rph math year 4
-
Upload
haslinda-mohd-jamil -
Category
Documents
-
view
138 -
download
3
description
Transcript of rph math year 4
DAILY LESSON PLAN FOR MICRO TEACHING
Subject : Mathematics
Class : 4 Amanah
No of students : 5
Date : 30th July 2010
Time : 8.40 - 9.40 am (1 hour)
Topic : Whole Numbers (Multiplication)
Learning area : Multiplication within the highest product of 100 000
Learning objectives : Pupils will be taught to multiply any two numbers with the
highest product of 100 000 (multiplication problem solving)
Learning outcomes : At the end of the lesson, pupils would able to solve multiplication problems and apply the knowledge in real
life situations.
Previous knowledge: Pupils have learnt how to multiply any two numbers with the highest product of 1000
Values : Honesty, rationality, courage, self reliance
Thinking skills : Analysing, problem solving, synthesising, relating
Materials/resources : Coloured papers, container, glue, origami creations, flash cards, marker pen, modified mounting board, blank
papers, envelopes, “Na-O-Mei”, booklets
Step / Duration Content Teaching & Learning Activities RemarksSet Induction
(5 minutes)
To review previous
lesson
- Multiply any
two numbers
with the
highest
product of
100 000
- Teacher puts a few pieces of coloured papers which
consist of numbers in a container.
- The numbers are separated in 3 colours which are pink,
blue and green coloured papers.
- The details are as follows :
Pink : 4 digit-numbers (1203, 4232, 2982, 1456,
3286)
Blue : 2 digit-numbers (14, 33, 47, 20, 29, 39, 64,
28, 19, 23)
Green : five pieces of 1000
- The students need to take 4 pieces of coloured papers
from the container
1. Blue and pink
2. Blue and green
AVA :
Coloured papers,
blank papers,
container, glue,
origami creation
Thinking skills :
Synthesising
Values :
Courage, self
reliance
- The students need to paste the 1 and 2 combination of
multiplication questions on a paper in vertical method
- The students have to solve the two questions given
- Teacher gives a piece of origami creation to student after
they finished answering to boost their spirit.
Step 1(10minutes)
To improvise their
understanding on
problem solving in
multiplication by
using Polya’s model
- Teacher shows the examples of problem solving question
in front of the students
i. A tray is filled with 9 eggs. How many eggs are there
in 1203 similar trays?
ii. There are 12 ‘Ben10’ erasers in one box. How many
‘Ben10’ erasers are there in 1025 boxes?
AVA :
Flash cards, marker
pen, modified
mounting board
1
X
2
X
Question 1
Step 1 : Understanding the problem- How many eggs in one tray?
- How many trays are there?
- What do you have to find?
Step 2 : Devising a plan- Multiplication
Step 3 : Implementing the plan- Teacher comes out with diagrams to indicate the
visualization of the question itself
Thinking skills :
Relating
Values :
Rationality
9 EGGS
1203 X
1203 X
9 EGGS IN ONE TRAY
- Next, teacher guides the group by showing the 2 types of
multiple representation which are :
i. Written
1 2 0 3
x 9
ii. Verbal
“ One thousand two hundred and three times
nine ”
- Teacher solves the example by showing the right method
of vertical form with the help of arrows and numbering
system
Step 4 : Checking the solution- Teacher shows to students how to check the answer
using division
9
Question 2
Step 1 : Understanding the problem- How many ‘Ben10’ erasers in one box?
- How many boxes are there?
- What do you have to find?
Step 2 : Devising a plan- Multiplication
Step 3 : Implementing the plan- Teacher comes out with diagrams to indicate the
visualization of the question itself
1 0 8 2 7
- Next, teacher guides the group by showing the 2 types of
multiple representation which are :
i. Written
1 0 2 5
x 1 2
ii. Verbal
“ One thousand and twenty five times twelve ”
1025 X
12 ‘BEN10’ ERASERS IN ONE BOX
12 ‘BEN10’ ERASERS
- Teacher solves the example by showing the right method
of vertical form with the help of arrows and numbering
system
Step 4 : Checking the solution- Teacher shows to students how to check the answer
using division
1 2 1 2 3 0 0
Step 2(15 minutes)
Individual task - Each student gets one envelope consist of problem
solving question
- The questions are:
i. There are 2545 buttons in a box. How many
buttons are there in 8 boxes?
ii. There are 2250 marbles in each packet.
Ratnam bought 10 packets of marbles. How
many marbles are there altogether?
iii. Tina went to Diamond Bakery. She bought 1080
boxes of muffins. Each box contains 25 muffins.
How many muffins did she buy altogether?
iv. There are 12 bags on a table. Each bag
contains 1000 sweets. How many sweets are
there?
v. Laila has 16 packets of lollypops. If there are
242 lollypops in each packet, how many
lollypops does she has altogether?
AVA :
Envelopes, blank
papers
Thinking skills :
Analyzing, problem
solving
Values :
Self reliance,
courage
Step 3(10 minutes)
- Pupils
determine
the
information
from the
question
given
- Pupils create
stories of
multiplication
problems by
themselves
- They need to take turns and do the working in front
- Each of them will get the opportunity to show their
understanding by solving the question in front of others
- Teacher will give response/feedbacks after each student
finished their questions.
- Before they start to create stories, the approach that
teacher uses is giving question and asks the students to
determine information from it
- Students must use the information taken for the question
and do the vertical method and solve the question
- Teacher then goes on and asks the students to create
stories as follows:
i. Teacher gives multiplication number sentence to
each student
3 400 x 9 = 30 600
ii. Students have to create stories based on the
multiplication number sentence given
iii. Teacher asks each student to read their stories in
front of friends
AVA :
Flashcards, blank
papers
Thinking skills :
Relating, problem
solving
Values :
Courage, self
reliance
There are 3265 fishes in a big pond. How many fishes are there in 14 similar ponds?
Step 4(15 minutes) Assessment
- Game
- Students will get the chance to play ‘Na-O-Mei’ to apply
knowledge in a fun way
- The questions will be given on problem solving types
- The questions that have been provided are:
A box contains 153 shirts. A dealer ordered 100 boxes of
shirts. How many shirts did the dealer order?
There are 525 nails in a box. How many nails are there in
38 similar boxes?
Raju has 28 containers. Each container has 1000 beans.
How many beans altogether?
Titi buys 10 packs of sweets. One pack consists of 1602
sweets. How many sweets does Titi has?
A ship can carry 386 passengers can 12 such ships
carry?
Manan delivers 3241 cupcakes every week. How many
cupcakes he delivered in 19 weeks?
Khalis produces 53 jerseys in a day. How many jerseys
AVA :
‘Na-O-Mei’, booklet
Thinking skills :
Problem solving,
synthesising
Values :
Rationality, honesty
Closure(5 minutes)
Summarization
can be produced in 118 days?
- The students will definitely have to apply the knowledge in
solving those questions
- Teacher reflects what have the students learnt
- Teacher asks students whether they will try to master
problem solving types of questions or not in the future
- Teacher plays a song entitled “Problem Solving”
- Teacher sings the song together with students
- This song helps students to remember the four steps in
solving problem
AVA :
Song
Thinking skills :
Relating
Values :
Courage
PROBLEM SOLVING
In multiplication, you need to solve problems,
You don’t have to worry,
You will get the answers correctly..
There are four steps, that you can follow,
You’ll know what to do after you read the question...
Understand the problem,
Is the first step.
Go to the next step!
Second step, you need to devise a plan;
MULTIPLICATION
Implementing the plan and check the solution
There are the steps,
In problem solving!
PROBLEM SOLVING
In multiplication, you need to solve problems,
You don’t have to worry,
You will get the answers correctly..
There are four steps, that you can follow,
You’ll know what to do after you read the question...
Understand the problem,
Is the first step.
Go to the next step!
Second step, you need to devise a plan;
MULTIPLICATION
Implementing the plan and check the solution
There are the steps,
In problem solving!