THE PLANNING OF

MATHEMATICS LESSONS

YEARLY PLAN
DAILY LESSON PLAN
YEARLY PLAN / SCHEME OF WORK
• A plan prepared by teachers based on syllabus for
a particular subject
• A guide for implementing T&L activities based on
syllabus for the whole year
• WHY ?
• Study & interpretation of syllabus
• Arrange contents & skills to be taught
• Implementation of T&L based on schedule
• Planning of lesson based on scheme of work
• Select T&L strategies
• Prepare T&L materials
 Preparing Yearly Plan
• FORMAT
• semester, week, topic, skills & time allocation for
each skill
• WHEN?
• before the new year / semester starts
• HOW?
• brief but clear
• arrangement of topic & skill based on stages of
physical & cognitive development of pupils, their
prior knowledge & previous skills acquired
• OTHER FACTORS TO BE CONSIDERED ?
 DAILY LESSON PLAN
• An action plan for a lesson in written form
• While preparing for a lesson, a teacher should study the
syllabus - concepts & skills to be taught
• select & prepare T&L materials
• arrange T&L activities to achieve T&L objectives
• allocate appropriate time for each activity / step of teaching
• FORMAT
• day, date, class, time & duration of lesson
• topic / learning area, sub-topic / skill / learning objectives
• pupils’ prior knowledge
• contents or examples, T&L activities, instillation of values
& thinking skills, use of T&L materials (in columns)
 LESSON PLANNING : WHY ?
• so that lesson can be carried out smoothly & effectively
• helps the teacher to remember contents of lesson
• enables teacher to use T&L materials in an allocated time
• helps the teacher to determine the learning outcomes,
select appropriate contents & strategy to improve the
effectiveness of a lesson
• helps teacher to evaluate & modify T&L objectives as well
as steps in delivering a lesson
• planning of follow-up activities
• improve teacher’s confidence while delivering the lesson
• as a document of record that can be used for reference &
constructing questions
• helps in class control
COMPONENTS OF A LESSON
• PLANNING
• pupils’ prior knowledge, skills to be taught,
learning outcomes, T&L materials, values &
thinking skills to be instilled
• IMPLEMENTING
• Induction set
• Development - contents, skills, T&L strategy, use
of T&L materials, instilling values & thinking
skills, reinforcement
• CLOSURE
• summary, follow-up activities, evaluation
 PRIOR KNOWLEDGE
• Level of knowledge, ability or experience
that have been acquired by the pupils before
a T&L session
• enables teachers to:
• determine the learning outcome
• determine the T&L strategy
• select the relevant material
• relate to induction set
 LEARNING OUTCOME
• Pupils’ achievement based on skills taught
after the T&L activities
• Specific - What skills to be learnt?
Conditions?
• Measurable - Change in behavior?
Minimum achievement? Explicit?
• Audience - Who are the learners?
• Realistic - Based on pupils’ ability?
• Time frame - By the end of the lesson?
 Example of a learning outcome
• Skill : Convert proper fractions to its
equivalent fractions
• By the end of the T&L session, pupils are
able to:
(a) state orally an equivalent fraction of a
proper fraction based on flash cards shown
(b) write equivalent fractions of a proper
fraction using the multiplication method
correctly
 CRITERION OF SELECTING
EFFECTIVE T&L MATERIALS
• Relevance with the T&L activity
• Attractive
• Inexpensive or low cost
• Can be carried, used & kept easily
• Moral values
• Unique
EFFECTIVE T&L MATERIALS
• Help teachers to deliver concepts easily,
accurately & quickly
• Help pupils to learn concepts accurately in
an interesting way & remember the
concepts for a longer duration
 INDUCTION SET
• Aims at attracting pupils’ attention towards
the contents / skills to be taught
• Get pupils ready & interested to follow the
lesson
• Use of interesting T&L materials
• Motivation through story telling or game
• Revision or recall of prior knowledge
• NOT content of the lesson
• NOT more than 5 minutes
 SELECTION OF CONTENTS
• Based on learning outcome
• Based on pupils’ prior knowledge
• Relevant with pupils’ ability & maturity
• Covers cognitive, affective & psychomotor
aspects
• Instillation of moral values
• Instillation of thinking skills
• Integration of skills - speaking, reading &
writing
 STAGING OF CONTENTS
• From easy to difficult
• From concrete to abstract
• From fact to theory
• From past experience to something new
• From specific to general (inductive)
• From general to specific (deductive)
SELECTING T&L STRATEGY
• By subject
• Based on learning outcome
• Based on pupils’ ability
• Based on T&L activities
• Based on the principle of integration
REINFORCEMENT ACTIVITY
• To reinforce the concept or skill just learnt
• Examples:
• written exercises
• enrichment activities
• quiz
 CLOSURE
• Summary - to summarize important points
• state/write down important points; use
diagrams; questioning
• Evaluation - to evaluate achievement of
learning outcomes
• written test; questioning; observation;
checking pupils’ work
• Follow-up activities - to further reinforce
pupils’ understanding & mastery of skills
• homework; worksheet; project
 INSTILLATION OF VALUES
• Extrinsic & Intrinsic values
• relate values to content
• example: fairness can be related to division &
fractions; tidiness can be related to performing
operations in standard algorithms
• awareness about the importance of values in
everyday life
• instill values among pupils
• practice values in learning activities
• example: during cooperative learning, pupils
cooperate with others & respect each other
 MORAL VALUES
• Kind • Honest
• Independent • Hardworking
• Good character • Cooperative
• Respect • Moderate
• Loving & caring • Thankful
• Fair • Rational
• Freedom • Societal spirits
• Brave
• Clean (physical &
mental)
 THINKING SKILLS
• Explain relevant • Use analogy
information & discard • Recognize patterns
irrelevant information • Use logical reasoning
• Translate to & from • Make generalization
mathematics language
• Compare & contrast
• Making estimates
• Find all possible solutions
• Arrange
• Working backwards
• Draw diagrams (finding sub-goals)
• Mental processing • Recognize fallacy
• Interpret / rearrange • Trial & error
information
• Classify into category
• Recognize relationships