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DAILY LESSON PLAN Subject
: Mathematic
Form
: 2 Al-Khawarizmi
Number of pupils
: 30 students
Date
: 3 March 2011
Duration
: 7.45 – 9.05 am (80 minutes)
Topic
: Geometrical Constructions
Subtopic
: Constructions using straight edge (ruler and set square) and compass.
.
Learning Objectives Students will be taught to : 1.
Perform constructions using straight edge (ruler and set square) and compass.
Learning outcames At the end of the lesson, students will be able to : 1. Construct a line segment of given length. 2.
Construct a triangle given the length of the sides.
3.
Construct perpendicular bisector of a given line segment, perpendicular to a line passing through a point on the line and perpendicular to a line passing through a point not on the line.
4.
Construct angle of 600 and 1200, and bisector of an angle.
5.
Construct triangles given one side and two angles, given two sides and one angle.
6.
Construct parallel lines and parallelogram given its sides and an angles.
Teaching and learning approaches Constructivism learning Mastery learning
Background knowledge i.
Students have learnt on how to use protractor.
KBKK 1.
Identifying
2.
Generating idea
3.
Making decision
Noble values 1.
Cooperation
2.
Hardworking
3.
Confident
4.
Responsible
5.
Helpful
Teaching aids 1.
Video
2.
A4 paper
3.
Worksheet
4.
Note
Activities
Teaching and Learning Methods
Content
Teacher
Instructional Media
Generic Skills
Students
Set Induction
-Introduce the topic and
1. The teacher asks
1. Students guess
KBKK
(5 minutes)
definition of
students to answer a
several of answer
-generating idea
geometrical
puzzle.
regarding that puzzle.
constructions.
Multiple intelligence 2. The teacher relates the
2. Students
-interpersonal
puzzle’s answer with the
understand that
-intrapersonal
topic today.
teacher will teach
-logical mathematic
them about geometrical
Teaching tools
constructions for
-constructivism
today.
Activity 1
-Construct a line
1. The teacher
1. Students pay
-Colorful envelope
KBKK
Instructional
segment of given
demonstrates the
attention to the
-Manila card
-generating idea
development
length.
construction a line of
teacher’s
-large protractor for
(30 minutes)
- Discussion in group to
length 12.5 cm on the
demonstration and try
board use
Multiple intelligence
construct a triangle
white board.
to do themselves.
-large compass for
-interpersonal
board use
-intrapersonal
given the lengths of its three sides.
2. The teacher asks
2. Students move to
students to form 6
form their group.
-logical mathematic
groups with 5 students in
Teaching tools
each group.
-mastery learning -constructivism
3. Teacher asks a
3. Representative
representative from each
from each group
group comes forward to
comes forward to take
take manila card and
manila card and an
select colorful envelope
envelope.
that contains a question. Question asks students to construct a triangle given the lengths of its three sides.
4. The teacher monitors
4. Students discuss in
students’ activity and
groups to carry out
acts as facilitator.
the task given by teacher
5. The teacher asks a
5. A representative
representative from each
from each group come
group to come forward
forward and presents
and present their task.
their task. Students pay attention to their friend’s presentation.
6. The teacher gives
6. Students pay
opinion and comment on
attention to the
students’ presentation.
teacher’s explanation.
Activity 2
-Construct
Instructional
perpendicular
development
of a given line segment,
“Geometric
shown and listen
(20 minutes)
-Construct
Constructions” and
attentively on
Multiple intelligence
perpendicular to a line
discusses with the
teacher’s explanation.
-interpersonal
1. The teacher shows a bisector video entitled
1. Students pay
-Video
KBKK
attention to the video
-A4 paper
-generating idea
passing through a point students.
-intrapersonal
on
-logical mathematic
the
line
and
perpendicular to a line 2. The teacher asks
2. Students give their
passing through a point students about content of
opinions about the
Teaching tools
not on the line.
video of what they
-mastery learning
had watched.
-constructivism
the video.
- Construct angle of 600 and 1200, and bisector of an angle.
3. The teacher explains
3. Students pay
on how to construct
attention to teacher’s
perpendicular bisector
explanation and try to
and demonstrate to
construct
construct angle 60o.
perpendicular line and construct angle 60o in their exercise book.
4. The teacher distributes 4. Students try to A4 papers and asks
construct angle 120o
students to construct
in given A4 paper.
angle 120o since they had understand on how to construct angle 60o. Activity 3
-Construct
Instructional
given one side and two student a note regarding
the note given by
development
angles, given two sides on how to construct
teacher.
(20 minutes)
and one angle.
triangles 1. The teacher gives each 1. Students take up
triangles, parallel lines
-Note
KBKK
-Worksheet
-generating idea Multiple intelligence
-Construct parallel lines and parallelogram.
-interpersonal
and parallelogram given
-intrapersonal
its sides and an angles.
2. The teacher gives
2. Students pay
more explanations
attention to teacher’s
regarding the note.
explanations and ask
Teaching tools
teacher if there any
-constructivism
question regarding the note.
3. The teacher
3. Students attempt
-logical mathematic
distributes Worksheet for the worksheet students to practice the
individually.
construction of parallelogram, parallel lines and perpendicular bisectors. 4. The teacher monitors
few students randomly to walk to the front of share their opinion.
class and share their
Teaching tools
answers with their
-constructivism
friends. 3. The teacher thanks the students for their attentiveness and good behavior. 4. The teacher advises the students to read more about Geometric Constructions.
Reflection: To be completed after teaching and learning process.
