/how_2295985_teach-fractions-craft-sticks.html

283)

284) http://www.teachingfractions.co.uk/

285)

286) http://nrich.maths.org/2550

287)

288)

289)

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http://www.ehow.com/how_2295985_teach-fractions-craft-sticks.html

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Lesson Plan Time Year 3

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