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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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Writing lesson plans helps me create effective lessons. While not the only
factor in effective teaching, I believe “the more organized a teacher is, the more
effective the teaching, and thus the learning, is” (Lesson Planning). Planning
requires vision, and when I write a lesson plan, I envision a classroom of
motivated students and think about how I can make it happen, how I can best
communicate information, best use materials, and best engage students in active
learning. A plan also keeps the class purposely focused, thereby making efficient
use of our limited time. Adding to both efficacy and efficiency, a written plan helps
me anticipate possible problem areas, allowing me to eliminate some before they
occur and think of ways to work with others that will no doubt arise.
When my ideas are written down in an organized plan, I can better see the
details and tie even small components of the lesson to students’ lives,
experience, and our previous lessons- ties that might not so readily spring to
mind when I am in the middle of a class. Connections satisfy important needs of
adult learners: seeing “the big picture” and relevancy. Reviewing the parts of the
whole also helps me verify that the lesson includes. Spencer (1998)
recommended a variety of learning activities which are interactive, meet their [the
students] learning styles and prompt critical thinking and problem-solving
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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Having a lesson plan makes it easy to share with students what we are
doing and why. Adult learners expect to be treated as partners in the learning
process and have the cognitive curiosity to want to know what is going on.
According to Kizlik (2006) “giant step toward owning the content they teach and
the methods they use” understanding lesson objectives and the strategies used
to reach them goes a long way towards the students “owning” their learning.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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negotiations the minute class starts and my partners in the venture, the students,
begin to interact with it.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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Problem-based
Contextual teaching and learning can begin with a simulated or real
problem. Students use critical thinking skills and a systemic approach to inquiry
to address the problem or issue. Students may also draw upon multiple content
areas to solve these problems. Worthwhile problems that are relevant to
students’ families, school experiences, workplaces, and communities hold
greater personal meaning for students.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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where a person acquires and creates knowledge is therefore very important. exp
Contextual teaching and learning strategies are enriched when students learn
skills in multiple contexts (i.e. school, community, workplace, family).
allow all to teach and learn from each other. When learning communities are
established in schools, educators act as coaches, facilitators, and mentors.
2.2.2 Example
Teacher : In away you are right. What plus-problem is 5 x 3 the same as?
Soleh: , 5 + 5 + 5 = 15
From Soleh´s first answer Amin could not tell if he understood what
multiplication is, but after checking with an example it is easy to tell that he does
understand.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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2.3.1 Example:
j) Should be structured
to encourage five
essential
forms of learning –
Relating ,
Experiencing ,
Applying ,
Cooperating
and Transferring
ability ? (5 marks)
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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All details should be written down to assist the smooth delivery of the
content. The extent of the detail will vary depending on the number of years of
experience that the teacher has and the number of times he/she has taught the
lesson. Obviously a teacher with several or many years of experience may have
plans that are much less detailed than beginning teachers. There will be
requirements mandated by the school system that employs you regarding your
responsibilities.
Essentially the lesson plan sets out what the teacher hopes to achieve
over the course of the lesson and how he or she hopes to achieve it. Usually they
are in written form but they don't have to be. New or inexperienced teachers may
want to or be required to produce very detailed plans - showing clearly what is
happening at any particular time in the lesson.
Whatever the level of experience, it is important that all teachers take time
to think through their lessons before they enter the classroom.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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We are left with the question: 'How can a teacher produce a full lesson plan
without writing it down on a formal lesson plan template form?'
Here, I think the answer fo the 'day-to-day' lesson would be a 'Checklist of
elements', against which a teacher could jot down (or at least mentally check)
their ideas for what the lesson might involve. That way, they will go into the
lesson properly prepared, but without the lesson-plan straightjacket which
hinders proper flexibility of delivery.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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One of the most important reasons to plan is that the teacher needs to identify
his or her aims for the lesson. Teachers need to know what it is they want their
students to be able to do at the end of the lesson that they couldn't do before.
Here are some more reasons planning is important:-
3.4 How does lesson planning takes care of differences in ability among
pupils?
Teachers need lesson plan to help them to structure the learning for themselves
and for pupils. Appropriate curriculum , the realistic goals of mathematics
teaching ,make decisions about how to implement teaching-leaning and
assessment activities to pupils are the important element to meaningful
mathematics lesson for pupils with different ability
3.5 Eight-step Lesson Planning Process
Lesson planning includes the following eight steps:
1. Determine the objective
2. Research the topic
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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(a) Time and experiences to develop social skills that will help pupils learn to
Work cooperatively with other group members.
(b) Discussion and negotiation of a classroom environment where cooperation
among group members is expected.
(c) Clear and accurate directions for students to follow so that they are clear
about their responsibilities as group members.
(d) A comfortable physical environment in which students can work effectively
and shelves of materials for a variety of mathematical investigations.
(e) Flexibility to change plans as needed, when activities take too long or do not
proceed as otherwise planned.
(f) Rich mathematical investigations that lend themselves nicely to cooperative
group work.
2. Presentation
This is the second part of a lesson plan. In presentation there are
teaching-learning process. It consists of two main part::
• Set induction
covers the warm up activities which help pupils to get started to do
mathematics as soon as they enter the classroom . It is also a way to
introduce a new topic.
• Development of teaching-learning activities
Learning activities covers skill development, teaching and learning activities,
use of resources and inculcation of moral value.
3. Conclusion
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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This is the last part of a lesson plan. In this part teachers have to
make consolidation, evaluation and closure . It consists of activities
and methods, including follow up and consolidation activities,
evaluation of learning objectives and closure.
4.0 Conclusion
Planning a lesson help teachers develop the greater whole or the big
picture . Planning lets us see how to get there and shows others how we will help
our pupils attain an understanding of the big picture . In addition , planning
imparts the values of organization and careful consideration to the pupils . In
short , planning is making decision about the how and what of teaching .In order
to do a good job , we must be properly prepared .
You may often be teaching a class which has students who are clearly of
different levels. They may have different starting levels mathematics or they may
learn at very different speeds - for any number of reasons. There are several
strategies that a teacher can use to deal with this situation.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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LESSON PLAN 1
ADVANCE CLASS
Subject : Mathematics
Year : 4 Bestari
Number of pupils : 25 pupils
Date : 5 February
Time : 7.45 a.m – 8.45 am
Duration : 60 minutes
Topic : Whole Numbers
Learning Area : 1. Numbers to 100 000
Learning Objectives : Develop number sense involving numbers up to
100 000
1) Name and write the numbers up to 100 000
Learning Outcomes : By the end of the lesson, pupils should be able to:
i) identify the names and write the numbers up to
100 000 at least 6 out of 10 numbers given.
ii) recall the names , read and write the numbers
up
Previous knowladge to 100 000 given spontaneously.
: Pupils have learnt names and write numbers since
Moral Value year one
Thinking skills : Being cooperative, careful
Teaching aids : Comparing and contrasting
: Slide of numbers used in different ways, Place
Value chart ,Number cards fan, A 4 paper.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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Procedure/
Allocation of Teaching – Learning Activities Remarks
Time
Pupis respond.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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LESSON PLAN 2
WEAK CLASS
Subject : Mathematics
Year : 4 Budiman
Number of pupils : 25 pupils
Date : 5 February
Time : 7.45 a.m – 8.45 am
Duration : 60 minutes
Topic : Whole Numbers
Learning Area : 1. Numbers to 100 000
Learning Objectives : Develop number sense involving numbers up to
100 000
1) Name and write the numbers up to 100 000
Learning Outcomes : By the end of the lesson, pupils should be able to:
i) identify the name and write the numbers up to
100 000 at least 3 out of 10 numbers given.
ii) recall the name , read and write the numbers up
to 100 000 given spontaneously.
Previous knowladge : Pupils have learnt name and write numbers since
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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year one
Moral Value : Being cooperative, careful
Thinking skills : Comparing and contrasting
Teaching aids : Slide of numbers used in diiferent ways
Place Value chart.Sweets, place value chart
Worksheet, laptop
Procedure/
Allocation of Teaching – Learning Activities Remarks
Time
Pupis respond.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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From website:
http://www.bbc.co.uk/cbeebies/tweenies/
songtime/songs/o/onetwothree.shtml
BIBLIOGRAPHY
Aytaç, T. (2003). Changing Roles of the Teacher in 21st Century Education in the Light of
Science and Mind Magazine,4(45)
Faculty Development Teaching Tips, Honolulu Community College .(n.d). Lesson Planning
Procedures. Retrieved February 15, 2008 from
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.htm
Kizlik, B (2006). Lesson Planning, Lesson Plan Formats, and Lesson Plan Ideas. Retrieved
February 17, 2008 from http://www.adprima.com/lesson.htm
Speller. M (2006) Why I Write Lesson Plans Maria Spelleri Extends on Recent TESL-L
Discussion. Retrieved March 1, 2008, from
http://www.eslminiconf.net/summer06/spellerispecial.html
Spencer, K (1998). Purposeful Teaching: Design and Instruction for Adult Learners. Retrieved
February 16, 2008 from http://www.rcmp-learning.org/docs/ecdd1140.htm#needadlrn
Wikipedia the free encyclopedia (n.d), John Dewey. Retrieved March 5, 2008, from
http://en.wikipedia.org/wiki/John_Dewey
APPENDIX 1
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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Number Numeral
Example:
thirty-two
1. 52 987 ____________________________________________
2. 20 001 ____________________________________________
3 97 756 ____________________________________________
4. 25 175 ____________________________________________
5. 94 677 ____________________________________________
APPENDIX 2
Name: _________________________________ Class : 4 Budiman
Match with the correct answers.
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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60 001
Twenty-six thousand five hundred
26 514 eight
Sixty thousand and one
91 033
Ninety-nine thousand and thirty-
44 908 three
Twenty-seven thousand five
50 926
Fifty thousand nine hundred and
60 708 twenty-six
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION
NOR BAHIYAH BT MD. RAFIDI
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HBMT 1103
INTRODUCTOIN TO MATHEMATICS EDUCATION