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08000 SUNGAI PETANI, KEDAH DARUL AMAN

MATHEMATICS:

AMENDMENT DAILY LESSON PLAN

COURSE: KPLI MATHEMATICS/ 1K

I/C NUMBER: 820920-02-5176

SUBMISSION DATE: 28 MAY 2009

CONTENTS

Acknowledgement ii

Personal Details 1

Daily Lesson Plan 2

Scripted Lesson Plan 6

References

ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious, Most Merciful and Him alone is worthy

of all praise.

First and foremost, I would like to thank my tutor and lecturer, En. Mohamed Azli

bin Abu Samah and all my Mathematics lecturers for their support, valuable

discussions and suggestions in order to complete this assignment.

Finally, I would like to thank my parents and friends for their support and

sacrifices. Without them, this assignment has been impossible for me to be

complete.

PERSONAL DETAIL

I/C Number : 820920-02-5176

Age : 27 years old

Option : KPLI JAN 2009

Group : K (Mathematics)

Address : Batu 26, Kampung Permatang Kerat

Telunjuk,

34950 Bandar Baharu,

Kedah.

Level of : Bachelor of Science (Hons.)

Education (Intelligent System)

University : Universiti Teknologi Mara, Shah

Alam

COLLABORATION FORM

I/C number : 820920-02-5176

Group : Mathematics (1K)

Lecturer’s name : En. Mohamed Azli bin Abu Samah

22. 02.09 Lecturer gives a task and will

be submitted on April 2009

01.03.09 Lecturer gives a sample of a

daily lesson plan as a

reference.

10.03.09 Goes to the library and

borrow several mathematics

textbook as main references.

12.03.09 Selects the topic for this

assignment.

15.03.09 Downloads the several

pictures and information

regarding on this assignment.

19.03.09 Writes the Daily Lesson Plan

06.04.09 Starts doing the worksheet.

12.04.09 Starts doing the Scripted

Lesson Plan.

23.04.09 Ready to submit.

DAILY LESSON PLAN

Subject : Mathematics

Year : Four

Date : 15th March 2009

Duration : 60 minutes

Class Size : 20 students

Topic : Fraction

Learning Area : Proper Fraction

Learning Objective(s) : Name and write proper fractions with denominators up

to 10

Learning Outcomes : After the lesson, pupils will be able to:

1. name orally any proper fraction with its

denominator expressed up to the number 10.

2. write out the proper fraction when a shaded part

of a diagram is shown.

3. arrange fractions in ascending or descending

order.

Previous Knowledge : Pupils are familiar with fraction in the form of real object

s such as slice of cake, part of paper and etc.

Resources : 1. Video, Fraction PPT Slides, Projector and Screen

2. Cards of rectangular, circular shapes A4 Papers,

coloured-pens, marker pen and whiteboard

3. Fraction chart/strips

4. Fraction cards

5. Worksheets

Thinking Skills : Creative thinking, Comparing, Analyzing, Ordering,

Comprehending, Illustrating

Inculcation of values : Fairness, rational

Contents Teaching Aids

Set Introduction i) Teacher displays a video of a Teaching aids:

Induction to the mother dividing a cake to five of her

- Laptop

fraction. children equally.

(5 minutes) - Video

ii) Pupils concentrate of the video.

Thinking Skill:

been done by the mother in that

- Analyzing

video.

- Creative thinking

iv) Pupils are trying to explain the

activity in that video.

for today’s lesson

Lesson Name a i) Teacher takes out a circular card Teaching aids:

and folds it into two equal parts and

Development proper 1 - circular card

fraction. using marker pen to shade . For

Steps 1 2 - ICT (Ms Power

example:

(10 minutes) Point, Projector and

Screen)

Vocabulary:

ii) Pupils name the shade part as

half / one half

instructed by the teacher.

- one over three

1 - one over four /

iii)Teacher writes the name of on

2

the whiteboard. quarter and so on.

- Comprehending

v) Teacher shows several images for

fraction using power point slides.

1 1 1 1 1 1 1 1 1

10 2 3 4 5 6 7 8 9

displayed images such as pizza,

cakes, pie and etc together with the

fraction ( , , , , , , ,

, ) after the teacher.

other proper fraction images with

numerator 1.

(10 minutes) write down groups. Two pupils in each group. - Group activity

the fraction

ii) Teacher guides pupils to fold the Teaching aids:

from the

A4 paper into 2, 4, 8, equal parts, - A4 Paper , Marker

folded part of

draw the division lines and then write pens

a striped A4

down the fraction in each part. Thinking Skill:

paper.

other fractions.

Steps 3 Compare i) Pupils read the given fractions on Activity:

fraction by cards according to

ii) Teacher makes pupils aware if

using a the value in

each numerator is 1 or equal, the

fraction chart ascending and

bigger numerical value of the

and fraction descending order.

denominator, the smaller value will

strips

be its fraction, and the smaller Teaching aids:

the bigger value will be fraction. Point, Projector and

Screen)

iii) Pupils are focus on the fraction

- Fraction

chart/strips which is shown by the

chart/strips

teacher. For example:

1/2 1/2 Thinking Skill:

1/3 1/3 1/3

- Comparing

1/4 1/4 1/4 1/4

- Ordering

1/5 1/5 1/5 1/5 1/5

arangge fraction in ascending and

descending order.

fraction cards given in ascending and

descending order.

acknowledge pupils work

Steps 4 Recall and i) Teacher writes the fraction on the Teaching aids:

(15 minutes) Remedial whiteboard while all pupils name it. - Marker pen

Activity - Whiteboard

ii) Pupils are ask to make a

comparison of value between two Thinking Skill:

fraction which had been wrote on the - Illustrating

whiteboard.

learner students.

to answer several questions given by

the teacher.

Closure Consolidation i) Teacher summing up the lesson by Teaching aids:

fraction values such as: sheets

1 1 1

7 8 9 - Fraction cards

Thinking Skill:

iii) Each pupils will get a worksheet

as a homework for today’s lesson. - Comprehending

SCRIPTED LESSON PLAN

Skills / Remarks /

Steps Teaching & Learning Activities Teacher Classroom Language

Contents Teaching Aids

Set Induction Introduction to i) Teacher takes out a circular card T: Teaching aids:

the fraction. and folds it into two equal parts and “Assalamualaikum and Good Morning,

(5 minutes) 1 - Circular and

using marker pen to shade . For class.”

2 rectangular

example: S:

cards

“Waalaikumusalam and Good

- Coloured-pen

Morning, teacher”

T:

“Class I have here with me a circular

ii) Pupils name the shade part as

card. Then I fold it into two equal Vocabulary:

instructed by the teacher.

sizes. Class, how many parts does the

- one over two /

1 circular card consist of?” (See diagram

iii)Teacher writes the name of on half / one half

2

the whiteboard. below)

- one over four /

quarter

iv) Teacher repeats the activity by

folding square card into 4 equal

1

parts, using marker pen to shade 4 Expected answer: 2

of it. For example:

Teacher shades one part of the circular

card as shown below.

T:

“Class, how many shaded part of this

v) Pupils name the shaded part as

circular card?

instructed by the teacher.

Expected answer: 1

1

Then, teacher writes 2 on the whiteboard.

T:

“So, this shaded part is one part of

two equal parts. In Mathematics, we

write it as 1 . We call this as a

2

fraction.”

“ Please take note that:

1 numerator

2 denominator

1

“The fraction 2 is read as one over

two or one half or half. ‘2’ is known as

the denominator and ‘1’ is called a

numerator.”

folds it into four equal sizes.

T:

“Now class lets take a look the second

example. I have here with me a

rectangular card. Then I fold it into

four equal sizes. Ani, how many parts

does the rectangular card consist of?”

Expected answer: 4

Then, teacher shades one part of the

rectangular card as shown below.

T:

“Class, how many shaded parts of this

rectangular card?

Expected answer: 1

1

Then, teacher writes on the whiteboard.

4

four equal parts. In Mathematics, we

1 1

write it as . The fraction 4 is read as

4

one over four or quarter.”

Lesson Name a proper i) Teacher briefly explains the T: Teaching aids:

fraction. meaning and the concept of fraction “Class, do you remember what the

Development - ICT (Ms Power

and proper fraction. fraction is?”

Steps 1 Point, Projector

“A fraction is a rational number which

and Screen)

(10 minutes) ii) Teacher shows several images for is no an integer and usually expressed

fraction using power point slides. p

in the form of q .”

“So, proper fraction is a fraction which Vocabulary:

iii) Pupils name the fractions from

its numerator is less then the - one over two /

the displayed images such as pizza, 1 1

denominator. For example: 2 , 4 .” half / one half

cakes, pie and etc together with the

1 1 1 1 1 1 1 1 “Pupils, now I want all of you to focus - one over three

fraction ( , , 4 , 5 , 6 , 7 , 8 ,9

1 2 3 - one over four /

on the pictures that I want to show.

, 10 ) after the teacher.

Then, I want all of you to name the quarter and so

iv) Pupils repeat the activity by using fraction from the displayed pictures on.

other proper fraction images with after me.”

numerator 1. “Students, please read these

fractions after me.”

1

Teacher shows an image of 2 pizza.

“One half”

after teacher.

1

Teacher shows an image of 3 pizza.

“One third”

after teacher.

1

Teacher shows an image of 4 pizza.

“One quarter”

after teacher.

1

Teacher shows an image of 5 pizza.

“One fifth”

after teacher.

1

Teacher shows an image of 6 pizza.

“One sixth”

after teacher.

Teacher shows an image of 1 pizza.

7

“One seventh”

after teacher.

1

Teacher shows an image of 8 pizza.

“One eighth”

after teacher.

1

Teacher shows an image of 9 pizza.

“One nineth”

after teacher.

1

Teacher shows an image of 10 pizza.

“One tenth”

after teacher.

fraction value of displayed pictures.”

Steps 2 Name and write i) Pupils are divide into several T: Activity:

(10 minutes) down the groups. Two pupils in each group. “Class, please sit in pairs.” - Group activity

fraction from the Teacher disseminates several A4 paper

ii) Teacher guides pupils to fold the

folded part of a to all groups. Each groups have 4 A4

A4 paper into 3, 4, 5, and 7 equal Teaching aids:

striped A4 papers.

parts, draw the division lines and - A4 Paper

paper.

then write down the fraction in each T:

- Marker pens

part. “Now class, Teacher wants each

groups to fold an A4 paper into 3, 4, 5

iii) Pupils repeat the activity with

and 7 equal sizes, then shaded 1 part

other fractions.

of it. One of your group members will

say the value out loud. Do you

understand my dear pupils?”

value of fraction.

Steps 3 Compare value i) Pupils read the given fractions on Teacher guides pupils to read the given Teaching aids:

(15 minutes) of fraction by whiteboard after teacher. fractions on power point slides. - ICT (Ms Power

using a fraction T: Point, Projector

ii) Teacher makes pupils aware if

chart and and Screen)

each numerator is 1 or equal, the “Pupils should aware if each

fraction strips

bigger numerical value of the numerator is 1 or equal, the bigger - Fraction

denominator, the smaller value will numerical value of the denominator, chart/strips

be its fraction, and the smaller the smaller value will be its fraction,

numerical value of the denominator, and the smaller numerical value of the

the bigger value will be fraction. denominator, the bigger value will be

fraction.”

iii) Pupils are focus on the fraction

Teacher shows the comparison by using

chart/strips which is shown by the

fraction chart/strips. (See Appendix 1)

teacher. For example:

Teacher explains to the students.

1/2 1/2

T:

1/5 1/5 1/5 1/5 1/5 fraction chart/strips here. In fraction,

if the numerator is 1 or equal, the

bigger numerical value of the

iv) Teacher shows the pupils how to denominator, therefore, the smaller

arangge fraction in ascending and value will be its fraction. And the

denominator, therefore the bigger

value will be fraction.”

“For example:

1 is smaller than 1

9 6

same numerator value, can you see

the different between the

denominator?”

denominator than the second fraction

and shows that the first fraction is

smaller than the second fraction.

Remember my pupils, in fraction if the

denomitor is greater than the

compared denominator, and the

numerator is less than denominator, it

means the first fraction is smaller

than the second fraction.”

“Class, as you can see on the given

fraction chart/strips, the shaded of

each equal parts shows the size

differently from other fraction. Based

on this chart you can easily arrange

the given fraction in ascending and

decending order. For example you are

given 1 1 1 ”

7 3 9

ascending order, you should identify

which fraction have smallest value

1

first. Since 9 is the smallest value of

fraction, you can arrange the given

1 1 1

9 7 3

like here.

Steps 4 Recall and i) Teacher writes the fraction on the As the revision to ensure the slow Teaching aids:

whiteboard while all pupils name it. learners can catch up the today lesson,

(15 minutes) Remedial - Marker pen

teacher writes the fraction on the

Activity - Whiteboard

ii) Pupils are ask to make a whiteboard while all pupils name it.

comparison of value between two Teacher quides all pupils until they can

fraction which had been wrote on the recognize the wrote fraction. Teacher

whiteboard. focuses more to the slow learner pupils.

learner students.

1

3

iv) The slow learner pupils

participate to answer several “Class, name the fraction on the

Expected answer: one third

the fraction on the whiteboard.”

Expected answer: one third

“Good!”

Example 2:

1

8

fraction on the whiteboard.”

“Good!”

value between the wrote fraction.

Example 1:

1 1

is greater than

3 is greater than 8

here. Class, listen and repeat after

Lina.”

greater than one eighth.

third is greater than one eighth.

“Good!”

Example 2:

1 1

7 is ______ than 4

here. Class, listen and repeat after

Hasni.”

seventh is smaller than one quarter.

seventh is smaller than one quarter.

“Good!”

fraction.

Closure Summarization i) Pupils are ask about the lesson of T: Teaching aids:

(5 minutes) and homework today. “Class, what have you learnt today?” - Worksheets

ii) Teacher summing up the lesson Expected answer: Fraction and Proper

of today. fraction

T:

iii) Each pupils will get a worksheet

“Ok, proper fraction is a fraction

as a homework for today’s lesson.

which its numerator is less than the

denominator.”

pupil.

T:

homework and pass it to me

tomorrow.”

APPENDICES

Appendix 1: Fraction Chart/Strip

1/2 1/2

1/4 1/4 1/4 1/4

1/5 1/5 1/5 1/5 1/5

1/6 1/6 1/6 1/6 1/6 1/6

1/7 1/7 1/7 1/7 1/7 1/7 1/7

1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8

1/9 1/9 1/9 1/9 1/9 1/9 1/9 1/9 1/9

1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10

Appendix 2: Worksheet as homework

Mathematics Year 4

Fraction

Name: ____________________________________

Date: __________________

1.

Answer: _________________

2.

Answer: _________________

3.

Answer: _________________

4.

Answer: _________________

5.

Answer: _________________

1. 1 1 1

8 , 6 , 10 Answer: _________________

2. 1 1 1

5 ,2 , 7 Answer: _________________

3. 1 1 1

3 ,2 , 9 Answer: _________________

REFERENCES

Mok Soon Sang, (2006). A Promary Education Course in Matematics for Post

Graduate Diploma (K.P.L.I). Subang Jaya. Kumpulan Budiman Sdn. Bhd.

Wan Yusof Wan Ngah, Lee Gik Lean & Rabiyah Fakir Mohd (2008).

Mathematics Textbooks Year 4. Kuala Lumpur. Dewan Bahasa dan

Pustaka.

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