Daily Lesson Plan Subject: Year: Date: Time: Class Size: Mathematics 2 26th June 2011 8.15 9.

.15 am (60 minutes) 35 Whole Numbers Division Within 2,3,4 and 5 Times-tables

Topic: Learning Area:

Learning Objectives: Pupils will be taught to: recognise division as sharing equally Learning Outcomes: By the end of the lesson, students will be able to: (a) (b) show the process of sharing equally write number sentence for division

Prerequisite knowledge/ Previous knowledge : (a) Pupils are able to recall rapidly the multiplication facts of 2,3,4,5 times-tables (b) Pupils can write number sentence for multiplication. Integration of knowledge: Pendidikan Seni/Sejarah/Sains Integration of thinking skills: To generate ideas, grouping, sequencing Integration of values: being fair Resources: Video clip, pencils, marbles & bowls
Steps (Duration) Set Induction ( 3 min) Content The idea of sharing equally. Teaching & learning Activities 1. Pupils watch a video clip from the malay movie Nujum Pak Belalang. 2. Teacher asks : a) What are the two thieves doing? b) What is their problem? 3. From the answers, teacher introduces todays lesson. Teacher holds 4 pencils and wants to give to 2 pupils so that each will get the same amount. Teacher distributes the pencils one by one to the pupils. Teacher asks each pupil to show the pencils they get. Since both pupils get the Remarks/ Notes Resource: Video clip CCTS: To generate ideas Value: Neatness

Lesson Introduction to the 1. Development concept of division Step 1 as sharing equally. ( 7 min) Examples: 2. i)4 pencils shared equally by 2 pupils 3. 4.

5.

same number of pencils, teacher explains that this process is sharing equally. Teacher shows 12 ping pong balls and 3 empty bowls. Teacher asks a pupil to distribute the balls the same way as done by the teacher.

Step 2 ( 20 min)

Division as sharing equally using concrete materials and write number sentence.

1. Pupils are divided into groups of 4. 2. Teacher distributes a bag of 12 marbles and 2 bowls to each group. 3. Each group is asked to distribute the marbles into each bowl. 4. Teacher asks the number of marble in each bowl. 5. Teacher emphasis that the process is known as sharing equally. 6. Teacher links the process of sharing equally to division. 7. Teacher introduces the symbol and asks the pupils to come up with a number sentence for the above process. 8. Teacher summarizes the pupils answers and states that the number sentence is 12 2 =6 9. Pupils repeat steps 3 & 4 using 3 and 4 bowls consecutively and write down the number sentences on the given paper. 1. Each group solves one given exercise and present their work.

Value: Cooperation Being fair

CCTS: To generate ideas

Step 3 ( 15 min)

Solve exercises involving division as sharing equally See Appendix 1

Resource:
Mahjong paper, marker pen Value: Cooperation

Step 4 ( 10 min)

Worksheet:

Individual activity See Appendix 2

1. Teacher distributes worksheets to each pupil. 2. Teacher explains and shows one example. 3. Teacher inspects and helps the weak pupils to answer.

Value: Neatness

Closure ( 5 min)

Summary of lesson: Concept of division as sharing equally Writing the number sentence

1.Teacher emphasizes the process of division as sharing equally. 2. Teacher will guide the class in discussing the differences between : 12 3 =4 12 4 =3

CCTS: Compare and contrast, making conclusion

Question Card 1: Divide the objects equally into the boxes below and write down the division sentence

JJJJJJJJJJJJ

Division sentence : ______________________________________

Question Card 2: Divide the objects equally into the boxes below and write down the division sentence

Division sentence : ______________________________________ Question Card 1: Divide the objects equally into the boxes below and write down the division sentence