if you gonna be a good teacher, I think you
should learn about lesson plan. but I just remain you before you learn
about lesson plan, be patient when you wanna learn it. because I think
lesson plan rather difficult to understand.hehehehe
but, Don't worry I am gonna share my lesson plan
when mid term, may be you can take advantages after you read my lesson
plan.
FRACTION
Fitria
2011110014
Section B
Sampoerna
School of Education
November
2011
School Unit : Junior High School
Subject :
Mathematics
Class/ Semester : VII/ 1
Students in the class : 27
students
Time Allocation : 2 x 45 minutes
Topic/ Sub Topic :
Fraction/ Kinds of Fraction (proper fraction, improper fraction, mixed
fraction, percentanges, decimal fraction)
and operations in fraction .
A.
Standard Competence
Understanding the properties of fraction and operations
in solving problems
B.
Basic Competence
Define kinds of fraction
Perform operations
of fractions
C.
Indicators
ü Provide examples of various forms and types of fractions: proper,
improper, mixed, decimal, percentanges
ü Changing a fraction into another fraction
ü Completed arithmetic operations add, less, times, for fractions including mixed fraction
D.
Goals of Instruction
By learning process
which students have learned and understood all materials, students are expected
to be able to define kinds of fraction, perform operations of fractions and be
able to apply the concept of this materials into real life problems.
E.
Tools and Source of Instruction
Tools : Problem
sheet, work sheet, stationary, laptop, LCD, and white board.
Source :
Handbook mathematic grade VII :
Cox,C.J. & Bell,D.1989.Understanding mathematics.(2nd).50 Albemarle Street
London: John Murray
References materials : http://www.fris.k12.nf.ca/webpages/math/grade_7_math/Grade7_Mathematics_Unit_2_Review.htm
F.
Instructional Procedures
Ø Approach : Student Centered Learning
Ø Strategy : Problem
based
learning
Ø Method : Group work, Games, Demonstration
G.
Instructional
Activities I
|
Stage
|
Activity
|
Interaction
|
Multiple
Intelligences
|
Bloom
Taxonomy
|
Allocation
Time
|
|
|
Teacher
|
Student
|
|||||
|
Apperception
|
Purpose :
Engaged
students’ attention and recall students’ prior knowledge
Procedures :
|
|
|
Remembering
|
|
|
|
Greeting
and ask students’ feeling
hello class, how are
you today?
Wanna play today?
Ask
students to recall on the previous
materials by giving a game
“ be the faster mix n’ match but exactly true solution”
Teacher brings some items (sugar, flour,peanut, and
sago flour)which different weight, shows all items and ask student to count the total and
mention what teacher ask?
And wite kinds of fraction on
blackboard
|
Answer
greeting and current feelings
Morning, we’re great.
Yeahhhhh, we want
Recall
the previous materials by
responding questions
Listen
carefully to teacher’s explanation
|
TàS
S
à T
Tà S
S
à S
S
à T
TàS
|
|
|
2’
5’
20’
|
|
|
Core
|
Elicitation
Purpose : Apply the concept of fraction
about how to perform operations of fraction and define fractions not only write
it manually but also use manipulative tools, also related the topic to real
life problem.
Procedures :
|
|
|
|
|
|
|
First activities:
Give
problem and ask students to solve
problems in group and give an
instruction to do that (include ask student to present their work to class),
and give a big paper, flip chart, and
marker to each group
(as guidance to solve problem)
Explain and demonstrate by using
tools about the operations of fraction.
Asking students them to be in group of five members
|
One of member take a stationary and
then discuss
the problem and solve it in group
Pay attention to teacher,
participate when teacher demonstrate, and take a notes
Response to teacher question and
show the paper and be in group.
|
TàS
Sà S
Smallgroup
|
Interpersonal
Bodily-kinesthetic
and spatial
Audio-visual
|
Applying
and Analyzing
Analyzing
|
5’
15'
3’
|
|
|
Goes
around the class to monitor students’ activities in group problem solving and
ask every group about their progress
|
Solving
problem and (may) ask questions to teachers if students have problems or get
stuck in solving problem (note:
if there is, teacher just guided students to solve the problem)
|
SàS
Small
Group
|
|
Applying
and Analyzing
|
|
|
|
|
Check
how many groups have finished, and then ask group to present their work in front of the class(
|
Each
group who has different ways of solutions presents their solution (if there is no different, just one group
presenting)
|
Whole
class
|
Verbal-linguistic
|
|
5’
|
|
Discuss
together with all students about solution
|
Discuss
together with class and teacher to
solve problem and decide together which solution has the best way
|
Whole
class
|
Interpersonal
|
Evaluating
|
15’
|
|
|
Reflection
|
Ask
students to create their own short
story*
about what we have already
learned of this meeting and also to fulfill students’daily journal
|
Create
short story
individually
|
Individual
|
Intrapersonal
|
|
15’
|
|
Closing
|
Give
closure about the lesson and
give assignment
|
Pay attention to teacher and take a paper
of assignment on teacher table
|
Whole
class
|
|
|
5’
|
Assessment/ Process Observation
·
individual work
·
group discussion
·
solve problems
·
Presentation
Rubric Group Presentation
|
Criteria
|
1
|
2
|
3
|
|
Content
|
Reasoning is lack of reasonable, lack of logic
|
Reasoning is enough reasonable and can be accepted, enough
logically ordered, but uneasy to understand
|
The Reason is reasonable, satisfied the indicator, logically
ordered and easy to understand.
|
|
Organization
|
Lack of flow to deliver message systematically, lack of quality
of visuals likes clarity of communication and eye contact, lack of apparent,
and lack of preparation.
|
Enough flow to deliver message systematically, quality of
visuals likes clarity of communication and eye contact is standard, standard
apparent.
|
Flow delivering message systematically, good quality of
visuals likes clarity of communication and eye contact, good apparent, good
preparation.
|
|
Team work
|
Individual
|
Only some member working, the distribution of the job is not
fairly distributed.
|
Good team work, the job fairly distributed, all member
contribute to group.
|
|
Performance
|
Delivery message is not clear
|
Delivery message is enough clear, but uneasy to understand.
|
Delivery message clear, systematically and easy to
understand.
|
BONUS: Creativity,
appropriate
humor 1 2 3
General
comments: ______ Presentation Grade_____
Sources:
Problem Sheet (Group Discussion)
1. Harris has to travel 2 2/3
of a mile. He walked 1 1/3 of the distance and the
remaining by car. Find the distance covered by car.
x) Kate and Tony took part in running race. They covered
a distance of 5/8 yards and 8/9
yards respectively. Find the distance between these athletes.
2. Mr. Briar,
principal of Edward Public School, collects funds for School development. 2/3
of funds are collected from school students and 1/6 of
funds are collected from school development charity and the rest are collected
from Public. What fraction of funds collected from public?
3. Last
year Patti K. sold TVs for a department store. She sold 110 big-screen TVs for
$1,500 each. What is the total dollar amount Patti K. took in selling TVs?
4. The
State of Minnesota has a .065 (6.5%) sales tax. Use the last problem to
determine how much tax Rohana had to pay on her new computer?
5. the grocery store parking lot that will
1000 vehicles, 2/5 of the parking space are for cars. When you went to buy
groceries, there were 200 cars and some trucks in the parking lot. The parking
lot was ¾ full. How many trucks were in it?
Sumber:
Worksheet (Individual Task)
1. 1/4
of the students in the band are in the trumpet section. 1/4 of the students in
the band are in the trombone section. What fraction of the students in the
band are in either the trumpet section or the trombone section?
2. Multiply. Simplify your answer and
write it as a proper fraction or as a whole or mixed number.
|
×
|
|
=
|
3. Charles made 7/8 of a pound of trail mix.
If she puts 1/8 of a pound into each bag, how many bags can Charles fill?
Sumber:
http://www.ixl.com/math/grade-7/multiply-mixed-numbers
http://www.ixl.com/math/grade-7/divide-fractions-and-mixed-numbers-word-problems
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