Icteam - Lesson Plans2 PDF

ICT-based Educational Application
for Mathematics
- ICTeam Comenius Multilateral Project 2013-2015
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Partners:
Silifke Cumhuriyet Ilkokulu, Turkey
Goetheschule Wetzlar, Germany
" ", Burgas, Bulgaria
Osnovna kola Mikleu, Croatia
Istituto tecnico industriale-liceo scientifico delle scienze applicate "Oreste del
Prete"- Sava (ta)- Italy
Centrul de Excelen a Tinerilor Capabili de Performan, Botoani, Romnia
" ", Varna, Bulgaria
Primary School Mikleu, Croatia
LESSON PLAN - Ivana Tri

SCHOOL: PRIMARY SCHOOL MIKLEU
GRADE: 6TH
DATE: 2 DECEMBER 2013
TEACHER: IVANA TRI
LESSON UNIT: ORTHOCENTER
TYPE OF LESSON: DEVELOPMENTAL LESSON
DURATION: 45 MINUTES
AIM OF THE LESSON: To enable students to reveal the statement, that the
intersection of the lines, on which the heights of the triangle lie, intersect in one point,
which is called the orthocenter.
OBJECTIVES:
EDUCATIONAL:
students should be able to define the term: the height of a triangle
students should be able to construct triangle heights with the use of geogebra
dynamic geometry computer software.
FUNCTIONAL:
to develop examination and discovering new characteristics
to develop the ability of extraction and connection of given data
to learn how to apply the newly acquired knowledge
to develop the ability to connect maths with everyday life
PEDAGOGICAL:
to strengthen the feeling of responsibility of finishing tasks independently and
to prepare students for further progress.
to develop concentration and thoughtful way of performing a task.
TERMS: the height of a triangle, orthocenter of a triangle
METHODOLOGICAL TYPE OF WORK WITH STUDENTS:
frontal, individual work, pair work
TEACHING METHODS: dialogue, presentation, demonstration, computer work
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TEACHING DEVICE: students book, workbook

TEACHING AIDS: blackboard, chalk, projector, computers
LITERATURE:
G. Pai, . Bonjak, B. ulina- MATEMATIKI IZAZOVI 6 student book and
work book for 6th grade, 1st term, Alfa, Zagreb, 2010.
D. Glasnov, Z. urkovi, L. Kralj, S. Bani,M. Stepi- PETICA+6 student
book and work book for 6th grade, volume 1, SysPrint, Zagreb, 2010.
Makro Lesoon Plan
1. Introduction (10 minutes)
The students have to define the term: the height of a triangle.
Students start the GeoGebra software. The teacher gives short instructions
for work.
2. Presentation (25 minutes)
-The students have to draw an acute angled triangle, obtuse angled triangle,
a right angled triangle and their heights, using the GeoGebta software.
-The students should be able to notice, while observing the drawings, that the
lines, on which the heights of the triangle lie, intersect in one point.
-To introduce the term: orthocenter
Ending the lesson (10 minutes)
To revise the most important facts, to save all the drawings into a computer
file.
Homework: only for those students who find it really interesting tasks for
constructing triangles using GeoGebra software.
Evaluation of the lesson.
MICROPLAN OF THE DAILY LESSON PLAN

1. Introduction:
The students understand the following terms: triangle, perpendicular, height
of a triangle and height of foot. Students remind themselves of those terms during
the introduction of the lesson. After that, students start GeoGebra software of
dynamic geometry. The teacher gives the students short instructions for work: which
buttons to use to draw line segments, lines and perpendiculars.
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2. Presentation:
The teacher hands out the work sheets.
Each student creates an acute angled triangle using the GeoGebra software.
The teacher uses the overhead projector, so students can see what is to be
done. After creating the acute angled triangle, each student draws the height of the
triangle.
The students already know that the heights lie on the perpendicular, out of the
vertex of an angle, to the opposite edge of the triangle, so students will use
the
button. The teacher asks the students what do they notice. Most of the
students will probably answer, that all the three heights of the triangle intersect in one
point.
The students have to work in pairs and create an obtuse and right angled
triangle and their heights. The teacher helps the students to create the triangles. We
don't have to create an obtuse triangle because, we can create one out of the acute
angled triangle by moving one of the triangle vertex, till we get one obtuse angle.
That way, we will save time and realize some advantages by using this dynamic
geometry software. When creating a right angled triangle, the teacher helps the
students to create the right angle. After students finish their tasks, we ask them, what
did they notice? The students should say, that the lines, on which the heights of the
triangle lie, intersect in one point.
*We should ask the students, if they think that that always happens. For
homework, the curious students can find data of Euclid, also known as "Father of
Geometry" on the internet to find out more*.
Now, we can introduce the term orthocenter -the lines on which the heights of
the triangle lie, intersect in one point which is called the orthocenter of a triangle.
The students should also be able to realize, where the orthocenter of an acute
angled, obtuse angled and right angled triangle is. Conclusion: the orthocenter can
stand within the triangle, outside the triangle and at the triangle vertex. We ask the
students to move the triangle vertexes, to assure them into this theory.
WORKSHEET
1. Create an acute angled triangle.

2. Draw its heights.
3. What do you notice, according to its heights?
4. Create an obtuse angled triangle.

6. Create a right angled triangle.
8. What do you notice, according to their heights?
9. Do their heights intersect?
10. Try to write down the correct definition.
11. Where is the orthocenter of the acute angled triangle?
12. Where is the orthocenter of the obtuse angled triangle?
13. Where is the orthocenter of the right angled triangle?
14. To check your answers, move the triangle vertexes and observe what is
happening to the orthocenter.
3. Ending the lesson

Each student saves its work in a computer file.
Homework (just for curious students): worksheet: The construction of triangles
using the software.
Students should fill out the evaluation sheets.
BLACKBOARD
Acute angled triangle -orthocenter within the triangle
Obtuse angled triangle orthocenter outside the triangle
Right angled triangle- orthocenter at the triangle vertex
The definitions and characteristics of geometry that the students discover by

themselves, have a long- term effect rather than dictating the students readymade
definitions. Using the software, students are able to try out more practicabilities,
which is usually impossible with the use of only chalk, blackboard and geometrical
kit. The students realize that there are more possible solutions by creating their
constructions on the computer, and the accuracy in GeoGebra is 100%, unlike
creating their constructions on paper. For example, if the students are not skilled to
move the geometrical kit properly, there will be some deviations for 1 or 1 cm...
EVALUATION SHEET
Put a + sign into the right column to describe your experience connected to
the activities. Column 5 describes the best experience.
1
It is interesting to find out independently new
mathematical claims and characteristics.
Now I understand more about the heights of triangles.
I would like to work on a computer more independently
during maths lessons
I like GeoGebra
I will try to use the dynamic geometry software that we
used today at school, at home.
I would like to check some other mathematical claims by
using this software.
This lesson was interesting, because I have learnt
something new in maths by using the computer.
Goetheschule Wetzlar, Germany

Use of the EIS-Principle in teaching. Karsten Rauber
Middleschool Grade 6 advanced course

Topic: Fractional arithmetic, multiplication of two ordinary fraction numbers
The EIS-Principle
EIS:
Enaktiv: Activity
Ikonisch: Pictures
Symbolisch: Symbols or language
Example: Addition of numbers
E: Practical action using material such as two pencils and one pencil
I:
S: 2 + 1 = 3
The EIS-Principle derives from developmental psychology (Piaget)
Enaktiv: Something concrete operative from childhood (unlocking reality)
Ikonisch: Further development allows simultanious comprehension of chains
of action
Symbolisch: Acquisition oft he mother tongue
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The Operative Principle is applied. Operations play an important role for the
gaining of insights and the development of intelligence.
Features:
The use of concrete material, drawings and texts that allow the students
to act in real. Most important are the executed activities. (I hear and I forget I
see and I remember I do and I understand)
Reversable, sectional, associative
Fractional numbers as operators:
Fractional numbers instruct multiplicative calculations
Example: Take 2/3 of 3/8 litres of cream (backing recipy)
Lessonplan
Time: 45 min
Topic: Multiplication of two ordinary fractional numbers
Material: Pencils
Medien: Interactive SmartBoard with prepared pictures (see below)
Course of the lesson:

At first the students work Enaktiv on the example: 2/5 of 2/3
The students work in pairs of two, for each pair an operator 1 and 2 is
determined
15 pencils are put on the table
Operator 1 takes away 2/3 of the 15 pencils (10 pencils) and passes those to
Operator 2
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Operator 2 takes then 2/5 of the 10 pencils and puts the result (4 pencils) on
the table in front of him
The next task is to take 2/3 of 2/5, the Operators change places for that task
Operator 2 first takes 2/5 of the 15 pencils (6 pencils) and hands those to
Operator 1
Operator 2 takes 2/3 (4 pencils) and puts those in front of him on the table
Those Enaktiv actions are then displayed as a drawing ikonisch:
=>
=>
Die ikonische display in symbolic display:

2
= 15
5 3
Practical experiences:
The enaktiv example served as an introduction into the multiplication of fractional
numbers ensuring a strong motiviation for the students. The transformation into
iconic and symbolic writing was manages quickly and surely. One should ensure
however that the process of drawing does not take too long, this is not an arts
exercise.
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L.Karavelov Primary School Burgas, Bulgaria
LESSON PLAN 1
Prepared by: Gergana Gineva
Class 4
Lesson theme: Division of whole numbers by a two-digit number
Type of the lesson: Solidifying knowledge and skills
Aims of the lesson: The students will solidify their knowledge and will improve their
skills in dividing multi-digit numbers by a two-digit number.
Tasks:
Educational:
- Revising the knowledge of already studied cases of division, and the analogy that
can be found with some of them
- Directing the students to a way to find the number of the digits in the quotient and
the number which they will first divide by the given divisor;
- Revising the knowledge of dividing by a two-digit number in the cases when there
is remainder;
- Revising the knowledge of the measures of length and time;
- calculating of expressions;
- solving text problems.
Educative:
- Developing of keenness of observation;
- Strengthening of the students curiosity/ studiousness/.
Methods: Lecture, exercise, presentation, demonstration, working with the program
Envision.
Means: Mathematics Students book of Bulvest 2000publishing house, the
classroom board, a multimedia system, laptop, a pre-prepared author lesson using
Envision.
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1.
Organizing the class for work:
During the previous 3 lessons in mathematics we learnt the algorithm of dividing

the numbers after 1000 by a two-digit number .
2.
Checking the homework and revising students old knowledge and skills of
dividing by a two-digit number: Students on duty report if everybody has

homework, then I direct their attention to the board, where a rectangle is drawn and
I ask about the solution of problem 6 from the homework, in which we know the
surface of a rectangle orchard and one of the faces, and we seek how many meters
the other face is long. A student writes the solution on the board, and after he gets
the answer in meters, I ask the class what other units of measurement of length we
know.
3.
Motivating the study work and introducing the theme of the lesson:
During this lesson we will solidify our knowledge and improve our skills of dividing
by a two-digit number as we study cases when there is a remainder. We will also
revise the units of measurement of length and time. I write the theme of the lesson
Division of whole numbers by a two-digit number. Lesson 100.
4.
Practice exercises for solidifying the knowledge and skills:
Everybody opens the students book on page 115/ exer.1 ), in which we will revise
the way in which we determine the number of digits in the quotient and the number,
which we will first divide by the given divisor, and we will revise the knowledge of
dividing by a two-digit number in the cases when there is a remainder. I write the
expressions on the board, and remind of the respective algorithms.
After that we go on to exer. 1 ), where we have to calculate how many centimeters
and how many millimeters are 85 mm. We remember that 1m = 10mm, so
85:10=8m 5mm and these are units of measurement of length and then I ask the
students which are the units of measurement of time. After their answer I remind that
60min = 1h and three students go to the board to find out how many hours and
minutes are 368 min, 435 min, 783 min.
As far as I can see, you do very well with the problems, so it is time we go on with
our work, but this time with the mice (which are handed out before the beginning of
the lesson), and each problem you will first solve in your notebooks, and then you
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will mark the correct answer. Lets see who works the most quickly and the most
correctly. We begin the work with Envision. A picture 1 min = 60 sec appears on
the screen, and on the next two slides are the problems: Write down in minutes and
seconds 863 sec and 390 sec, and for each problem the given time is 1 min, and the
answer is written through a virtual keyboard. A static screen follows 1 day plus night
= 24 hours, and the next two problems are in the form of text questions, to which the
students must answer with only one correct answer: 745 hours are? 1493 hours are?
The next problem is of the type showing on a picture: The divident is 25 773, and
the divisor is 33. The quotient is? On the screen there are pictures of three answers,
and the students mark only the one they think is correct. A text problem follows, in
which they not only have to give the correct answer, but also the numeric expression
they used to reach the answer.
A static screen on the board Problems for curious children. The first problem is a
text question with text answers: Find out how many types of colibri are known in the
world by calculating the expression (1000.20+735): 65= Writing on the virtual
keyboard follows, and the problem is: For one hour one colibri bird moves its wings
252 000 times. How many times does the colibri move its wings in one minute?
Now we have to read carefully and think before we answer. On the next picture
screen is the problem: A candle on the cake burns down for 15 min. How long will it
take for 11 candles to burn if they are lit simultaneously?, and the students answer
by marking only one correct answer.
The teacher gives in advance time limit for each of the problems, and the students
solve the problems in the notebooks and then mark the answers with the mice.
The last picture screen prepares the children for the account of the results: After your
efforts lets see your points!
5.
Summary and conclusions from the lesson: Besides a summary in per cent
which is done by Envision, I also express my impressions from the lesson and the
work of the students.
6.
Setting the tasks for homework: For homework workbook page 45 and from
the book with problems in mathematics page 96/problem 4.
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LESSON PLAN 2
Prepared by: Veska Krasteva
Theme: Roman numerals lesson 20 from Mathematics students book, grade
4, Bulvest Publishing House.
Type of the lesson: new knowledge
Aims of the lesson: Introducing the Roman numerals and their putting into practice
to the students.
Expected results: Students will be able to use Roman numerals in practice.
Inter-subject relations: Man and Society, Bulgarian language and Literature.
Didactic means and materials: Videoclip for the application of the Roman numerals
and a lesson in Envision, prepared by me, historical facts, wireless mice.
Teachers activity
Students activity
1.
Checking the homework
Students share and comment
Did you have any difficulties doing the
homework? ( if yes, explanation follows)

2.
Revising old knowledge
Students measure and draw
Draw a circumference with a center p.
and a radius/ r/ = 2 cm.

-
Draw a circumference with a center p.
and a diameter /d / = 4 cm
They
circumferences have the same
What are these circumferences? What
that
the
radius.
are their radii?

-
explain
Where in the room do you see
circumferences?
3.
Going on to the new theme
Students watch and share what
I play a clip, in which there are different clocks,

on the faces of which Roman numerals are
drawn. There are coins, calendars, historical
events, books and monuments, in which
Roman numerals are used.
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they have seen.
4.
Introducing
the
theme.
Roman
Students write down the
numerals.
theme in the notebooks
- Part of the presentation included in the lesson
is shown and historical facts about the origin of
numerals in the book, and read
the Roman numerals are given, the way they
exercise 2/page 32.
Students
look
at
the
are written and how they can be shown with the

help of the fingers is explained.
Work with the students book
- exer.2/page.32
5.
Explaining the symbols and the way the
numerals are written

Tasks on the board: Write in your notebooks
the numbers from 1 to 10 with normal figures
students write in their notebooks
/digits/ and Roman numerals.
and on the board
Tasks on the board
The rule that not more than three
symbols are written one after the other is

explained as well as the way of writing and
reading the numerals. The number 0 doesnt
exist in the Roman numerals.
Read the numerals:
XVI = 10 + 5 + 1 = 16
XVI = 10 + 5 + 1 = 16
XIV=10-1+5 =14
XIV=
DIX = 500-1+10 =509
DIX =
DCLXVI
DCLXVI =
=500+100+50+10+5+1=666
MDXV =
MDXV=1000+500+10+5=1515
MMII =
MMII=1000+1000+2=2002
MMXIV =
MMXIV=1000+1000+10-1+5=2014
6.
Problems are read and explained
Solving problems from the book
Read from left to right:
exer. 3/page.32, exer. 5/page 32

7.
Checking
the
knowledge
with
individual answer using Envision.
Every student has a mouse and

works alone.
Problems:
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1.
Is it true that 11 is written like that IX ?
2.
Which clock shows 10,10?
3.
Write with Roman numerals: 25 and 55.
4.
1.
yes
Calculate in your notebooks the numeric
3.
XXV, LV.
expression and write the answer with Roman
4.
numerals:
865 ( 439 + 324) =
865 ( 439 + 234) =
= 865 763=
=102( CII)
5.
=
During which century was the Bulgarian
5.
VIIc.
6.
XVIIIc.
2. no
state founded?
6.
P. Hilendarski wrote Slavic-Bulgarian
history in 1762. Which century is this?

7.
Match the numbers with the Roman
numerals:
7.
25
19
XIX
CIII
103
XXV
8.
25
XIX
103
Which is the missing number?
19
CIII
XXV
8.XXIX
XXVI, XXVII, XXVIII, ., XXX.

8.
Logical problem;
YES
Can we get thirty from the number twenty-nine
XXIX
XXX
by taking away one?

9.
Summarizing the knowledge
With Roman numeral we write:
What do we use Roman numerals for?
- Centuries and months
Note: If time allows problems with sticks can be
- the hours on the clock
included.
- Olympiads
- Volumes of books
- Value of coins
10.
Assessment of the knowledge
11.
Homework
Workbook Lesson 20
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" ", Varna, Bulgaria
LESSON PLAN: Orientation into space, Numbers 1 - 4

Prepared by: Tanya Ivanova, Stanka Aleksandrova
The apple
Date/Day:
Time/ Duration: 20 min
Year- 5/6
Subject: Math
Themes:
Orientation into space, Numbers 1 - 4
Topic:
Orientation into space, Counting from 1 to 4
Skills:
- Developing the childrens orientation into space;
- Developing precision hand motion;
- Differentiation of the objects.
Objectives:
In the end of the lesson children should determine correctly the different position of
the object and counting the animals in the pictures.
Tasks:
- Practicing the prepositions of place through orientation into space;
-Practicing the numbers 1-4 trough counting from 1 to 4.
Interdisciplinary relation:
Literature - The apple, V. Suteev
Description of the lesson:
Using the educational software Envision children determine the position of the
apple in the picture and fix the number of the characters in it.
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LESSON PLAN: THE NUMBERS; DIRECTIONS

The numbers. Counting to 10 Lesson plan
Pre-primary school
LESSON PLAN
Date/Day:
Time/ Duration: 15 min
Year- 5/6
Subject: Math
Themes:
Students practice counting and number recognition from 1 - 10
Topic:
Counting from 1 to 10. Orientation in supermarket.
Skills:
Objectives:
In the end of the lesson children should determine correctly the different
position of the object and counting the animals in the pictures.
Tasks:
- Drawing and handwriting
Social skills, fine motor skills
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Using the educational software,
the children determine the numbers and
objects. They count and draw the numbers and fix the number of the characters
in it. In the supermarket they buy goods, using money.
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Pre-primary school
The lesson "Directions" are appropriate to help preschoolers to understand
the concepts of what inside and outside are. This lesson plan gets the
preschool class up and moving. It also involves a fun game for assessment
that students will enjoy.
The lesson are extremely helpful for the preschool teacher. Use this lesson
for inside and outside to teach your students what the words mean and the
concept that goes along with it. After teaching this lesson the students will
be able to identify whether an activity or item goes inside or outside.
Take students for a walk. Go and visit different places inside the building,
and then go outside. Visit various places outside on the school grounds.
Before going back in the building, stop at the door and get each student the
opportunity to stand inside and then outside. Watch the didactic introduction
movie.
Divide the chart paper in half with a marker. Write inside on one side of the
chart paper and outside on the other. Brainstorm things you do inside and
things you do outside. Show students a cover of a book. Encourage them
make predictions based on the cover.
Envision lesson .
These pictures would make a great bulletin board. An appropriate title would
be Inside or Outside? Up or down? Left or right?
Give students a task to make a book full of things that are done inside or
meant to go inside, up or down, left or right.
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LESSON PLAN: THE APPLE

The apple
LESSON PLAN
Date/Day:
Time/ Duration: 20
Year- 5/6
Subject: Math
Themes:
Orientation into space, Numbers 1 - 4
Topic:
Orientation into space, Counting from 1 to 4
Skills:
Objectives:
In the end of the lesson children should determine correctly the different position
of the object and counting the animals in the pictures.
Tasks:
Literature - The apple, V. Suteev
Using the educational software Envision children determine the position of the
apple in the picture and fix the number of the characters in it.
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LESSON PLAN: Inside Outside

Pre-primary school
Pre-K lessons "Inside and Outside" are appropriate to help preschoolers to
understand the concepts of what inside and outside are. This lesson plan
gets the preschool class up and moving. It also involves a fun game for
assessment that students will enjoy.
Pre-K lessons "Inside and Outside" are extremely helpful for the preschool
teacher. Use this Pre-K lesson for inside and outside to teach your students
what the words mean and the concept that goes along with it. After teaching
this lesson your students will be able to identify whether an activity or item
goes inside or outside.
Take students for a walk. Go and visit different places inside the building,
and then go outside. Visit various places outside on the school grounds.
Before going back in the building, stop at the door and get each student the
opportunity to stand inside and then outside. Watch the didactic introduction
movie Inside outside.
Divide the chart paper in half with a marker. Write inside on one side of the
chart paper and outside on the other. Brainstorm things you do inside and
things you do outside. Show students a cover of a book. Encourage them
make predictions based on the cover.
Envision lesson .
These pictures would make a great bulletin board. An appropriate title would
be Inside or Outside?
Give students a task to make a book full of things that are done inside or
meant to go inside.
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Silifke Cumhuriyet Primary School TURKEY

LESSON PLAN: Collection Process in Natural Numbers
Prepared by: Rahmi Sari
School:Silifke Cumhuriyet Primary School

Lesson:Maths
Class: 1
Subject:Collection Process in Natural Numbers
Teacher: Rahmi Sari
Writing natural numbers as collection of two natural numbers
Steps to be followed
1)
2) Sub-learning Area: Collection process in natural numbers
3) Subject: Writing natural numbers as collection of two natural numbers
4) Recovery: Writes natural numbers untill 7.20 as collection of two natural numbers
5) Method, technic and abilities: Study, practice, question-answer, reasoning,
discussion, communication, individual studies, group studies, cognitive development
6) Tools and equipments: Counting bar, unit cube, beans, number cards, apple,
plastic plate
7) Duration::2 lessons time 40+40
8) Preparations:Bring 7 pieces of candies and two pieces of plastic plates with you
to classroom
9) Put the candies and plastic plates on the table.Ask different students to seperate
7 pieces of candies in to two plates with random numbers.Collect the numbers in the
plates.Make them understand they can write number 7 as collection of two natural
numbers
Examine the Picture in the textbook with students. Ensure them the total numbers of
apples in the basket and plates are equal.
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10) The event aims to introduce the students that they can write numbers until 20 as
collection of two natural numbers
11) Individual Event: Collected numbers can change but the total not
Tools and equipments: Number cards, counting bar, notebook, pencil.
Process Steps: Take one of the cards with numbers 1 to 20.Ask the students to model
the number on card as collection of two natural numbers with counting bars.
12) Writing a natural number as collection of two natural numbers
Ezgis mother puts 8 pieces of apples in the basket, to plates as shown
How can you separate this 8 pieces of apples in to two plates?
13) Event:
Tool: Unit cube
Process Steps:
*Create groups with 4 students
*Choose 3 numbers from numbers 1 to 20
*Model this numbers as collection of two numbers with unit cubes
*Write math sentences of modelled processes
*Select the leader group of the event that constitutes the largest number of models
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I.I.S.S. ORESTE DEL PRETE SAVA (ITALY)

ACTIVITY 1
Think of a number ...
a. add 12
b. the result by 5
c. subtract 4 times the number in your mind
d. add 40 to the result
Teacher asks some students the final result; subtracting 100 from this result,
"guesses" the number. In the following activity-stimulating teacher, addressing the
whole class, he offers each student to follow the instructions in the notebook; the
teacher does not know what number was initially chosen by each student.
a.
Think of an integer. Lets start:
Teacher then justifies his "foresight" with symbolic computation.

He Invites some students to rewrite in order on the board the given operations,
without actually doing them, as follows:
n.
+12
+ 40
7+12
(7+12)5
(7+12)5 47
[(7+12)5 47] + 40
n.
+12
+ 40
a+12
(a+12)5
(a+12)5 4a
[(a+12)5 4a] + 40
what do you
get?
what do you
get?
Finally he invites to fill out a table like this to reflect on how it is possible, with
appropriate calculations, making the simplest expressions.
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Before
After
Now you cant write this expression
a+12
in a a different way, : it is a simple
a+12
expression
But
(a+12)5
here
you
distributive
can
apply
property
of
the
the
a5 + 125
product.
And then:
(a+12)5 4a
5a + 60
Using the just found result, lets

rewrite:
Now we change the order (why can
you do?)
Lets add a parenthesis (why can
you do?)
5a + 60 4a
5a 4a + 60
(5a 4a) + 60
We can now apply the distributive

property to the expression within
(5 4)a + 60
parentheses:
By performing the calculation we
have:
But 1 is a neutral element for the
product, and then:
[(a+12)5
4a]+40
Using the just found result, lets

rewrite:
And finally, the final result will be:
1a + 60
a + 60
a + 60 + 40
a + 100
Now you can reveal the "trick" of the teacher!

The teacher let his students observe that the rules of calculation are nothing but the
application of the rules of arithmetic; in particular he highlights the role of the
distributive property that allows you to "distribute" a product on a sum but also to
"pick up" a common factor, depending on how you interpret the equality:
a(x + y) = ax + ay .
39
LESSON PLAN:
Arithmetic helps algebra and algebra helps Arithmetic,
Prepared by: Pichierri Cosimo
Teacher: Pichierri Cosimo

Name of the school: "O. DEL PRETE "
School Type: High School for Science and Technology
Class involved: I A
Experience started on 05/02/2014
Experience finished on 12/02/2014
Hours of experimentation in the classroom: 6
Hours of personal work outside the classroom: 3
DESCRIPTION OF THE EXPERIENCE

The class IA, where I carried out the experience, consisted of 23 pupils .
It wasnt very homogeneous about basic skills, and about learning rhythms and all
'participatory attitude. The average profit was just enough with a few outstanding
elements.
The chosen activity was proposed when I was getting ready to introduce algebraic
calculation.
Many students remembered the technique of the sum of polynomials studied in
Scuola Media, so they did not have particular difficulty in this.
I thought to make the experience as an introduction to the operation of
multiplication of polynomials.
I proposed the Activity 1 : Think of a number ... as a class game: addressing the
whole class, I suggested to each student to execute the instructions in the
notebook.
I asked some guys the final result, and ... "magically" I "guessed" the starting
number.
I repeated the experience, especially for those who had not performed calculations
correctly and then I asked him how I had to guess the thought number.
Under my leadership on the blackboard, I invited the students to rewrite the
operations, in order, without actually doing them.
40
After reflecting on what the sequences of operations had in common, regardless

of the starting numbers, the expression has been generalized by writing it in a way
independent of the thought number.
I highlighted the fundamental role of the distributive property in this game of
numbers and letters.
Later, in the laboratory, I illustrated the geometric interpretation of this rule of
calculation and asked them to draw separately with GeoGebra two rectangles with
dimensions x, and y, b and a third rectangle with size and led them to consider that
the area of the first two rectangles is equal to 'area of the third rectangle:
ax+ay=a(x+y)
ORGANIZATION OF WORK
Group work :
Yes
It involved the entire class
Yes
It
Yes
made cross-connections with
other disciplines / teachers

If Yes, What?
Italian, trying to get the correct language.
STUDENT BEHAVIOR
Describe how the activity has been welcomed by the students and the way they
have fulfilled their mandates. Describe the working climate.
Initially the boys felt immediately the diversity setting of "do" maths, highlighting
insights sometimes relevant and ulfilling the proposed target that was reflection
and justification of the proceedings, for me.
The working atmosphere was positive and constructive allowing full collaboration
between students more oriented operation with others more likely to discussion
and elaboration of concepts.
LEARNING: SUCCESSES AND DIFFICULTIES

Detecting the positive results and the difficulties faced by students in the
understanding of various mathematical concepts and methods of overcoming
41
Comments to the results:

Positive results from the point of
view
They achieved a small improvement in

the relations between them socializing
and have increased their concentration
motivational
(attitude / interest / commitment)
Positive results from the cognitive

point of view
time and participation in school activities

by assuming a more educated behavior
they are learning, finally, that the PC is
not just for play or connect to facebook
but can also be used to study.
Methods of overcoming
Difficulties from the point of view
By setting the lesson as a game, starting
motivational
from their everyday lives with small
(attitude / interest / commitment)
examples showing that mathematics is

a part of their daily lives.
Difficulties in terms of cognitive

point of view:
(Increasing in the level of learning)
Simple exercises of calculation and

gratify them their small successes.
DIFFICULTIES IN ORGANIZATION
Describe the difficulties faced in the activities during the experience.
Difficulties
Strategies of overcoming difficulties
Not many
Dividing the class into small groups and alternate them so that
difficulties
everyone can use and learn new educational software.
EVALUATION
Which verification tests have been given?
1) Let x be the measure, expressed in cm, of the side of a square, with x>2. It
decreases the side of 2 cm.
Among the three following algebraic expressions, what is that which expresses the
decrease in the area of the square?
42
x 2 22
x2 x 2
x 2
22
Show that the decrease considered can be expressed by.....

2) Consider any integer number, multiply it by the number which is obtained by
adding to it 2; add 1 to the obtained product.
The result you get is a perfect square. After verifying this property in two cases,
show it in general.
a b a b
2
4ab
3) Interpret geometrically and test the following equation:

4) Consider a triangle; how does its area change if the base is reduced by 10%
and the height increases by 10%?
If we denote by p the rate of change of the base and height, what is the percentage
change in the scope?
The results can be considered positive as only 30% reported insufficient votes, but
if I think about the initial situation of the class I can consider myself satisfied.
The proposal work unit enabled the implementation of an effective support for
students in difficulty.
Yes
No
How: with a different approach to the matter and with the group work.
The
work
unit
has
given
permission
to
carry
out
an
effective
stimulating action for the brightest students.

Yes
No
How: taking responsibility even further, transforming their break times

helping classmates in distress.
Using new educational software.
43
Referring to the experience related to this Work Unit, do you detect changes in
your educational setting, in your attitude toward discipline, .... compared to the
previous practice of teaching?
What do you consider to be the most significant?
Personally I didnt do many changes in my teaching approach, but I think that
sharing the strategies proposed by the project, I realize that you have to keep in
your mind the times and available curricular hours and very often you can get
caught by the rush and come back to the usual lecture.
THE GEOMETRIC INTERPRETATION
44
Centrul de Excelen a Tinerilor Capabili de Performan, Botoani, Romnia
LESSON PLAN: Circle

Teacher: Daniela Nela Ionasc
Class VII them
05/20/2015
Learning Unit: Circle
Lesson Title: Problem solving and appliedLemoine's circles
Type of lesson: training skills and abilities
Time: 50 minits
Venue: math lab
General skills:
1. Identify data and mathematical relationships and their correlation to the context
in which they were defined.
2. Data processing quantitative, qualitative, structural, contextual statements
contained in math.
3. Using algorithms and mathematical concepts to characterize a local or global
situations.
4. Expression of mathematical quantitative or qualitative characteristics of a
concrete situation and their processing algorithms.
5. Analysis and interpretation of characteristics of a situation mathematical problem.
6. Mathematical modeling of various problematic contexts, integrating knowledge
from different fields.
7. Using new technologies.
Specific skills:
CG1-8. Recognition and description of the elements of a circle, a geometric
configuration.
CG2-8. The calculation of segment length and appropriate measures angles using
the methods geometrical configurations include a circle.
45
CG3-8. Use of information provided by a geometric configuration for deduction of

some properties of the circle.
CG4-8. Expression of the properties of a circle into mathematical language
elements.
Methods and processes: conversation, exercise, competition, logic modeling, work

in groups, observation, problem solving, educational software.
Organization forms of the class: individual and groups of students.
Evaluation forms: observation, evaluation of students, checking drawings, student

grading, encouragement, praise.
Means of education: geometric kit, rebus, typesetting, worksheets, whiteboard,

computer, GeoGebra.
Preparing:
46
47
48
Worksheet 1
Complete the cross word below, completing horizontal corresponding definitions to

words.
Vertically achieve your word ...
Horizontal:
1. Segment joining two points on the circle is called....
2. Rope passing through the center of the circle is called ....
3. The portion of the circle between two distinct points on the circle is called ....
4. If two circles are equal when they are called rays circles ....
5. A tip angle in the center of a circle is called ....
6. Segment joining the center circle with a point on the circle is called ....
7. A measure of arc is called ....
49
Worksheet 2
Lemoine'scircles
The first circle of Lemoine

The K Lemoine's point of a triangle ABC go MN, PQ, RS parallel to the sides.
Then the points M, N, P, Q, R, S is a circle called Lemoine's first circle of the triangle
ABC.
Figure 1. The first circle of Lemoine
Demo:
Parallels NM, PQ and RS sides BC and AB respectively to determine
parallelograms AC ARKQ, BPKN and SCMK with diagonals means the medians AK
BK CK respectively.
It follows that RQ, NP, MS are antiparallel with BC, AB AC respectively.
Looking quadrilaterals so PSRN, PSMQ and NMQR they are writeable.
Quadrangle NPQR is trapezoid (NR || PQ) isosceles (ARQ ACB BNP)
so he is writable.
NMSP is trapezium quadrilateral (NM || PS) isosceles (CSM CAB
BPN) so he is writable.
Quadrangle RQMS is trapezoid (NR || PQ) isosceles (SMC ABC AQR)
so he is writable.
50
Considering C quadrilateral circumscribed circle PQRN have S C (RNPS)
writable, M C (NMSP writeable) then C is the circle sought.
The second circle of Lemoine

The K Lemoine's point of a triangle ABC go MN, PQ, RS antiparallel to the sides
(MN if BC is antiparallel = ). Then the points M, N, P, Q, R, S is a circle

called the second circle Lemoine of the triangle ABC.
Figure 2. The second circle of Lemoine
Demo:
Or Q,SBC, N,PAC and R,MAB whether so MN, SR and PQ are antiparallel to

the sides BC, CA, AB.
KRS because it is isosceles
m(KQS)=m(KSQ)=m(BAC) => KQ KS
KNP because it is isosceles
m(KNP)=m(KPN)=m(ABC) => KN KP
KRM because it is isosceles
m(KRM)= m(KMR)= m(ACB)=> KR KM.
51
But because K is the intersection of medians is the middle of three segments

namely

{

, , , , belong to acircle with centerK
Called the second circle of Lemoine.

Given his circles Lemoine above, we should note the following:
- Antiparallel QPNMRS because
they are in these cond circle diameters of
Lemoine
- Triangles QNR and SPM have sides perpendicular to the sides as the QP, NM
and RS are diameters.
- Triangles QNR
PMS and are similar to CAB. QNPM it QNPM is
parallelogram (diagonals are halved) scored, so it rectangle.
m(RQN)=m(C)=m(SPM) the angles of the sides perpendicular.
=
=
cos cos cos
In an isosceles triangle
() = () = ()
= cos
= 2
2
cos
() = () = ()
= cos
= 2
2
cos
() = () = ()
= cos
= 2
2
cos
Given
= =
=
=
cos cos cos
52
LESSON PLAN: The Perimeter of a polygon (square, rectangle, triangle) Teacher: Prof. Dr. Geanina Tudose
1. DESCRIPTION
School: School Nr. 11 Botosani
Class: 5th Grade Period A
Teacher: Prof. Dr. Geanina Tudose
Subject: Mathematics- Geometry
Content: The Perimeter of a polygon (square, rectangle, triangle)
MAIN GOAL
Understand the concept of perimeter for polygon and their applications
OBJECTIVES
The students are expected to
use the ruler on their kit and the virtual ruler to calculate the segment length
be able to solve problems involving lengths , distances and fractions
use the formula for the perimeter of an equilateral triangle, square and
rectangle
use these concepts in more complex problems that involve perimeters
RESOURCES AND ICT tools:
laptop and projector for a a Power Point presentation and text problems
flip-chart for solving problems
use of www.mathplayground.com to use a virtual ruler and compute the
perimeters of rectangles
cards
Textbook: Arithmetic for 5th grade, by A. Balauca
2. PROCESS/ACTIVITIES
1.
Introduction
Ask students for previous day homework; and check their notebooks
Ask volunteers to review the units of length measurements

53
Introduction of new concepts
Presentation on perimeter of rectangle, square, triangle (attached the ppt
presentation)
Use the virtual rule on www.mathplayground.com, to show how to compute
perimeters
Solicit one student to come to the computer, demonstrate and check answer
2. Interaction
Students draw on their notebooks a rectangle, use their rulers to find lengths
and widths and calculate the perimeter.
Solicit students to solve questions on the flipchart
Problem 1; Easy application of formula
Problem 2: Given a certain relationship between length and width and a given
perimeter, find out the length and width
Problem 3: A word problem that applies the concept of distance. Students
must be able to compute a fraction from a given number

and to be able to explain the distance of a road. Encourage two students to explain
the same solution.
I present a problem and two solutions for a composite figure.
3. Integration
Quiz: students sitting on the same desk (3) receive a problem of computing
the perimeter figure of a composite. They are allowed to discuss and agree on the
solution.
Ask for each desk representative to show and explain the solution
4. Final Remarks
Ask Students to briefly review the content of the lesson and the main formulas
for perimeters
Give the homework for the next day
54
LESSON PLAN: Houses - Teacher: Maria Oniciuc

School Mihai Eminescu College, Botoani
Teacher: Maria Oniciuc
Class: IX G
Level: 7th year of study, L1
Textbook: English, my love! Editura Didactic i Pedagogic
Date: 14th May, 2015
Topic: Houses
Type of lesson: mixed
Aim: developing vocabulary and critical thinking skills so that at the end of the lesson
the students could attain the following objectives:
I. Cognitive:
1. to write words related to the given topic;
2. to give at least two arguments to sustain their own point of view;
3. to identify advantages/disadvantages of living in a castle/block of flats;
4. to write a five-minute essay on the given topic.
II. Affective:
The students should be stimulated to show interest and take active part in the
development of the lesson.
Approach: communicative approach
Skills: speaking, writing, listening
Methods and procedures:
dialogue, conversation, exercise, elicitation, compare and contrast, cluster, T-chart,
essay.
Resources:
-
materials:
textbook,
copybooks,
handouts,
computer,
sites:
1.
http://www.cglearn.it/mysite/civilization/uk-culture/types-of-houses-in-england/ , 2.
https://hagafoto.jp/templates/hagahaga/topics/house/house-e.html
https://www.youtube.com/watch?v=rj3HU7_Y8Io
https://www.youtube.com/watch?v=rL9sutnl9Zc
- 29 students
- time: 50 minutes
55
3.
4.
56
57
LESSON PLAN: The reduction formulas to the first quadrant - Teacher: Tric
Teodor
Date:25.02.2015
Class:IX-a B; Subject: Mathematics- Geometry
Theme: Reduction Formulae to the First Quadrant; Lesson type: mixed
General competences
1.
The identification of some mathematical data and relations and their
correlation according to the context in which they were defined

2.
The processing of the date of the quantity, quality, structure and context type
which are included in mathematical statements.

3.
The use of algorithms and mathematical concepts for the local or global
characterization of a concrete situation

4.
The expression of quantity or quality mathematical characteristics of a
concrete situation and of the algorithms of its processing

5.
The analysis and the interpretation of the mathematical characteristics of a
problem-situation
6.
The mathematical shaping of some various problematic contexts through the
integration of knowledge in various fields.

Specific competences
1.
The use of some charts and formulae for calculation in trigonometry and
geometry
2.
The translation of some practical problems in trigonometry and geometrical
language.
3.
The improvement of mathematical calculation through the proper choice of
formulae.
4.
The analysis and interpretation of the results obtained through solving
practical problems
Didactic methods and strategies: frontal, individual, reviewing conversation,
explaining, problem-solving.
Teaching aids:
Text books, ppt presentation, worksheets.
Organization : frontal and individual activity

58
Procedures:
1.
Organizing
-the teacher asks about the absent students and registers them
-the teacher makes sure that the atmosphere is the proper one for the lesson- 2
minutes
2.
Checking the knowledge introduced in the previous lessons and reviewing
those items which are necessary for the new topic -10 minutes
I check a few homework notebooks, after I ask the students What topic did we
discuss about during our previous class?
The expected answer is: During our previous class we talked about: The sign of
trigonometry functions.
I ask the students the following questions:
What is a trigonometry circle?
The expected answer is :
The oriented circle with its center in the origin of the Cartesian reference point
and with the radius equal to the unit is called trigonometry circle, marked with C.
Which is the sign of the trigonometry functions?
The expected answer is :
If then
3.
Introducing the new items -30 minutes
I introduce the students the title of the new lesson Reduction formulae to the first
quadrant, PPT presentation
4.
The reinforcement of the newly introduced items and feed-back-6 minutes
The students solve some applications on the worksheets.

5.
Homework assignment -2 minutes
Worksheet:
1.
Calculate: cos 300+cos450+cos600+cos 900+cos1200+cos1350+cos1500
2.
.. sin 1700 sin 100
3.
Calculate: a) sin 2250 ; b)sin 1350 c)sin
g)sin
11
6
59
5
4
d)cos 4
11
e)tg
f) ctg 1500
LESSON PLAN: The definite integral of a continuous function - Teacher:

Buzduga Nicolai
Date: 13.04.2015
Grade XII-th
Topic of the lesson: The definite integral of a continuous function
Type of lesson: Lesson for acquiring new pieces of knowledge
General competences:
1. Identification of mathematical relations and data and their link depending on the
context on which they were defined.
2. Processing of quantitative, qualitative, structural and contextual data, comprised
in mathematical questions.
3. Use of algorithms and mathematical concepts for the local or global defining of a
practical situation.
4. Expression of the quantitative and qualitative mathematical characteristics of a
practical situation and its processing algorithms.
5. Analysis and interpretation of the mathematical characteristics of a practical
situation.
6. Molding of some various problematic contexts, by involving knowledge from
different fields.
Specific competences to be acquired:

C. 3. Use of algorithms to calculate definite integrals.
C. 4. Explanation of the calculating options of definite integrals, with the purpose of
optimizing the solutions.
C. 6. Application of the differential or integral calculus in practical problems.
60
Values and opportunities:
1. Development of a creative, open mind and an independent system of thought and

action.
2. Showcasing an initiative spirit, a disponibility to solve various tasks, a tenacity
and perseverance, as well as a collectedness ability.
3. Development of an aesthetic and critical spirit, of a strong capacity of appreciating
the rigor, the order and the elegance in the architecture of solving a problem or
building up a theory.
4. Training the habit of turning to mathematical methods and concepts in dealing
with common situations or to solve practical problems.
5. Building up motivation to study mathematics as a relevant field both in the
personal life and in ones career.
Development of the lesson
61
62
63
64
Annexe.Working sheet. Definite integral of a continuous function.

Using the Leibniz Newton formula solve the following integrals:
2
1)
x dx ;
5
14) sin xdx ;

0
2)
dx ;
15) cos xdx ;

0
3)
dx ;
16)
x dx ;
7
1
3
dx ;
18) tgxdx ;
2
3
2 2
7)
1
3
dx ;
19)
x2 1
dx ;
8)
x
2
e dx ;
x
3
4
10) 10 dx ;
x
2 dx ;
x
4
3
1
dx ;
25
1
dx ;
1 x 3
13)
x 3
2
dx ;
dx
1
4 x2
9 4x 2
dx ;
dx ;
23) 3 x 43 x dx ;
0
12)
x2 1
22)
0
11)
21)
20)
9)
dx ;
1
dx ;
sin 2 x
x x dx ;
6)
17)
5)
3
4
4)
cos
3 2
24) x 5 4 x 3 2 dx
x x
1
e
5
6
25) 2
9
4
65
dx
x2 9
3
LESSON PLAN: Upstream Upper Intermediate - Teacher: Ctlina Melniciuc
Unit
PLANET ISSUES
Vocabulary practice on environmental issues and
Lesson
Future Forms
Place
Theoretical Highschool Nicolae Iorga Botoani
Target group
Students from the 11th grade, Humanities

O1 use vocabulary connected to environmental
problems
O2 bring arguments for and against the topic
Derived
O3 work together to carry out a task
competences
O4 write down notes from a text they listen to

O5 explain and use the new words and phrases
O6 express personal opinions on environmental
problems
Approach
Involvement
Communication
Cooperation
- exercise, listening comprehension, communicative
Methods
approach
Means
- laptop, tape, textbook, workbook, cassette player
Time
50 minutes (8.00 9.00)
Organisers
Teacher, Catalina Melniciuc
Stage
Activity
Means
Role
Participants
Organiser
Warm up(1)
1.Warm-up
Theme and purpose
Lecture
presentation
66
Listen
Introduces
Stage
Activity
Means
Role
Participants
Organiser
The teacher introduces the

topic and gives the
students the evaluating
scheme which will help
them to appreciate the
homework. The students
will listen to the indications
of using it
1. Practice :
Why the Antarctic is
considered the key to

Planet Earth?
consequences of pollution
in this region
Film presentation air
pollution
Frontal
activity
Has the
Watch
Facilitates
presentation impressed
2. Activity
you?
Watch
the
Who is responsible
Which was the

Debate
strongest impact that the
Involve in the
dialogue
presentation has had on

you?
Lectures
videos
for this phenomenon?
Listen
Will this change
your attitude? How?

Film debating global
warming
67
Moderates
Stage
Activity
Means
Role
Participants
Organiser
Can the material
advantages replace the

loss of stability on our
planet?
Which are the
resources you discovered

in order to solve such
problems?
What do you expect
from
school/society/authorities?
How can we
improve the situation?

Which are the solutions?
2. Production
- independent activity :
exercises focusing on
vocabulary practice, ex
13/pag 162
- listening: ex 1b/pag 162
- pair activity: ex 4/pad
162
3.
Evaluation
Follow-up (5)
listen
Final appreciation.
Lecture
Homework
selfassessment
68
Lectures
Supervises
LESSON PLAN - WORKSHEETS FOR PHYSICS LESSONS - Teacher: Adriana

Vatavu
1.
Determination of sliding friction.
Required materials:
A pulley, a hook for notched discs, notched discs, a tribometer, an inextensible
thread, a tray, standards weights, a rectangular piece
PROCEDURE:
1.
Make the installation in the figure above.
2.
Add notched discs in the hook until the system formed by the rectangular
piece on the horizontal plane and the tray begins to have a rectilinear motion. In this
case, the weight G of the tray and of the standards weights on the tray (the thrust)
is equal to the sliding friction Ff .
3.
G = Ff
Place different bodies of known mass on the rectangular piece and then add
notched discs in the hook until the system has a rectilinear motion.
Method I:
(N)
Ff = m g
( kg )
(N)
N=Mg
(kg )
The experimental results obtained are presented in the table:
determinations
Number of
4.
1
2
3
4
5
69
Ff
N
m
M
In which M - the weight of the rectangular piece + known weights ; m - the weight
of the tray + known weights
Method II:
The graphical determination of the coefficient of sliding friction , represents the
selection of two points, A and B, on the represented line, which are at some distance
one from the other. In the right triangle ABC, the cathetus BC represents N A - NB ,
and the cathetus AC is FfA - FfB .
5.
F fA F fB
NA NB
tg
Draw the grapf of the function Ff =f ( N ) on the graph paper.
Using a protractor determine the angle , then with GeoGebra, determine the
tangent of the angle, which is the spring sliding friction.
Conclusion :
....................................................
2.
Determination of elastic constant of a spring
Required materials:
A spring, a hook for notched discs, notched discs, a support for the spring, a ruler.
PROCEDURE:
1.
Suspend the spring.
2.
Measure the initial length of the spring (l0) in the undeformed state.
3.
Add notched discs one by one at the free end of the spring.
4.
For each notched disc added, measure the length of the spring in deformed
state.
The elastic force is equal to the force that deforms the spring, in our case it is equal
to the weight of the notched discs.
Fe = Fdef = G
70
Method I:
Method II:
6.

Number of
discs
Fe ( N ) = G ( N )
71
l0
(m)
(m)
(m)
k =km km
km
(N / m)
k
(N/ m)
Fe
l
(N/m)
km
( N /m )
l
(m)
(m)
l0
(m)
Fe ( N ) = G (N)
Number of
discs
5.
7.
The data is transferred onto the graph paper, and the graph is drawn Fe=
f(l):
Using a protractor determine the angle , then with GeoGebra, determine the
tangent of the angle, which is the spring constant.
Conclusion :
....................................................
72
LESSON PLAN: Determining elastic constant of a spring Study of spring

grouping, - Teacher: Buctaru Magda Mihaiela
School: C. N. A. T. Laurian, Botoani
Subject: Physics ; Grade: a IX-a
Teacher: Buctaru Magda Mihaiela
Teaching unit: Principles and laws in classic mechanics
Number of classes: 2
Lesson contents: Interaction and its effects. Hook law. Elastic constant of a spring.
Questions, exercises, problems. (Physics curricula for 9th grade)
Lesson subject: Study of grouping springs. Determining elastic constant of two
springs grouped in series and in parallel
Learning model: Experiment
Key competence: Theoretic and experimental scientific investigation applied in
Physics
Specific competences: derived from the learning pattern, according to the following
table:
Material resources: experimental activity hand-outs, mechanic kit, computer
Sequences of learning
unit
1.
Evoking
Anticipating
Asking questions and giving alternative hypotheses,

examining
information
sources,
projecting
investigation;
2.
Exploring
Investigating
3.
Reflexing
Applying
Transfer
samples,
analyzing
and
interpreting
information
Explanation
4.
Collecting
Testing alternative hypotheses and proposing an

explanation
Including other particular cases and communicating

results; Impact of the new knowledge (values and
limits) and valorizing results
Sequence IV Applying Transfer

Generic: What beliefs this information give me?
What else can I do if I have this information?
73
Specific competences (derived from the project model): Including other particular
cases in communicating results. Impact of new knowledge (values and limits) and
valorising results;
Teachers role
Learning tasks
Students
(individually,
in
groups,
with
teacher)
Show
students
organizer
cognitive
Follow simulation and refresh knowledge
(introductory
The constant of spring elasticity can be
lecture):reminds them notions of
determined using spring characteristics (aria
elastic force, elastic constant,
of cross section, length in original state, way
Hook law (presents interactive
of
application)
graphically, studying the deforming force and
Offer students materials for the
absolute elongation.
experiment
implying
them
longitudinal
elasticity),
but
also
in
solving new problems, evaluating
Make the experiment. Complete hand-outs
procedures/adopted solutions.
table.
Ask students:
Calculates elasticity constant using tangent
To
determine
elastic
of the obtained angle in the graphic
constants of the two springs
representing deforming force dependence to
calculating and graphically.
absolute elongation; compares it to the one
obtained by calculation (according to the
To draw the graphic of the
force according to the absolute
data table).
elongation for the two springs

connected in series and parallel.
-
To
determine
the
equivalent elastic constant o0f the

two springs connected in series
and parallel.
-
To compare the obtained
results to the theoretic ones.
74
Teachers role
Learning tasks
Students
(individually,
in
groups,
with
teacher)
-
To
evaluate
measure
errors of the equivalent elastic

constants
Guides students in obtaining
Approach
relations for ks, respectively kp.
grouping of more identical springs
Implies students in making the
Assume roles in the working group, type of
final report and extends their
product
activity outside the classroom
experimental
(homework):
to
problems, essays, etc); establish modalities
report
to present (posters, portfolios, PowerPoint
of
presentations, own films made on computer,
make
ask
short
regarding
the
students
written
results
to
theoretically
be
presented
series/parallel
(lab
determinations,
works,
solving
investigations; gives ideas for the
etc);
structure and content.
Negotiate in the group content and structure

of the final report and the way to be
presented (paper, essay, poster, portfolio,
multimedia presentation, own films, etc);
Lesson type: Lesson of making/developing capacities to compare, analyze,

synthesize, transfer, knowing values, make abilities to communicate, cognitive and
social abilities, etc. Lesson to learn analogy by anticipating means. Lesson of
systematizing and consolidation of new knowledge.
Cognitive process: deduction; Lesson script: deductive. Student notices a

definition of the concept to be acquired/ a rule to solve a problem/ production
instructions and apply them in in particular examples, explain characteristics that do
not fit definition/rule/instruction. Student imagine different trials(experiments) of a
concept to be learnt/problem to be solved/product to be made based on what he
already know to do, notices and analyze partial achievements, successive
representations of the expected result.
75
Simulation: https://phet.colorado.edu/ro/simulation/mass-spring-lab
Bibliography:
(1) Sarivan, L., coord., Predarea interactiv centrat pe elev, M.E.C.T./ P.I.R.,
Bucureti 2005;
(2) Pcurari, O. (coord.), nvarea activ, Ghid pentru formatori, MEC-CNPP, 2001;
(3) Leahu, I., Didactica fizicii. Modele de proiectare curricular, M.E.C.T./ P.I.R.,
Bucureti 2006;
(4) Ailinci,M, Rdulescu,L,Probleme-Intrebri de fizic, Editura didactic i
pedagogic, Bucureti,1972
(5) https://phet.colorado.edu/ro/simulation/
76
Annex 1
Determining elastic constant of a spring. Study of spring grouping
Materials at disposition
-
Support for suspending springs
Two springs with different elastic constants, having about the same
initial length
-
Hook with marked masses
Rule
Demands:
-
To determine the elastic constants of the two springs
To determine the equivalent elastic constant of the two springs connected in
parallel
-
To determine the equivalent elastic constant of the two springs connected in
series
-
To compare the obtained results with the theoretic ones.
Theory and work way

The initial length of the first spring is measured l0, then the hook is fixed (15g) and
gradually a marked mass (10g) measuring the spring length l and calculating
corresponding elongation The value of elastic constant is calculated for
each attached mass
+
= 0
= 0
=
()
77
(N/m)
= (%)
(N/m)
(N/m)
(N/m)
(N/m)
(cm)
(cm)
(cm)
(g)
Data are written in the following table:
15
25
35
45
55
65
75
85
95
Same operations are done for the second spring and for the two types of grouping
the springs, parallel and series.
Parallel grouping
Series grouping
G(N) is represented graphically according to the spring elongation (m) and the
elongation constant is determined from the graphic slope. The result is compared to
the one obtained from calculation.
78
Annex2
Experimental results
Determining elastic k1
k1
(cm)
(g)
(N/m)
(N/m)
0,7
15
21,43
0,00
1,1
25
22,73
1,84
1,5
35
23,33
3,86
2,1
45
21,43
0,00
2,6
55
21,15
3,1
65
20,97
0,16
3,6
75
20,83
0,29
4,2
85
20,24
1,28
4,7
95
20,21
1,34
21,37
(N/m)
(N/m)
0,05
0,313
(%)
(N/m)
1,5%
21,371,5%
K1
120
100
80
60
K1= 20,7N/m
40
20
0
0
0,5
1,5
2,5
79
3,5
4,5
Determining elastic constant k2
k2
(cm)
(g)
(N/m)
(N/m)
0,85
15
17,65
0,37
1,4
25
17,86
0,58
2,05
35
17,07
-0,21
2,6
45
17,31
0,03
3,2
55
17,19
3,8
65
17,11
-0,17
4,4
75
17,05
-0,23
4,95
85
17,17
-0,11
5,55
95
17,12
-0,16
17,28
(N/m)
(N/m)
-0,09
0,085
0,5%
(%)
=
(N/m)
17,280,5%
K2
100
90
80
70
60
50
K2 = 17,1N/m
40
30
20
10
0
0
80
Determining elastic constant grouped in parallel kp
k1
(cm)
(g)
(N/m)
(N/m)
0,4
15
37,50
-0,48
0,65
25
38,46
0,48
0,9
35
38,89
0,91
1,2
45
37,50
-0,48
1,45
55
37,93
1,7
65
38,24
0,26
75
37,50
-0,48
2,25
85
37,78
-0,20
2,5
95
38,00
0,02
37,98
(N/m)
(N/m)
-0,05
0,143
(%)
0,4%
=
(N/m)
37,980,4%
K paralel
100
90
80
70
60
50
Kp = 37,9 N/m
40
30
20
10
0
0
0,5
1,5
81
2,5
Determining elastic constant grouped in series ks
k1
(cm)
(g)
(N/m)
(N/m)
1,55
15
9,68
-0,15
2,6
25
9,62
-0,21
3,7
35
9,46
-0,36
4,6
45
9,78
-0,04
5,55
55
9,91
6,6
65
9,85
0,02
7,4
75
10,14
0,31
8,6
85
9,88
0,06
9,4
95
10,11
0,28
9,82
(N/m)
(N/m)
(%)
(N/m)
0,066
0,7%
9,820,7%
0,09
K serie
100
90
80
70
60
50
Ks = 9,9 N/m
40
30
20
10
0
0
82
10
120
100
kp = 37,9 N/m
k1 = 20,7N/n
80
k2 = 17,1N/m
ks = 9,9N/m
60
40
20
0
0
83
10
LESSON PLAN: Determining slip friction coefficient using mechanic energy

variation of a body/object theorem, - Teacher: Buctaru Marius Daniel
School: C. N. A. T. Laurian, Botoani
Subject: Physics
Grade: a IX-a
Learning unit: Mechanic energy. Theorem of mechanic energy
Number of classes: 2
Contents for the learning unit: Mechanic energy of a system of objects (physics
system). Theorem of mechanic energy variation. Isolated physics system.
Conservation of an isolated a physics system mechanic energy. Determining slip
friction coefficient using mechanic energy variation theorem. (Physics curricula for 9 th
grade).
Lesson subject: Determining slip friction coefficient using mechanic energy
variation of a body/object theorem
Learning pattern: Experiment.
Key competence: Theoretic and experimental scientific investigation applied in
Physics
Specific competences: derived from the learning pattern, according to the following
table: (Calculating mechanic work made by the slip friction force, of kinetic and
gravitational potential energy. Solving simple problems by applying mechanic energy
variation theorem in different situations.
Learning
unit
sequences
1. Evoking Anticipating
Asking questions and giving alternative hypotheses,
examining
information
sources,
projecting
investigation;
2.
Exploring
Investigating
3.
Reflexing
Explanation
Collecting samples, analyzing and interpreting

information
Testing alternative hypotheses and proposing an

explanation
84
Learning
unit
sequences
4.
Applying
Including other particular cases and communicating
Transfer
results; Impact of the new knowledge (values and

limits) and valorizing results
The script present a lesson supposing making an experiment in lab conditions,

learning new themes together with undertaking the experiment stages. The central
cognitive process is induction or generalization (developing new knowledge based
on examples of the already learnt concept).
Sequence I. Evocation Anticipation
Generic: What I know or believe about this?
Specific competences (derived from project pattern): Giving hypotheses and
planning the experiment
Lesson type: Initial evaluation; communicating the tasks, presenting cognitive
organizers (introductory lesson); learning the planning (anticipating) process.
Cognitive process/lesson script: planning or anticipating. The student tries in
different ways to acquire a concept/solve a problem/make a product by anticipating
demands, planning means and stages, adjusting them repeatedly
Lesson 1
Teachers role
Learning tasks
Students (individually in groups, with
the teacher)
Presents
students
cognitive
Give
examples
from
personal
organizer (introductory lecture): basic
experience, of objects that have kinetic
notions of a Physics system as a sum of
and potential energy simultaneously.
kinetic and potential energy, unisolated or
Open and use simulations.
isolated
Physics
system.
Presents
simulations.
85
Teachers role
Learning tasks
the teacher)
https://phet.colorado.edu/ro/simulation/en
ergy-skate-park
https://phet.colorado.edu/ro/simulation/ra
mp-forces-and-motion
deduce
Deduce the mechanic energy variation
mathematical expression of the mechanic
theorem by applying theorem of kinetic
energy variation theorem.
and potential energy for an unisolated
Guide
students
thinking
to
Physics system.
Establish correspondence between
mechanic energy variation of a physics
system and mechanic work made by no
conservative forces acting over the
system.
Guides students thinking to particularize
Deduce energy conservation law for an
the theorem of mechanic energy variation
isolated physic system. .
in an isolated physic system with the result

of
deducing
mechanic
energy
conservation law.
Propose two problems to be solved
Solves the problems on the blackboard
referring to mechanic energy conservation
in two ways, the first one by using
in free fall without friction an in case of free
kinematic notions exclusively, the other
slip on an inclined plan without friction
one
using
mechanic
energy
conservation law.
Finds out that the two methods lead to
the same result, hence the validity of
the energy conservation law.
86
Teachers role
Learning tasks
the teacher)
Extends
students
activity
(with
Do
the
homework,
give
work
homework), asking them to make a paper
hypotheses, plan the experiment in
on Determining the coefficient of slip
team
friction using the theorem of mechanic
materials for the experiment.
and
choose
the
necessary
energy variation.
Simulation: https://phet.colorado.edu/ro/simulation/energy-skate-park
Simulation: https://phet.colorado.edu/ro/simulation/ramp-forces-and-motion
87
Sequence II. Exploration Experiencing

Specific competences: Making the experiment and collecting data
Lesson type: Make/ develop capacities to explore, experiment, learning the analogy
process and anticipating the effect, communicating and social abilities.
Cognitive process: analogy with anticipating the effect. The students find a certain
difficulty of a problem, tries to correct it experiencing means.
Lesson 2
Teachers role
Learning tasks
the teacher)
Stimulate
students
to
present
Presents theoretical part
papers made at home and invites a
Evaluates the proposed hypotheses,
student to present the theoretical part
material resources, time, group tasks,
Offers students experimental materials
etc.
Asks students to do the experiment
Annex 1.
Sequence III. Reflexion Explanation

Specific competences: Working data and elaborating conclusions
Cognitive process: induction the student notices examples of the concept to be
learnt, gives definitions/solving rules, improving them gradually.
Teachers role
Learning tasks
Students
(individually
in
groups, with the teacher)

Invites students to synthesize observations of
Analyze experimental data
the exploration stage, to analyze the values table.
and apply calculus relations
Ask students to interpret the results and come to
to calculate the two friction
conclusions
coefficients.
Sequence IV Application Transfer

Specific competences: 4. Testing conclusions and predictions 5. Impact of the new
knowledge and valorizing the results.
88
Cognitive process: deduction and analogy by anticipating the means. Students

notice a definition of the concept, apply in particular examples, explain characteristics
that do not fit the rule. He imagines different experimentations of a learnt concept,
notices and analyze the partial achievements
Teachers role
Learning tasks
Students (individually in
groups, with the teacher)
Ask students to present the results of the
Present
investigations
(Annex 2)
regarding
cognitive,
esthetic,
their
results
communication, social competences

Final evaluation specifying instruments (written test
Communicate
or oral assessment). Projects, portfolio, etc.
conclusions
Expand activity outside the classroom proposing
Make homework
final
solving problems.
Bibliography:
(1) Anghel, S .a., Metodica predrii fizicii, Ed. Arg-Tempus, Pitetii 1995 ;
(2) Cerghit, I. .a., Prelegeri pedagogice, Ed. Polirom, Iai 2001;
(3) Flie, V ; Mihalache, R. Fizica, manual pentru clasa a IX-a, Ed. Didactic i
pedagogic, Bucureti 2004;
(4) Gherbanovschi, C ; Gherbanovschi, N. Fizica, manual pentru clasa a IX-a, Ed.
Niculescu, Bucureti 1999;
(6) Leahu, I., Didactica fizicii. Modele de proiectare curricular, M.E.C.T./ P.I.R., Buc.
2006;
(8) Sarivan, L., coord., Predarea interactiv centrat pe elev, M.E.C.T./ P.I.R.,
Bucureti 2005;
(9) Ursu, S .a., Lucrri practice de mecanic pentru clasa a IX-a, Ed. All, Bucureti
1995.
(10) https://phet.colorado.edu/ro/simulation/
89
Annex 1
Determining the slip friction coefficient using the theorem of mechanic energy
variation of an object
Materials at disposal
-
Object of mass m=5g
Metal inclined plan
Paper
Support for the inclined plan
Ruler
Experimental device
Working mode:
Leaving the object to slip freely from A it will go on the inclined plan from A to B and
continue horizontally till stop on distance AS
We apply the theorem of kinetic energy variation between A and B and B and S
respectively = +
= +
2
2
2
2
= 1 cos
= 2
We get:
= 1 + 2
We repeat it for a height h and determine friction coefficients

1 =
= 1 + 2
{
{

= 1 + 2
2 =
90
For experimental determination we fill in the table:
Nr.
dh'-hd
(mm2)
hs'-sh
(mm2)
ds'-sd (mm2)
s (mm)
= 2 2
(mm)
l
(mm)
h
(mm)
( s is determined as an average of, at least, five measurements
220
543
230
543
240
543
250
543
260
544
270
545
280
546
290
547
300
548
310
549
10
320
550
Error calculation:
=
1
()2
( 1)
91
1
=
1
Annex 2
1
0,400
0,396
0,395
0,399
0,398
0,396
0,403
0,409
0,407
0,415
2
0,514
0,541
0,545
0,530
0,535
0,539
0,521
0,506
0,510
0,496
0,402
0,0021
0,0057
0,0065
0,0031
0,0042
0,0056
-0,0009
-0,0076
-0,0056
-0,0131
0,524
2
0,0097
-0,0173
-0,0218
-0,0067
-0,0109
-0,0152
0,0024
0,0181
0,0138
0,0278
11609,27
11133,49
11155,7
11060,27
11092,5
11131,2
11645,54
12162,61
12224,39
12748,47
42
65
87
109
131
153
175
198
222
246
271
dh'-hd
(mm2)
496,44
491,88
487,08
482,03
477,85
473,42
468,74
463,80
458,59
453,10
447,33
5966,06
6023,06
6084,31
5865,45
5929,40
5997,70
6070,67
6148,68
6232,17
6321,62
0,400
0,396
0,395
0,399
0,398
0,396
0,403
0,409
0,407
0,415
0,514
0,541
0,545
0,530
0,535
0,539
0,521
0,506
0,510
0,496
hs'-sh
(mm2)
543
543
543
543
544
545
546
547
548
549
550
ds'-sd (mm2)
l
(mm)
220
230
240
250
260
270
280
290
300
310
320
= 2 2
(mm)
s (mm)
h
(mm)
Experimental results
4640
4410
4410
4410
4410
4410
4690
4980
4980
5290
0,0021
0,0053
92
0,53%
1,02%
1 =
1
0,4020,53%
2 =
2
0,5241%
Results obtained by graphic means

7000
6500
1 = 0,52
6000
5500
2 = 0,40
5000
4500
4000
10800 11000 11200 11400 11600 11800 12000 12200 12400 12600 12800 13000
93
LESSON PLAN: A Healthy Life Style, Teacher: Olivia Gornea, Roxana Vatavu
N. Iorga Theoretical Highscool Botoani Romania

Teacher: Olivia Gornea, Roxana Vatavu
Target group:9th degree
Module: Life syle quality
General competence: Practicing the management of a good quality life stylde.
Derived competences:. The analyse of some phenomena which have negative

consequences on students life style.
Content:Personal life quality: - life style as resource for performance in

school/professional activity
Theme: A Healthy Life Style
Purpose: - Getting familiar with a healthy life style.
Objectives:
Reference Objective:Changing students mentality by making them aware and
adopting a healthy life style.
OperationalObjectives:
To get basic notions which refer to a healthy life style after watching a
movie;
To get basic notions which refer tothe ingredients of a healthy life style;
To correctly solve the group tasks from the annexes
To choose the images which they consider to illustrate the most
appropriate means of spending the free time for a child of their age;
Approaches
and
techniques:
conversation,explanation,
play
role,
discussions to identify which are the factors which influence performance

94
group
Didactic aids: flip chart, ball, marker, videoprojector,work sheets, glue,
Organization: individual, group, frontal

T
ime: 50 minutes
Place: the classroom
Bibliography and sources:
DRAGU, Mariana, BABAN, Marilena, POENARU, Camelia, Proiectul de
lecientretradiionali modern ghidmetodic, Didactica Publishing House, Bucureti,

2011.
NADASAN, Valentin, AZAMFIREI, Leonard,Un stil de viapentrumileniultrei,
EdituraViaisntate, Bucureti, 1999.
The educationalsite: www.didactic.ro
ACTIVITY PLAN
95
96
97
ANNEX NO.1
Group __________________
1. You are a pediatrician. What would you recommend to Florinel, (aged 9) who is
overweight, has poor school results, spends most of his time inside in front of the TV,
eats plenty of sweets, lacks energy and very often gets sick?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Which of the next means of spending the free time seems appropriate to you for a
healthy life style?
98
ANNEX NO. 2
Have you enjoyed the news, the information and the advice you received today about
a healthy life style? How much have you enjoyed the activity? Cross the balloon you
think it answers the question.
Yes, I enjoyed it a lot. I would like similar activities.
Yes, I liked them
So, so
No, I didnt like it.
Not too much.
99
LESSON PLAN: Millikans Experiment, Teacher: Irina Zamfirescu

Subject: Physics
Form: the 10th
Lesson Topic: Millikans Experiment
Lesson Type: Mixed (teaching/ reinforcing/ revision/ assessment)
Viewed objectives/ skills for students:
O1. to get connected at AEL system (Educational Assistant in High schools);
O2. to participate at the teaching of a lesson using AEL;
O3. to solve multiple-choice tests launched through AEL;
O4. to define physical measurements specific to electrostatics (electrical charge,
Coulombiane interaction force, intensity of the electric field, potential energy of the
field- probation charge system, the potential of the field in a point, difference of
potential between two points of the field, electric capacity of an isolated conductor,
capacity of a condenser);
O5. to enumerate the parts of the Millikan device, mentioning the role of each of
them;
O6. to write the fundamental principle for the oil drop which is moving between the
armatures of the plain condenser;
O7. to formulate the conclusion of Millikans experiment;
O8. to solve problems containing data specific to Millikans experiment.
Units of Contents:
C1. The presentation of Millikans experiment using the computer; reaching
conclusions;
C2. Reinforcing the notions specific to the taught lesson;
C3. Revising some notions from the Electrostatics chapter;
C4. Assessing students knowledge of electrostatics;
C5. Homework assignment.
Didactic Strategies
- teaching methods: lecturing, heuristic conversation, demonstration, explanation,
problem solving, exercises.
- educational aids: computer network, AEL system, chalk, blackboard.
Procedure:
100
101
102
103
104
LESSON PLAN: Graphic design applications for Second degree equation

graphics, Teacher: Cardas Cerasela Daniela
Date: 20.04.2015
Class: a XI a A
Section : Real
Specializing: mathematics-informatics
Teacher: Cardas Cerasela Daniela
Discipline: Informatics
Learning unit: Elements of oriented programming in visual environment
Theme: Graphic design applications for Second degree equation graphics
Lesson type: enhancing of knowledge and skills
General skills: implementing algorithms in a programming language
Specific skills:
-
Using the development app tools
Developing and implementing an application using Visual C # programming
Establishing an interdisciplinary mathematics-informatics application
Learning activities:
-
Creating a graphical user interface consisting buttons, text boxes and setting
their properties
-
Writing codes attached to controls
Teaching methods: conversation, exercise, demonstration, independent work,

problem solving, case study.
Means of education: computers, software Microsoft Visual Studio 2010 Express-C
#, overhead.
Organization forms: face-to-face activity, individual
Resources:
-
Pedagogical: Teaching computer science, modern user rating
Official: curriculum
Temporal: 1 hour
105
CLASS ACTIVITIES
1.
Arrangements
Time: 3 min.
Teachers activity: The teacher checks the presence, ensures that students are
prepared
Students activity: Prepares the materials necessary for the lesson.
Teaching methods: face-to-face conversation
2.
Updating the knowledge
Time: 7 min.
Teachers activity: Teacher asks the students the following questions:
-
What are the necessary elements to build a GUI drawing application?
What controls do we set in the design mode?
What method will we implement for drawing the graph?
Students activity: Students listen to teacher's questions and prepare responses

based on previously acquired theoretical and practical knowledge.
Teaching methods: face-to-face conversation
3.
Statement of the new knowledge
Time: 30 min
Teachers activity: The teacher communicates the study topic Graphic applications
for drawing the chart of the II degree equations and the objectives of the lesson:
-
Creating an application consisting 3 textboxes, 2 buttons;
Writing a code that must execute when loading the window (load).
Writing a code for the Click button function
Students activity: the students write down what the teacher presented and ask
questions for clarifications. They run the Visual C# app and follow the steps to create
the graphic interface.
Contents:
106
Source code:
using System;
using System.Collections.Generic;
using System.ComponentModel;
using System.Data;
using System.Drawing;
using System.Linq;
using System.Text;
using System.Windows.Forms;
namespace Graph2
{
public partial class Form1 : Form
{
public Form1()
{
InitializeComponent();
}
int[] x = new int[1000];
int[] y = new int[1000];
int[] xL = new int[3] { 10, 280, 550};
int[] yL = new int[3] { 20, 50, 80 };
Label[] lbl = new Label[10];
Graphics g, g2;
bool OK;
Pen p = new Pen(Color.Black, 2);
Pen p2 = new Pen(Color.Black, 1);
Color[] color = new Color[10] { Color.Red, Color.Green, Color.Orange,
Color.Cyan, Color.Blue, Color.DarkCyan, Color.Lime, Color.Purple, Color.Pink,
Color.Yellow };
// V-varful parabolei
int a, b, c, delta, Vx, Vy, i, j, col=-1 , k;
107
string f;
private void Form1_Load(object sender, EventArgs e)
{
g = this.panel1.CreateGraphics();
g2 = this.legend1.CreateGraphics();
}
void DrawAxis()
{
g.DrawLine(p2, 0, 200, 800, 200);
g.DrawLine(p2, 400, 0, 400, 400);
for (i = 0; i <= 800; i += 10)
g.DrawLine(p2, i, 197, i, 203);
for (i = 0; i <= 400; i += 10)
g.DrawLine(p2, 397, i, 403, i);
}
private void butto1_Click(object sender, EvenArgs e)

{
CheckImput();
if (OK)
{
f = "f(x) = " + a.ToString() + "*x^2 + " + b.ToString() + "x + " + c.ToString();
DrawAxis();
a *= -1; b *= -1; c *= -1;
delta = b * b - 4 * a * c;
Vx = -b / (2 * a); Vy = delta / (4 * a);
for (i = Vx - 100, j = 1; i <= Vx + 100; i++, j++)
{
x[j] = i*10 + 400;
y[j] = (a * i * i + b * i + c)*10 + 200;
}
i = 1; col++;
108
timer1.Start();
AddFunctionToLegend(f, color[col]);
}
else
MessageBox.Show("Invalid
iput",
"Error",
MessageBoxButtons.OK,
MessageBoxIcon.Error);
}
private void timer1_Tick(object sender, EventArgs e)
{
p.Color = color[col];
if (i<200)
g.DrawLine(p, x[i], y[i], x[i + 1], y[i + 1]);
else
timer1.Stop();
i++;
}
private void button2_Click(object sender, EventArgs e)
{
g.Clear(Color.WhiteSmoke);
DrawAxis();
col = 0;
}
void CheckImput()
{
OK = true;
try
{ a= Convert.ToInt32(textBox1.Text);
b = Convert.ToInt32(textBox2.Text);
c = Convert.ToInt32(textBox3.Text);
}
catch
109
{
OK = false;
}
if (textBox1.Text == "" || textBox1.Text == "0" || textBox2.Text == "" ||
textBox3.Text == "")
OK = false;
}
void AddFunctionToLegend(string f,Color c)
{
p.Color = c;
g2.DrawLine(p, xL[k / 3], yL[k % 3]+10, xL[k / 3] + 40, yL[k % 3]+10);
lbl[k] = new Label();
lbl[k].Size = new Size(200, 15);
lbl[k].Text = f;
lbl[k].Location = new Point(xL[k / 3] + 50, yL[k % 3]);
legend1.Controls.Add(lbl[k]);
k++;
}
}}
Moments of the application
110
Teaching methods: conversation, exercise, independent work, demonstration, a

certain soft for creating the app.
IV. Consolidation of new information
Time. 5 min
Teachers activity: The teacher asks the following questions:
-
What kind of controls did we use in the previously apps for creating the graphic
interface?
-
How do we manage the events of the app?
What is the class used for creating the graphic apps in C#?
Students activities: Students answer to teacher questions.

Teaching methods: face-to-face conversation.
V. Evaluation.
Time. 5 min
Teachers activity: the teacher reviews the success of the students, he might as
note them and clarifying the mistakes(?)
Students activity: They keep in mind the teachers observations.
Teaching methods: conversation.
111
The virtual experiment Teacher: Daniela Biolan, Alina Biolan
The schools potential of accessing the internet, had eased learning in the virtual
environment mode.
There are situations when its more accessible to use a virtual experiment than a real
one. Virtual labs can be accessed via a portal or a local server and grant students to
run different experiments, just like in a classic laboratory, but in a safe, secure
environment, in order to observe, study, prove, control, and measure the results of a
natural phenomena.
Since the experiments are simulated on a computer, they can be repeated until are
fully understood. Digital resources from virtual laboratories are attractive and user
friendly, converting the class into an unique and enjoyable activity.
I used the platform http://escoala.edu.ro/labs/#, which arranges physics, chemistry
and biology experiments for high school level. Some of them are accessible to the
participants of The Excellency Center for middle school students. As a consequence,
I chose from the physics library, the experiment: Determining the specific heat of an
object.
The platform is accessible designed to students through the fact that it gives
specific theory
information of the
experiment, a
glossary of
definitions, the
periodic table of
elements, all
presented in
remarkable
graphics.
The
task is expressed in
a simple form: Lay down on the work table the materials you need, to determine
the specific heat of a metallic object.
112
Students
are
managing
they
own experiment,
and can even set
some
of
parameters.
the
where
the
In
situation
the
materials are not

used properly the
experiment cant
move further. The experiment is guided with audio and written comments which can
help the students when needed.
For this specific
measurement,
one
student
concluded
the
value
the
for
cx=727,82
J/KgK.
This
equivalent
false
so
is
this
message
appeared
the
on
screen:
The value is wrong. Check all the data you filled and try again., so the student has
an immediate reflection of the error.
Also, if the answer is correct on every stage, they receive positive feed-back,
instantly: The table is correctly completed and Congratulations, you finalized the
experiment!
113
The usage of the virtual experiments in teaching physics, allows studying the reality
in an ideal way by removing secondary aspects which in the real procedure, or in the
laboratory, the phenomena can be camouflaged or distorted.
The virtual experiment facilitates the clarification of physics laws through
completing the same experiment in all of its complexity. The measurements and the
calculus gives this application a highly practical character and offers a finality in
studying the phenomena or process. Making measurements in the virtual experiment
eliminates the boredom that can occur when simple simulations, much more
approximate, of the physics phenomena, are made on the computer screen.
Furthermore, a quantitative virtual experiment can be used by students at analyzing
the proper problem solving in a certain chapter.
Wisely using computer software in teaching is a modern academic activity, in
which the teachers monologue is replaced with useful and interesting debates in the
classroom and also with excellent individual work skills of obtaining and training their
own knowledge. This kind of applications are acknowledged as an alternative to real
experiment, but also a procedure for improving student understanding of abstract
concepts. It can raise students learning motivation and their interest to involve in a
scientific path. Obviously, the attractiveness of the lessons is enhanced. The best
choice of the teacher would be combining the real experiment with the virtual one.
Resources
Florin Ovidiu Clun, Capitole de didactica fizicii, Editura Universitii
Alexandru Ioan Cuza, Iai 2006
Palicica Maria, Gavril Codru, Ion Laurenia, Pedagogie,
Editura Mirton, Timioara, 2007
114
Table of Contents
PRIMARY SCHOOL MIKLEU, CROATIA ............................................................. 3
LESSON PLAN - Ivana Tri .................................................................................. 3
GOETHESCHULE WETZLAR, GERMANY ........................................................... 10
Use of the EIS-Principle in teaching. Karsten Rauber ...................................... 10
L.KARAVELOV PRIMARY SCHOOL BURGAS, BULGARIA............................... 17
LESSON PLAN 1 - Gergana Gineva .................................................................... 17
LESSON PLAN 2 Veska Krasteva ...................................................................... 20
" ",
VARNA, BULGARIA .............................................................................................. 23
LESSON PLAN: Orientation into space, Numbers 1 - 4 - Tanya Ivanova, Stanka
Aleksandrova ........................................................................................................ 23
LESSON PLAN: THE NUMBERS; DIRECTIONS - Tanya Ivanova, Stanka
Aleksandrova ........................................................................................................ 24
LESSON PLAN: THE APPLE - Tanya Ivanova, Stanka Aleksandrova .............. 29
LESSON PLAN: Inside Outside - Tanya Ivanova, Stanka Aleksandrova ....... 32
SILIFKE CUMHURIYET PRIMARY SCHOOL TURKEY ....................................... 36
LESSON PLAN: Collection Process in Natural Numbers, Rahmi Sari ............ 36
I.I.S.S. ORESTE DEL PRETE SAVA (ITALY) ................................................. 38
LESSON PLAN:
Arithmetic helps algebra and algebra helps Arithmetic,
Pichierri Cosimo ................................................................................................... 40

115
CENTRUL DE EXCELEN A TINERILOR CAPABILI DE PERFORMAN,

BOTOANI, ROMNIA .......................................................................................... 45
LESSON PLAN: Circle - Teacher: Daniela Nela Ionasc...................................... 45
LESSON PLAN: The Perimeter of a polygon (square, rectangle, triangle) Teacher: Prof. Dr. Geanina Tudose ..................................................................... 53
LESSON PLAN: Houses - Teacher: Maria Oniciuc ............................................. 55
LESSON PLAN: The reduction formulas to the first quadrant - Teacher: Tric
Teodor.................................................................................................................... 58
LESSON PLAN: The definite integral of a continuous function - Teacher:
Buzduga Nicolai .................................................................................................... 60
LESSON PLAN: Upstream Upper Intermediate - Teacher: Ctlina Melniciuc 66
WORKSHEETS FOR PHYSICS LESSONS - Teacher: Adriana Vatavu .............. 69
LESSON PLAN: Determining elastic constant of a spring Study of spring
grouping, - Teacher: Buctaru Magda Mihaiela ................................................. 73
LESSON PLAN: Determining slip friction coefficient using mechanic energy
variation of a body/object theorem, - Teacher: Buctaru Marius Daniel.......... 84
LESSON PLAN: A Healthy Life Style, Teacher: Olivia Gornea, Roxana Vatavu
................................................................................................................................ 94
LESSON PLAN: Millikans Experiment, Teacher: Irina Zamfirescu ................ 100
LESSON PLAN: Graphic design applications for Second degree equation
graphics, Teacher: Cardas Cerasela Daniela ................................................... 105
The virtual experiment Teacher: Daniela Biolan, Alina Biolan ....................... 112
116
Editorial staff:
Adriana Vatavu coordinator // Centrul de Excelen pentru Tinerii Capabili de
Performan Botoani ROMNIA
Mighiu Rodica // Inspectoratul colar Judeean Botoani, Romnia
Meike Stamer // Goetheschule WETZLAR, GERMANY
Gaetana Bernardetta Musardo // Istituto tecnico industriale-liceo scientifico delle
scienze applicate "Oreste Del Prete", SAVA (TA), ITALY
Slaven Maari// OSNOVNA KOLA MIKLEU, CROATIA
Ivaylo Binev// " ", Burgas, BULGARIA
Rahmi Sari, Silifke Cumhuriyet Ilkokulu, MERSN, TURKEY
Tanya Ivanova, Stanka Aleksandrova
" "// " ",
Varna, BULGARIA
Magda Mihaiela Buctaru // Centrul de Excelen pentru Tinerii Capabili de
Performan Botoani, ROMNIA
Marius Daniel Buctaru // Centrul de Excelen pentru Tinerii Capabili de
Performan Botoani, ROMNIA
Irina Zamfirescu // Centrul de Excelen pentru Tinerii Capabili de Performan Iai,
ROMNIA
117
118

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ICT-based Educational Application

- ICTeam Comenius Multilateral Project 2013-2015

Silifke Cumhuriyet Ilkokulu, Turkey

Goetheschule Wetzlar, Germany

" ", Burgas, Bulgaria

Osnovna kola Mikleu, Croatia

Istituto tecnico industriale-liceo scientifico delle scienze applicate "Oreste del

Prete"- Sava (ta)- Italy

Centrul de Excelen a Tinerilor Capabili de Performan, Botoani, Romnia

" ", Varna, Bulgaria

Primary School Mikleu, Croatia

LESSON PLAN - Ivana Tri

TEACHING DEVICE: students book, workbook

MICROPLAN OF THE DAILY LESSON PLAN

1. Create an acute angled triangle.

4. Create an obtuse angled triangle.

9. Do their heights intersect?

10. Try to write down the correct definition.

11. Where is the orthocenter of the acute angled triangle?

12. Where is the orthocenter of the obtuse angled triangle?

13. Where is the orthocenter of the right angled triangle?

3. Ending the lesson

Acute angled triangle -orthocenter within the triangle

Obtuse angled triangle orthocenter outside the triangle

Right angled triangle- orthocenter at the triangle vertex

The definitions and characteristics of geometry that the students discover by

Goetheschule Wetzlar, Germany

Middleschool Grade 6 advanced course

Symbolisch: Symbols or language

Example: Addition of numbers

The EIS-Principle derives from developmental psychology (Piaget)

Enaktiv: Something concrete operative from childhood (unlocking reality)

Ikonisch: Further development allows simultanious comprehension of chains

Symbolisch: Acquisition oft he mother tongue

Reversable, sectional, associative

Fractional numbers as operators:

Fractional numbers instruct multiplicative calculations

Example: Take 2/3 of 3/8 litres of cream (backing recipy)

Course of the lesson:

15 pencils are put on the table

the table in front of him

Those Enaktiv actions are then displayed as a drawing ikonisch:

Die ikonische display in symbolic display:

L.Karavelov Primary School Burgas, Bulgaria

Course of the lesson:

Organizing the class for work:

During the previous 3 lessons in mathematics we learnt the algorithm of dividing

dividing by a two-digit number: Students on duty report if everybody has

Practice exercises for solidifying the knowledge and skills:

the book with problems in mathematics page 96/problem 4.

Checking the homework

Students share and comment

Did you have any difficulties doing the

homework? ( if yes, explanation follows)

Revising old knowledge

Students measure and draw

Draw a circumference with a center p.

and a radius/ r/ = 2 cm.

Draw a circumference with a center p.

circumferences have the same

What are these circumferences? What

are their radii?