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Sample Lesson Plan in Math 4A’s Model Appproach

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2 years ago
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What is a lesson plan?

A Lesson Plan is the framework for a lesson. It is a guide for how a lesson to be taught. It is
an important part of education. It is a written plan of what a teacher will do in order to
achieve the goals during the school day, week, and year.

What are the parts of a lesson plan?

I. Objectives

II. Subject Matter

III. Procedures

IV. Evaluation

V. Assignment
Experiential Learning

Experiential learning is the process of learning through experience or “learning through

reflection on doing”.

It engages students in critical thinking, problem solving and decision making in contexts
that are personally relevant to them. This approach to learning also involves making
opportunities for debriefing and consolidation of ideas and skills through feedback,
reflection, and the application of the ideas and skills to new situations. And that is the new 4
A’s Approach: Activity, Analysis, Abstraction, Application

4 A’s Model Approach

All lesson plan formats have strengths and are designed to help you plan for student
learning.
 Typically, lesson plans follow a format that identifies goals and objectives, teaching
methods, and assessment. These basic components can be modified in many ways
depending on specific student and teacher needs.

The 4-A lesson plan model focuses on four main concepts. Each is necessary for student
success, and by identifying how they will be used in instructional practices, teachers ensure
they are front-and-center. The four components are:

 Activity
 Analysis
 Abstraction
 Application

Activity– This will bring understanding to what the learners already know and clarity to
what learners should learn further. At this early stage, the learner should already have a
retrospect of what they will be learning through the activity that will be presented.

Analysis– A more in-depth understanding of the lesson. It is another phase where the
learners will process and clarify what is valid and not. The teacher on this part will ask
further questions and will also lead as a facilitator rather than mere lecturing and sharing
facts and ideas. The learners know a wider of the lesson but at the same time draws closer to
the main topic.

Abstraction– The teacher on this part will now focus entirely on the lesson being presented
and ask more lead questions to lead the learners in reinforcing what they know and should
know more. The learner starts to feel more the importance of the lesson and see the
necessity of it to his life.

Application-The teacher plans for ways students can take in the new information,
consolidate it, and apply it in new and useful ways. This stage bring the learners to a more
practical way of how they can use what they have learned and thinking of new ways on how
it can be improved further

Sample Lesson Plan in Math 4 A’s Approach

I. Objectives:

 Solve word problems involving addition of similar and dissimilar fractions

 Follow the 4-step plan in solving word problems involving addition of similar and dissimilar
fractions
 Appreciate the value of sharing

II. Subject Matter:

New Topic: Solving Word Problems Involving Addition of Fractions

 Prerequisite Skills:

Changing improper fractions to mixed numbers and vice versa

Changing fractions to lowest terms
Changing fractions to similar terms
Adding similar and dissimilar fractions
Steps in solving word problems (4-Step Plan)
References:

 CG Code M4NS-IIh-87.1
 TG pages160-164
 LM pages 128-130
 Mathematics for a Better Life 4 LG pages 290-293

Materials: Chart, flashcards, activity sheets, manila paper and pens

III. Procedure:

A. Preparatory Activities

1. Drill: Conduct a drill on changing dissimilar fractions to similar fractions

using flashcards.

Examples: a. 3/5, 4/15=

b. 4/7, 3/21=

(Provide more exercises.)

2. Review: Have a review on adding similar and dissimilar fractions.

Find the magic sum by completing the magic squares. Use 1-9 as your numerator without
repeating the digits. Then, add the rows and columns to get the same sum or the magic sum.

3. Motivation

Show a picture of a cake and say, “Suppose you have a whole cake. What would you do
with it?” Elicit from them the value of sharing.

B. Developmental Activities

1. Presentation

Present this problem. Ask the pupils to read and understand it.

Kris baked a banana cake for her family. Her brother ate 3/10 while her sister ate ¼. She
gave the rest of the cake to her neighbours. What part of the cake did Kris’ brother and
sister eat in all?
Ask: Who baked a cake? What portion of the cake did Kris’ brother eat? What about her
sister? What kind of person is Kris when she gave the rest of the cake to her neighbours?

What does the problem ask for? How will you solve the problem? (By following the 4-step
plan)

2. Activity

Group the class into 5 groups.

Say: Now that you have grouped yourselves, I will give each group activity sheets, manila
paper and pens. You write your answer on the paper strips. All members should participate,
ok? And don’t make loud noises.

Distribute the materials to each group.

3. Analysis

Have the pupils share their answers with the class. Check their answers and provide the
correct answers if any. Ask them how and where they got their answer on each step. Provide
another problem if needed.

(Ask: How did you solve the problem? Where did you get your answer? How do you know
that you need to add? )

4. Abstraction

What are the steps in solving word problems involving addition of fractions?

In solving problems, we follow these steps (4-Step Plan):

1. Understand

Know what the problem asked

Determine the given facts
2. Plan

Determine the operation to use

Write the number sentence
3. Solve

Show the solution to the problem

4. Check and Look Back

Check if the answer is reasonable

State the complete answer.
5. Application

Read each problem carefully and then solve using the 4-step plan.
1. Francis rode his bicycle ½ kilometre to school, 1/5 kilometre to the store, and 2/10
kilometre home. What is the total distance travelled by Francis?
2. Father bought a pizza. Tess ate 2/5 part and Lotis ate 2/10. How much of the pizza did
they eat in all?
3. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram of beef. How many
kilograms of meat does she plan to buy?
4. Marlyn has 3 pieces of lace each measuring 1/7 meter, 5/7 meter and 3/7 meter. How
long are the pieces of lace put together?
5. Rhodora has 2/8 meter of ribbon. Elle’s ribbon is 4/8 meter longer than Rhodora’s. How
many meters of ribbon do the girls have altogether?
IV. Evaluation:

Solve the following problems using the 4-step plan.

1. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter, and 2/3 meter. How
long is the wood put together?
2. Jeff jogged 5/12 kilometre while Jonathan jogged 7/12 kilometre. How far did they jog
altogether?
V. Assignment:

Read and solve.

1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter longer than Mitchie’s. How
many meters of ribbon do the girls have altogether?

2. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of carrots, and ¼ kilogram
of tomatoes. How many kilograms of vegetables did Mrs. Romero buy in all?

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