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LESSON PLAN BY NAHEED ASIF

LESSON PLAN BY NAHEED ASIF. TOPIC PATTERNS. CONTENT. AIM OBJECTIVE METHODOLOY APPROACH APPLICATION ASSESSMENT WORK SHEET RESOURCES. AIM. STUDENTS WILL DEVELOP FOLLOWING SKILLS: PROBLEM IDENTIFICATION; FORMULATION;AND SOLUTION SELF DIRECTION COLLABORATION. OBJECTIVES.

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LESSON PLAN BY NAHEED ASIF

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  1. LESSON PLAN BYNAHEED ASIF TOPIC PATTERNS

  2. CONTENT • AIM • OBJECTIVE • METHODOLOY • APPROACH • APPLICATION • ASSESSMENT • WORK SHEET • RESOURCES

  3. AIM STUDENTS WILL DEVELOP FOLLOWING SKILLS: • PROBLEM IDENTIFICATION; • FORMULATION;AND SOLUTION • SELF DIRECTION • COLLABORATION

  4. OBJECTIVES • STUDENTS WILL BE ABLE TO MONITOR THEIR UNDERSTANDING AND LEARNING NEEDS; • LOCATE APPROPRIATE RESOURCES; • TRANSFER LEARNING FROM ONE DOMAIN TO ANOTHER; • STUDENTS WILL ACQUIRE ABILITY TO FRAME, ANALYZE, AND SOLVE PROBLEMS.

  5. METHODOLOGY CONTENT STUDENTS WILL LEARN • CONCEPTS AS WELL AS FACTS • HOW CONCEPTS APPLY TO A VARIETY OF REAL WORLD SITUATIONS.

  6. METHODOLOGY INSTRUCTIONS • LEARNING STARTS FROM STUDENTS PREVIOUS KNOWLEDGE • TEACHER BEING THE FACILITATOR WILL PROVIDE OPPORTUNITIES FOR STUDENTS TO APPLY SKILLS AND CONSTRUCT THEIR 0WN KNOWLEDGE.

  7. METHODOLOGY CLASSROOM ENVIRONMENT • STUDENTS WILL COLLABORATE WITH PEERS AND TEACHER.

  8. METHODOLOGY ASSESSMENT • STUDENTS WILL KNOW AHEAD OF TIME HOW THEY WILL BE ASSESSED. • THEY WILL RECEIVE FEEDBACK FROM THE TEACHER THROUGHOUT THE TOPIC. • ACCOUNTABILITY FOR LEARNING AND ACHIEVEMENT WILL BE SHARED BY THE STUDENTS AND THE TEACHER.

  9. APPROACH • FROM KNOWN TO UNKNOWN. • FROM EASY TO DIFFICULT.

  10. APPLICATION • FINDING A MISSING NUMBER IN A SEQUENCE. • REPEATED ADDITION. • DOUBLING EACH TIME. • ADDING ONE MORE EACH TIME. • HALVING EACH TIME. • REPEATED PATTERN.

  11. HOW TO FIND A MISSING NUMBER IN A SEQUENCE • DETERMINE IF THE ORDER OF NUMBERS IS ASCENDING (GETTING LARGER IN VALUE) OR DESCENDING (BECOMING SMALLER IN VALUE) • FIND THE DIFFERENCE BETWEEN THE NUMBERS THAT ARE NEXT TO EACH OTHER. • USE THE DIFFERENCE BETWEEN NUMBERS TO FIND THE MISSING NUMBER.

  12. EXAMPLE: FIND THE MISSING NUMBER:15,13, ?, 9. • THE ORDER OF NUMBERS IS GOING DOWN OR DESCENDING • THE DIFFERENCE BETWEEN NUMBERS IS 15-13=2 • SINCE THE ORDER IS DESCENDING SUBTRACT 2 FROM 13. THE MISSING NUMBER MAY BE 11. • THE MISSSING NUMBER IS 11 SINCE IT IS 2 MORE THAN THE LAST NUMBER 9.

  13. GENERAL NUMBER PATTERNS THESE GENERAL NUMBER PATTERNS ENCOURAGE THE STUDENTS TO LOOK CAREFULLY AT THE DIFFERENCES BETWEEN THE NUMBERS IN THE SEQUENCE, AND USE THAT INFORMATION TO WORK OUT WHAT COMES NEXT, OR TO FILL IN THE GAPS.

  14. EXAMPLES • A VERY SIMPLE PATTERN, INVOLVING REPEATED ADDITION OF ONE (ONE TIMES TABLE)……1,2,3,4,5,6,7. • ANOTHER SIMPLE PATTERN, INVOLVING REPEATED ADDITION OF TWO (TWO TIMES TABLE)…2,4,6,8,10,12,14. • REPEATED ADDITION OF FIVE (FIVE TIMES TABLE)…5,10,15,20,25,30,35. • DOUBLING EACH TIME..1,2,4,8,16,32,64.

  15. ADDING ONE MORE EACH TIME1,2,4,7,11,16,22 That is • 1+1=2, • 2+2=4 • 4+3=7 • 7+4=11 • 11+5=16 • 16+6=22

  16. HALVING EACH TIME • 1600,800,400,200,100,50,25. • 8, 4, 2, 1, 1/2, 1/4, 1/8. REPEATED PATTERN 0, 15, 30, 0, 15, 30, 0.

  17. WORKSHEET • EXPLAIN WHAT A PATTERN IS AND WHAT IT IS NOT.PICK OUT PATTERNS IN THE ROOM. • WHAT OTHER PATTERNS ARE ALWAYS PRESENT IN OUR LIVES? • WHAT IS REPEATING PATTERN? GIVE AN EXAMPLE. • DESCRIBE A GROWING PATTERN. • COULD THERE BE A TYPE OF PATTERN THAT WE CANNOT SEE?

  18. RESOURCES www.teachingideas.co.uk www.wikipedia.org

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