CONTOH 1: Daily Lesson Plan Format Subject: Year/Form: Date: Time: Class size: Topic Sub-topic: (Learning Areas)

Learning Outcomes: Learning Objectives: Pre-requisite Knowledge: Integration of knowledge: Integration of Thinking Skills: Inculcation of Values: Integration of future studies/futuristic skills: Resources: Steps (Duration)
Set induction ( min) Lesson Development Step 1 ( min)

Content

Teaching & Learning Activities

Remarks

Step 2 ( min)

Step 3 ( min)

Closure ( min)

Self-reflection:

BORANG PENYELIAAN PRAKTIKUM PR1 (5 scale)

a. Hasil pembelajaran b. Isi pelajaran c. Strategi P & P (A) PERANCANGAN

d. Sumber P & P e. Penerapan Nilai

f.

Unsur Kemahiran Berfikir

Jelas, tepat, spesifik? Sistematik, padat, menunjukkan perkembangan Pelbagai kaedah? Kelas? Kumpulan?, Individu? Pelbagai teknik Disediakan? Berkesan? Memadai? Dirancangkan? Sesuai? Jelas? Dinyatakan bagaimana? ( seperti di atas) Menarik, berkesan, relevan? Teratur, ada kesinambungan, berfokus kepada pencapaian objektif? Disiplin kelas terurus?Kelas bising?Tetapi pembelajaran berlaku? Bahasa dan suara baik, kuat dan jelas? Arahan yang diberi jelas?Pelajar boleh faham percakapan guru? Biasa sahaja? Merangkumi HOTS? Aras aplikasi? Penyelesaian masalah? Dilaksanakan dengan baik? Memberi penekanan kepada isi penting yang diajar? Peringatan?Membuat rumusan secara keseluruhan? Tercapai secara keseluruhan? Dilaksanakan? Berkesan? Dapat mengesan kelemahan dan kelebihan diri? Punca masalah?Pembelajaran baru? Organised? Developmental in nature?Reflection of teachers involvement during practicum?

a. Permulaan b. Perkembangan Pengajaran c. Pengurusan Bilik Darjah

d. Komunikasi (B) PELAKSANAAN e. Kualiti pembelajaran

f.

Penutup

g. Pencapaian hasil pembelajaran h. Aplikasi Nilai (C) AMALAN REFLEKSI a. Pemikiran reflektif

b. Catatan reflektif c. Pembinaan Portfolio

(D) SIKAP & SAHSIAH

a. b. c. d.

Penampilan diri Keperihatinan Pekerti Sifat Profesional

Daily Lesson Plan Format Subject: Year/Form: Date: Time: Class size: Topic Sub-topic: (Learning Areas) Learning Outcomes: Learning Objectives: Pre-requisite Knowledge: Integration of knowledge: Integration of Thinking Skills: Inculcation of Values: Integration of future studies/futuristic skills: Resources:

Steps (Duration)

Content

Teaching & Learning Activities

Remarks

Set induction ( 5 min)

Lesson Development Step 1 ( min)

Step 2 ( min)

Step 3 ( min)

Closure ( min)

Self-reflection:

BORANG PENYELIAAN PRAKTIKUM PR1 (5 scale)

a. Hasil pembelajaran b. Isi pelajaran

Jelas, tepat, spesifik? Sistematik, padat, menunjukkan perkembangan Pelbagai kaedah? Kelas? Kumpulan?, Individu? Pelbagai teknik Disediakan? Berkesan? Memadai? Dirancangkan? Sesuai? Jelas? Dinyatakan bagaimana?

(A) c. Strategi P & P PERANCANGAN

d. Sumber P & P e. Penerapan Nilai f. Unsur Kemahiran Berfikir

a. Permulaan b. Perkembangan Pengajaran

Menarik, berkesan, relevan? Teratur, ada kesinambungan, berfokus kepada pencapaian objektif? Disiplin kelas terurus?Kelas bising?Tetapi pembelajaran berlaku?

(B) c. Pengurusan Bilik PELAKSANAAN Darjah

d. Komunikasi

Bahasa dan suara baik, kuat dan jelas? Arahan yang diberi jelas?Pelajar boleh faham percakapan guru? Biasa sahaja? Merangkumi HOTS? Aras aplikasi? Penyelesaian masalah? Dilaksanakan dengan baik? Memberi penekanan kepada isi penting yang diajar? Peringatan?Membuat rumusan secara keseluruhan? Tercapai secara keseluruhan? Dilaksanakan? Berkesan? Dapat mengesan kelemahan dan kelebihan diri? Punca masalah?Pembelajaran baru? Organised? Developmental in nature?Reflection of teachers involvement during practicum?

e. Kualiti pembelajaran

f.

Penutup

g. Pencapaian hasil pembelajaran h. Aplikasi Nilai

(C) AMALAN REFLEKSI

a. Pemikiran reflektif b. Catatan reflektif c. Pembinaan Portfolio

(D) SIKAP & SAHSIAH

a. b. c. d.

Penampilan diri Keperihatinan Pekerti Sifat Profesional

CONTOH 2 :

Subject : Mathematics Topic : Whole Numbers Learning Area: Multiplication Within 2, 3, 4 and 5 Times-Tables

Class : Year Two Number of Pupils : 40 Date : 1 Mac 2003

Time : 10.15 - 11.15 a.m. Learning Objective : Pupils will be taught to understand multiplication as repeated addition. (2, 3, 4 and 5 timestables.) Learning Outcomes : (a) When a repeated-addition picture is shown, pupils will be able to write the corresponding multiplication sentence. (b) When a repeated-addition sentence is shown, pupils will be able to change the sentence into a multiplication sentence and vice versa. Previous Knowledge : Pupils have studied the addition of whole numbers within 100. Moral Value: Collaborating and helping each other. Thinking Skill : Compare and Contrast Teaching-Learning Resources : (a) (b) (c) (d) Tortoise-Shoe Problem (Appendix 1) Picture-Cards (Appendix 2) Pocket Chart Lucky Stars (72 pieces for each pair of pupils)

(e) Rubber Bands (12 pieces for each pair of pupils) (f) Dice (1 piece for each pair of pupils) (g) A4-size paper (1 piece for each pair of pupils) Procedure / Allocation of Time Introduction [5 minutes] Teaching-Learning Activities Remarks

1. Teacher poses the Tortoise-Shoe problem based on the picture. 2. Pupils will suggest as many answers as possible and the teacher will ask pupils to explain the methods used to find their answers. When repeated addition is suggested as the method, the teacher will introduce todays lesson as learning a short cut for repeated addition.

Appendix 1

Multiplication

Procedure / Allocation of Time Lesson Development [50 minutes]

Teaching-Learning Activities

Remarks

Class Activity [25 minutes] 3. Three frog picture-cards will be placed in the pocket chart. The teacher will discuss the method to find the total number of frogs eyes with the pupils. 4. The teacher will introduce multiplication as repeated addition and write the sentence 2 + 2 + 2 = 3 x 2 at the side of the pocket chart. 5. Referring to the sentence 3 x 2, the teacher will explain that 3 is the number of groups (frogs), and 2 is the number of things in each group (eyes). 6. Step 3 will be repeated with 5 frog picture-cards and pupils will be asked to write the corresponding repeated-addition sentence as well as the multiplication sentence. 7. Step 3 to 6 will be repeated for other picture-cards. Appendix 2 (b), 2(c), & 2(d). Appendix 2 (a)

Group Activity (10 minutes) 8. Pupils will carry out Circle and Lucky Stars activity in small groups. Class Practice (15 minutes) 9. Pupils will complete worksheet as class practice. Closure [5 minutes] 10. The teacher will lead the class to compare and contrast (4 x 3) and (3 + 3 + 3 + 3) and hence conclude the lesson with the statement When a number is added repeatedly, it can be replaced by multiplication." Appendix 4 Appendix 3

Homework: Appendix 5

Attachment 3 (Contd) Appendix 1: Picture of Tortoise-Shoe Problem

"One day, mother tortoise brought her 5 children tortoises to buy new shoes. Mother tortoise did not know how many shoes to buy. Please help her to find the answer."

Appendix 2 : Picture-Cards

(a)

(b)

(c)

(d)

Appendix 3 : Circle & Lucky Stars Activity Materials : Rubber Bands; Lucky Stars; Dice For two players Procedures:

1. Each pair of pupils is given a dice, 12 pieces of rubber bands, 72 pieces of lucky
stars and 2 pieces of A4-size papers.

2. Two players will take turns to throw the dice two times. The first throw shows the
number of rubber bands whereas the second throw shows the number of lucky stars in each rubber band.

3. After each first throw, each player will put rubber bands corresponding to the
outcome of the throw on his/her A4-size paper. After each second throw, each player will put lucky stars corresponding to the outcome of the second throw in each rubber band.

4. At the end of each second throw, each player will write his/her corresponding
multiplication sentence. The player with the higher product will be the winner for the round.

5. Steps 2 to 4 will be repeated for as many rounds as possible within the time
allocated.

Attachment 3 (Contd) Appendix 4 : Class Worksheet Name : __________________________ Class : _____________

1. Write the repeated-addition sentence and multiplication sentence for each picture:
(a) Find the number of legs of the cats.

( [

)+( ] x [

)+(

) = __________

] = __________________

(b) Find the number of trees.

Repeated Addition: _________________________________ Multiplication: ______________________________________

2. Draw pictures and find the answers.

(a) 3 x 2 = ___________________ (b) 2 x 5 = __________________

Attachment 3 (Contd) Appendix 5 : Homework Name : ____________________ Find the number of legs of the chickens. Class : ___________________

( [ Find the product.

) + ( ] x [

) + (

) + (

) = _____________

] = ______________________

[ ] x [

] = __________________

Change repeated addition to multiplication. (a) 4 + 4 + 4 + 4 + 4 = ____________________________ (b) 3 + 3+ + 3 + 3 + 3 + 3 + 3 + 3 = __________________ (c) 1 + 1 + 1 = __________________________________ (d) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = __________________

Change multiplication to repeated addition. (a) 6 x 3 = ___________________________________ (b) 2 x 5 = ___________________________________ (c) 9 x 4 = ___________________________________ (d) 8 x 6 = ___________________________________

CONTOH 3:

CONTOH 4: REKOD PENGAJARAN HARIAN (Matematik) Nama Guru: Nur Arina Tahun / Tingkatan : 4 Bidang/Tema: Ruang Tajuk Pelajaran: Ruang Jangka masa: 60 min Ringkasan Pelajaran Murid boleh: 1. menamakan bentuk-bentuk yang dipamerkan secara lisan. 2. menyatakan ciri-ciri bentuk secara lisan. 3. meneliti dan memeriksa setiap pepejal dan menamakan pepejal. 4. menyatakan ciri-ciri mudah pepejal 5. menjawab soalan-soalan latihan dalam lembaran kerja . 6. menyediakan buku skrap matematik . Hasil Pembelajaran 1. Mengenal dan menamakan pepejal (kubus, kuboid, piramid tapak segiempat sama, piramid tapak segiempat tepat , sfera, silinder dan kon ). 2. Menyatakan ciri-ciri mudah pepejal (kubus, kuboid, piramid tapak segiempat sama, piramid tapak segiempat tepat , sfera, silinder dan kon). Aras 1

Objektif 1. Mengenal dan menamakan pepejal. 2. Menyatakan ciri-ciri mudah pepejal (bilangan muka, bilangan tepi, bentuk muka dan bilangan bucu). Pengetahuan Perlu Ada Murid-murid telah boleh : a) mengenal dan dan menamakan bentuk (segiempat sama , segiempat tepat, segitiga sama sisi, segitiga sama kaki, segitiga bersudut tegak dan bulatan). b) menyatakan ciri-ciri mudah bentuk (segiempat sama , segiempat tepat, segitiga sama sisi, segitiga sama kaki, segitiga bersudut tegak dan bulatan). c) melukis bentuk.

Isi Kandungan 1. Menamakan pepejal 2. Menyatakan ciri-ciri mudah pepejal . 3. Membuat perbandingan antara pepejal. 4. Membuat buku skrap bertajuk `Pepejal` Nilai Murni 1. Menyedari benda-benda yang terdapat di sekeliling kita terdiri daripada pelbagai bentuk dan pepejal. 2. Teliti dan cermat semasa mengendalikan model pepejal. 3. Bekerjasama semasa menjalankan aktiviti . Bahan Bantu Belajar Model bentuk ,model gabungan pepejal, pepejal-pepejal (kubus, kuboid, piramid tapak segiempat sama, piramid tapak segiempat tepat , sfera, silinder dan kon), barang-barang kegunaan harian seperti bola, kotak , bateri, tin biskut, OHP, lembaran kerja . Prosedur Pelaksanaan: 1. Guru meminta murid menamakan bentukbentuk yang dipamerkan (imbas pelajaran yang lepas) secara soal jawab lisan 2. Guru meminta murid membuat perbandingan secara lisan antara: segiempat sama dengan segiempat tepat. segitiga sama kaki dengan segitiga sama sisi 3. Guru mengedarkan kit pepejal kepada setiap kumpulan murid. Guru memperkenalkan nama setiap pepejal itu. 4. Guru meminta murid menamakan barangbarang kegunaan harian yang berbentuk pepejal. 5. Guru meminta murid membuat perbandingan antara: a) kubus dan kuboid b) piramid tapak segiempat sama dan piramid tapak segiempat tepat c) sfera, silinder, dan kon 6. Murid menjawab soalan dalam lembaran kerja. Elemen Kemahiran Generik

7. Tugasan susulan : Murid menyediakan buku skrap matematik bertajuk `Ruang` Refleksi

CONTOH 5:
DAILY LESSON PLAN Duration of Lesson: 60 minutes Number of Students: 30 Learning Area: Statistics Learning Objective: Students will be taught to represent and interpret data in pictographs Learning Outcomes: At the end of this lesson, students should be able to (a) construct pictographs to represent data Prior Knowledge: Students are able to (i) (ii) (iii) (iv) Count Add Subtract Divide

Thinking Skills: Recalling, comparing and differentiating, reasoning Moral values: Respect, compassion, rationality, honesty. Resources: Lap top, LCD, five sen coins, colour pencils. Smart School Elements Multiple Intelligence: EIC: Example:Self awareness (reflection alone or in pairs); Managing emotions (count to 10), Empathy (Group learning). Mode of use of ICT: Points of entry:

STEPS Set Induction (10 minutes)

CONTENT Testing pre-requisites

TEACHING AND LEARNING ACTIVITIES 1. Teacher shows the slide and instructs students to (a) count the number of babies using blue diapers (b) count the number of babies using pink diapers (c) add the answers to (a) and (b) and state the total number of babies in the picture. 2. Teacher shows the next slide and instructs students to add the number of yellow apples, then do the subtraction shown on the slide for the red apples. 3. Teacher then requests students to follow the activity for division and then state the activity using mathematical symbols: +, -, , , =.

REMARKS MI: Visual/Spatial, Musical/Rhythmic, Verbal/ Linguistic, Naturalist Generic skills: ICT, Learning skills (Reading, Observing, Analyzing information) Facilitating skills (Cognitive structuring)

Step 1 (20 minutes)

Constructing the tally chart and frequency table

1. Teacher divides students into groups. 2. Teacher distributes bags of coloured stones to each group. 3. Teacher then shows the slides and illustrates how to complete the tally chart and frequency table. 4. Students in groups then fill their own tally charts and frequency tables in groups in the computers using the bags of coloured stones.

Generic skills: ICT Learning skills (Presenting information skills) Facilitating skills (Cognitive structuring)

Testing and evaluation skills: observation.

Step 2 (15 minutes)

Constructing a one to one representation pictograph from a frequency table

1. Teacher uses the slides to show how to construct a pictograph of the coloured stones in the bag and highlights the essential features of a pictograph. 2. Students are instructed to construct their pictographs in the computer. Teacher goes from group to group and provides feedback. 1. Teacher shows a frequency table with very big frequencies and requests for suggestions on how to represent it on a pictograph. 2. Teacher explains how construct a one to many representation pictograph using the slides. 3. Teacher explains how to construct the pictograph using the computers. 3. Students are then given a group activity on their computers to construct their one to many representation pictograph. 4. Teacher then uses her pen drive and copies the results and displays it on the screen and requests students to explain how they constructed their pictographs.

Facilitating skills (Cognitive structuring, Feedback) Learning skills (Writing, Presentation, ICT) Testing and evaluation skills: observation

Step 3 (25 minutes)

Constructing a one to many representation pictograph from a frequency table

Generic skills: ICT Facilitating skills (Cognitive structuring) Facilitating skills (Cognitive structuring) Learning skills : (communication) Thinking skills :(sequencing) Testing and evaluation skills : (observation).

Closure (10 minutes)

Recall the lesson

1. Teacher shows a pictograph on the screen and requests students to state the essential features of a pictograph. Then asks students to explain how they would construct a pictograph from an activity using a tally chart, then a frequency table and finally the pictograph. 2. Teacher requests students to do home work from the MyCd guided exercises and reinforcement pactice.

Generic skills: ICT Testing and evaluation skills: (Evaluation using Courseware).