CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

Classroom ICT Lesson 1: Chapter 1 – Probability Page 1

Classroom ICT Lesson 2: Chapter 9 – Mensuration Page 4
Classroom ICT Lesson 3: Chapter 10 – Mean Mode Median Page 8

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CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

ICT Classroom Lesson 1: Chapter 1 Probability

Objective: Students refine their understanding and manipulation of probability.

Instructions for teachers: Can be done as Teacher VS Class List of Rationale

possible
Download dice roller from http://spreadsheetpage.com/index.php/file/dice_roller/ or if you prefer to bring two actions to
physical dice into the classroom, you must use a visualizer so that all students are able to see the dice. facilitate
SDL/CoL
Pre-requisites: Students know what is probability and know how to calculate probability.

Challenge:

Pre-cursor: Ask the class what is the probability of getting a number 3 and below when throwing a dice. Since
they have been thru the previous lesson, you should expect them to be able to answer ½ or sometimes they will
say 50%.

Recap with the students how probability is counted, Expected Outcomes / Total Outcomes.

Coin tosses or Dice throws can be used to illustrate this recap.

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CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

Activity: Now let’s sum up two dice throws and see who has better luck today. I will take any number more than
12, and you will take any number less than 12.
Use the Excel dice thrower and simulate the rolling of the dices. Am I lucky Allow the
today? Why do student to
1. Get the class to count or can just check the history. I keep winning? ponder over if
that is a
2. Roll the dice 10 times. probability
3. More than 12 should have higher probability of winning. reasoning
behind it.
4. Recount another 10 throws to challenge the class again.

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.Get the students to discuss why does >12 always win and ask them to work out the probability. If you think it is Students love
not luck, please a teacher that
work out the can be proven
probability and wrong at
prove that I am times. Allow
cheating? yourself to
take a back
seat while
your students
work to show
that you were
fixing the
game.

SDL Task:

How would you change the game to make sure that both parties have an equal chance of winning? Highlight This is to
Please propose your answer and be ready to present your calculations to the class. creative ideas, allow the
even if they are students to
Allow the students any method to get a fair game. Some may change the criteria to win, some may change the not correct. feel a safe
fairness of the nice. The most important part is to allow the students to ideate, and go about proving their environment
hypothesis. to fail so that
they will think
out of the box
for creative
ideas.

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CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

ICT Classroom Lesson 2: Chapter 9 Mensuration

Objective: Students research on the formulas of Surface Area and Volume for Pyramid, Cone and Sphere.

Instructions for teachers: Students are to be divided into groups with varying degrees of List of Rationale
academic abilities. Each group to have a computing device that can access google documents. possible
actions to
facilitate
SDL/CoL
Pre-requisites: Students have been through mensuration for prisms in Secondary 1.

Task: The context

The king has some merchants coming to sell him gold. The merchants said, “We sell gold by the amount of surface presents the
area. The larger the surface area, the more expensive it is.” problem
The king found this unusual as normally they were measured by volume. The merchants replied ”It is similar. statement that
Objects with more surface area means they have more volume too.” a larger
surface area
You are the king’s advisor. He summons you to investigate if the merchants were trying to trick him. means larger
volume.

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CLASSROOM ICT LESSON INSTRUCTIONAL GUIDES

For a start, you try to find a counter example for a cuboid. 1. Is there
(In your groups, try to find an example of two cuboids where by one has bigger surface area but less volume. Enter anyway an
the Length, Breadth and Height into the google spread sheet. Each group to fill in only their group tab.) object with less
surface area
can be bigger?

2. What
numbers do Lead students
you multiply by to ponder
and you get a about other
smaller possibilities if
number? they are stuck.

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The merchants were devious. They said, our gold are not prisms, they come in the shape of pyramids, cones and 1. Do we know Helps students
spheres. how to find the realise that
Find an example each for pyramids, cones and spheres and fill in the Google spread sheet. Surface Area these are not
and Volume of prisms and
those shapes? require
Where can we different
find them? formulas for
calculation.

You might
want to
address the
formulas that
can found on
the formula
sheet during O
Levels.

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This allows
Allow the students some time to explore before presenting the class with one of the group’s correct response. the students to
have time to
explore and
think, yet
provide a
scaffold for
those who are
struggling.

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ICT Classroom Lesson 3: Chapter 10 on Mean Mode Median

Objective: Flipped classroom for Self Directed Learning and appreciation of the functions of Mean Mode and Median.

InstructionsFor teachers: Flip Classroom pedagogy is used in this lesson. Studets are to complete List of Rationale
the assignment online within 48 hours before the actual lesson. Teachers are to consolidate the possible
responses to look for common misconceptions before the classroom lesson on Mean Mode actions to
Median. facilitate
SDL/CoL
URL for Google Form to be shared with Students is at
http://tinyurl.com/sec2mean

Email jiayongs@gmail.com with your name and MOE email to receive a copy of the Google form
that you can share with your class. Please allow at least 1 week’s notice.

Pre-requisites: Students know how to perform average.

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Make Students are

references to most likely
what they have able to answer
learnt in Q1 and if they
Primary School. have no heard
of Mean, they
Highlight the should be able
correct to find it quite
methods found easily online.
in
students’replies

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Highlight Allow the

common students to
responses. ponder over
Avoid giving this fact.
correct
reasoning if
majority of the
class thinks
that it is the
same.

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Q4. In your own words, explain how you would perform Mode and Median. Highlight Would be good
correct to show some
Can provide link for students if their research skills are not strong. operations. of the
Especially inaccurate
http://www.youtube.com/watch?v=k3aKKasOmIw those who have ones by saying
addressed the they are good
even and odd effort and
number of almost correct.
occurrences for Do not use a
median. negative term
to describe
their
inaccuracies.

Introduction
of the word
estimate”.

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Scenario 1
should
illustrate that
whenever
possible, we
would like to
use Mean to
calculate it.

Scenario 2,
highlight the
appearances of
extreme
values”and how
mean is
affected. A good
operation
would be
median.

The intention of
this is to
estimate the
most popular
choice. Mode
will be
preffered.

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Throughout
this exercise,
help the
students
understand
that there is
no best
method.
Students are
to decide
based on the
situation
presented to
them.

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