1 / 36

Action Plan

Action Plan. Ms. Viqar Shirazi Jr. III Maths Junior Section – P.A.F. Chapter. Topic:. Multiplication. Long Term Goal. To enable students to extend their knowledge of multiplication. Short term goals. By the end of the lesson, students will be able to…. fill in the missing numbers.

morna
Download Presentation

Action Plan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Action Plan Ms. Viqar Shirazi Jr. III Maths Junior Section – P.A.F. Chapter

  2. Topic: Multiplication

  3. Long Term Goal To enable students to extend their knowledge of multiplication.

  4. Short term goals By the end of the lesson, students will be able to…. fill in the missing numbers. find the cost of the items identify the multiplication statements as True or False solve multiplication sums arrange numbers vertically answer the dodging tables

  5. Time Line---------------Multiplication 2 pd Dodging tables 2 pd Multiplication Sums 2pd Missing numbers 1 pd Identify statements as true or false 1 pd Marked Class work

  6. General Instruction & Methodology • The teacher will focus on the following points: • Introduction of the specific vocabulary; product multiply times • Correct placement of numbers while arranging them vertically. • Example: 54 x 3 • Rechecking of the answers by multiplying other way round. Example : 3 x 5 : 5x 3 • Complete the missing pair of numbers of the given product. • example: ______ x ______ = 24

  7. Instructional Stratagies and Task Dodging Tables REMEMBERING The teacher will provide answer cards to the students to respond when the teacher calls out the factors and vice versa. Sample of the Product Card: 42 56 81 9 nines are

  8. Sample of the table card: 4 multiplied by 4 8 sixes 6 times 9 2 x 8 16 Sample cards available on: http://www.superteacherworksheets.com/multiplication/multiplication-12s-matching-game.pdf

  9. Class Assignment: ACTIVITY: Students will be taken to the IT lab. They will solve online dodging table exercises. http://www.softschools.com/math/games/mad_minute_math/multiplication/ http://www.honorpoint.com/ WORKSHEET: Students will solve the worksheet. The print outs will be pasted in their notebooks. http://www.gameplayfree.info/wp-content/uploads/Multiplication-worksheets-1.jpg http://www.superteacherworksheets.com/multiplication/multiply-quiz-0-9.pdf

  10. Instructional Strategies and Task Multiplication Sums UNDERSTANDING APPLYING • The teacher will show and explain the method of placing the numbers correctly. Later, they will be asked to work in pairs. • Example: H T U 4 5 x 3 ______

  11. Class Assignment NHM page 45 Q2 • 4 x 18 • 3 x 26 • 5 x 12 • 2 x 39 • 3 x 37 • 4 x 25 • 5 x 19

  12. Instructional Strategies and Task Missing Numbers CREATING • Students will be asked to identify the factors of the given product by recalling the tables. • Example: ________ x ______ = 36 • Group Work: Students will be grouped in fours. Each group will be given number cards of different tables to fill in the missing numbers.

  13. Sample • GROUP A: Tables of 4 and 5 4 x 5 = 20 4 x 6 = 24 4 x 7 = 28 ______ x______ = 28 b) _____ x _____ = 24 c) ______ x ______ = 20

  14. Class Assignment: • NHM page 47 Q1 • ____ x ____ = 42 • ____ x ____ = 63 • ____ x ____ = 72 • ____ x ____ = 54 • ____ x ____ = 56 • ____ x ____ = 48 Students will solve the following worksheet • http://www.homeschoolmath.net/worksheets/table.php?type=*&long=0&col=3&row=9&min1=2&max1=10&step1=1&list1=&min2=2&max2=10&step2=1&list2=&min3=&max3=&step3=1&list3=&M=2&D=2&xdiv=2&switchv=1&exd=1&font=Default&FontSize=14pt&pad=30&ptitle=&Submit=Submit

  15. Instructional Strategies and Task ANALYSIS Identifying statements as True or False • The teacher will explain to identify the answer as True or False. If false, write the correct answer. • Example: • 6 x 6 = 36 (Ans. True) • 5 x 8 = 45 (Ans. False . Correct Answer: 40)

  16. Class Assignment: • a) 6 x 6 = 36 _________ • _____________________________________________ • b) 4 multiplied by 8 is 45 _________ • ______________________________________________ • c) 6 times 9 is 54 _________ • ______________________________________________ • d) 7 fives are 35 _________ • ______________________________________________ • e) 5 x 5 = 12 _________ • ______________________________________________

  17. Instructional Strategies and Task EVALUATING Find the cost of the given item. The teacher will explain to the students to evaluate the cost spent on shopping Example:

  18. Class Assignment Evaluate the total cost.

  19. Marked C.W. A- Fill in the missing numbers: [ Remembering ] i- 4 multiplied by 3 is __________ ii- The product of 5 and 6 is _______ iii- 7 times 9 are _________ B- Arrange the numbers vertically and solve: [ apply ; understand ] i- 35 x 5 ii- 66 x 7 = iii- 92 x 5 C- Identify the statement as True or False. If false, give the correct answer: [ analysis ] i- 6 sixes are 24 ii- 5 multiplied by 7 is 35 iii- 9 x 9 is 82 D- Fill in the missing number: [ create ] i- 4 x ____ = 28 ii- ___ x ____ = 25 iii- ____ x 6 = 0

  20. Topic: Addition Miss Viqar Shirazi Jr. III Junior Section – P.A.F. Chapter

  21. Long Term Goal • To extend the knowledge of Addition and strengthen students’ mathematical skills.

  22. Short Term GoalsBy the end of the topic, Students will be able to…. Create their own sums. Evaluate the cost of the given items. Analyze the following statement and mark it as true or false. Apply the correct method of finding the missing number. Solve the sums independently. Follow the method of adding with and without carrying to solve the sums

  23. Time Line 1 period Explanation 2 periods Activity 2 periods 3-4 digits sums without and without borrowing 1 periods Double the numbers (Explanation) 2 period Double the numbers Missing Numbers(Explanation) 1 periods Missing Numbers(Explanation) 2 period

  24. Explanation of Addition • The teacher will check students’ prior knowledge by giving them simple addition sums. • White board will be used. • Gradually carrying sums will be given. The teacher will clear the concepts, if required. • 3-4 digits with and without carrying sums will be practiced before the notebook work.

  25. Activity • The teacher will distribute the cards with the answers on them. Each student will get one cards with 3-4 digits numbers. The teacher will then write a sum on the board and students with the ‘answer number’ will be stand. • Example: 3401 2340 +1140 3480 7655

  26. Instructional Strategies and Task Remembering Understanding Applying Addition Sums 3-4 digits • Students will solve the worksheet. • http://www.superteacherworksheets.com/addition/adding-4dig.pdf • http://www.superteacherworksheets.com/addition/addition-review.pdf

  27. Instructional Strategies and Task Understanding Applying Analyzing Evaluating Exercise 1: A- If you have got Rs. 900 which 3 items would you buy: B- If you have got Rs. 450, which 3 items would you buy: 300 150 400 200 200 50 100

  28. Instructional Strategies and Task Remembering Understanding Analysis Applying Exercise 2: • Identify the sums as True or False. If false, give the correct answer. • a- 345 + 224 = 569 • b- 220 + 230 = 344 • c- 987 + 333 = 1320 • d- 400 + 657 = 120 • e- 611 + 600 = 1211

  29. Double the number (Explanation) • The teacher will explain the method of how to double a number. • Example: 430 + 430 _________

  30. Remembering Applying Remembering Understanding Applying Double the numbers (Sums) • Students will solve the sums: • NHM page 20 Q1 (a-e) • NHM page 20 Q3 (a-i)

  31. Instructional Strategies and Task Understanding Applying Creating Exercise 2 : • Suggest a number that when doubles gives the following answer: • A- 44 • B- 64 • C- 60 • D- 88 • E- 24

  32. Missing Numbers (Explanation) • The teacher will explain the procedure of finding out the missing number. • Board practice will be done.

  33. Understanding Applying Analyze Missing Numbers • Exercise 1 – NHM page 21 Q4 (a-e) • Exercise 2 – Worksheet • http://www.superteacherworksheets.com/addition/missing-addends.pdf

  34. Understanding Applying Analyze Exercise 3: • Suppose you have RS. 150. Find out the amount do you need more, in order to buy the following items. • A- B- • C- D- Rs. 250 Rs. 850 Rs. 560 Rs. 300

  35. Problems and Solutions • Tables facts may not memorized. • Solution: 5 minutes oral drill of the tables in the of the lesson. Homework of memorizing the tables will be given. • Computer lab may not be available. Solution:Photocopy of the worksheet can be provided.

  36. Resources • NHM book 4 • Websites

More Related