Lesson Plan 3 Subtraction as Comparative.

Daily Lesson Plan Subject Topic Learning Area Date Class Number of pupil Time Duration Learning Objective Learning outcomes : : : : : : : : : : Mathematics Whole Numbers Subtraction within the range of 18 22.03.2008 Year 1 25 8.40 a.m. 9.10a.m. 30 minutes Understand subtraction as difference between two groups of objects. Pupils will be able to find the difference between two numbers. Pupils have studied the concept of comparing to determine which group or Collaberative, cooperative and being responsible Compare and cantrast LCD, Power point slides, manipulative objects such as cubes,number cards, number sentence cards, phrase cards, picture charts, a table for group activity and worksheets

Previous knowledge : Moral Value Thinking skill : :

number has a larger quantity than the other.

Teaching- Learning aids:

PROCEDURE/ ALLOCATION OF TIME Introduction (3 minutes)

CONTENT

TEACHING-LEARNING ACTIVITY REMARKS Introducing and setting the context/task

Slide shows in Power point Examples of real life situations

Pupils watch a problem story in power point slide. Slide 1 : Abu has 5 eggs while Siti has 3 eggs. Teacher pauses the slide and ask pupils to read the story Lets read the story. Pupils respond. Teacher continues the slide. Slide 2 : Show the illustration. Two more

Abu

Siti

Teacher pauses the slide and ask pupils. Who has more eggs?Who has less eggs? Pupils respond. Abu has more eggs. Siti has less eggs. Teacher ask pupils. Who has more eggs?How many? Pupils respond. Abu has more eggs. He has 2 eggs more. Teacher praises the pupils. Very good.

How do you get the answer? Pupils respond. We saw the one to one matching in slide 2. Lets say after me. Abu has 2 eggs more than Siti. Development Stage 1 (6 minutes) Simulation to demonstrate process of Comparing by one-to-one matching Examples of manipulative objects -cubes Pupils respond. Teacher ask two pupils to come forward and gives them some cubes. Navin gets 12 cubes and Teja gets 5 cubes. Now, Navin has 12 cubes. Teja has 5 cubes. Who has more cubes? Who has less cubes? Pupils respond. Navin has 12 cubes. So,he has more cubes. Teja has 5 cubes. So, she has less cubes. Good. Teacher poses a question to the pupils to think. Now there are 12 cubes and 5 cubes What is the difference between 12 and 5? How are we going to get the answer? Pupils respond. An expected response would be: We can use one-to-one matching method. Very good. We can use one-to-one matching method as we saw in the power point earlier. Teacher sticks the picture of cubes on the board and gives explanation.

Navin has 12 cubes. Teja has 5 cubes. We are going to find the difference between 12 and 5. Lets do one-to-one matching to get the answer. Teacher demonstrates the process of one-to-one matching.
Navin Teja

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Difference ( 7 cubes )

Teacher writes related sentences and explains. Teja has 8 cubes less than Navin. The difference between 12 and 5 is 7. We can write this as a number sentence like this.

12 5 = 7 12 minus 5 equals 7
Teacher shows the number sentence and ask pupils

to read aloud this number sentence. Twelve minus five equals seven. Development Stage 2 (8 minutes) Picture charts. One-to-one matching. Pupils read after teacher. Teacher displays a picture chart on the board. Look at the picture chart. Group A Group B Presenting the content explicitely/ directly

Pupils respond. Teacher interacts with pupils and pupils respond. What do you see in the picture Two groups of balls. How many flowers are there in group A? 11 flowers. How many balls are there in group B? 6 balls. Lets find the difference of flowers in group A and group B. Teacher poses a question to the pupils to think. Interaction Compare and contrast

Now there are 11 flowers and 6 flowers. What is the difference between 11 and 6? How are we going to get the answer? Pupils respond. We can use one-to-one matching. Very good. We can use one-to-one matching to get the answer. Teacher calls a pupil to come forward to do the matching on the board. Activity express complement

No match (5 flowers)

Teacher poses a questions after the pupil do the on-to-one matching on the board. How many flowers have no match? Pupils respond. 5 flowers has no match. Teacher introduces the concept of difference and

relates to words, more and less. 11 is more than 6. 6 is less than 11. 5 flowers has no match. So, the difference between 11 and 6 is 5. What is the number sentence? Pupils respond. Eleven minus six equals five. Very good. Teacher ask a pupil to write the number sentence on the board. Pupils respond. express complement

11 6 = 5 11 minus 6 equals 5
Teacher asks pupils to repeat aloud this number sentence. Pupils respond. Teacher asks pupils to stick the correct numbers in the missing place in the text given. Group A has_____ flowers. Group B has _____ flowers Group A has _____ flowers less than group B. The difference between A and B is ______

Development Stage 3 (10 minutes)

Picture diagram Finding

Group activity (5 minutes) Teacher divides pupils into 5 groups and provides each group a piece of blank paper and a table as

Reinforcing concepts Group activity

difference by one-to-one matching.

shown below. Teacher evaluates students understanding by allowing them to work in small groups. Teacher give instructions to pupils. Look at the table given. Work out through one-to-one matching. Use your blank paper to work out. Record the answer in the table given. Talk about it with your friends. Compare your answer with other groups. Pupils obey and follow teachers instructions. While pupils are working in groups, teacher goes around checking on the subtraction processes performed and correcting errors. Class practice (5 minutes) Pupils will complete worksheet 1 as class practice. Teacher go through the worksheet and correct errors.

-collaborative -cooperative -responsible

Instructing

Group discussion Evaluation

Individual Activity Worksheet - Appendix (3a) Evaluation

Closure (5 minutes)

Summary of lesson

Teacher shows the chart with the answers written by pupils in earlier stage.

Follow-up

Group A has Group B has

11 6

flowers. flowers

Group A has

flowers less than group B. .

The difference between A and B is 5 Lets read. What happen when we do one-to-one matching. Pupils respond. Teacher discuss pupils responses.

Class Discussion Extension And exercises Worksheet - Appendix (3b)

Teacher emphasize the concept that subtraction is finding the difference between two numbers. Teacher distributes a worksheet to each pupil to allow them to practice more. Students can either do it in class or at home.

REFLECTION

This assignment helps me a lot to demonstrate my understanding in subtraction. After doing this assignment I gain a lot of instruction and practice that I need to understand about subtraction to use in my teaching in the mathematics classroom. I explore the internet to search the related web, I read the module, I get further information from my tutor to gain a lot of information about my assignment. My professional knowledge was expanded by a lot of reading and information through the implementation process of this assignment. I learnt many examples of teaching given in module. They involve teaching in the classroom, using concrete materials and methods such as inquiry-discovery, demonstration, simulation and so on. The inquiry-discovery method covers activities such as planning, investigating, analyzing and discovering. It is very important to make pupils to take part in learning activities because by doing mathematics, it makes pupils learn more meaningfully and effectively. Through this assignment, I gain more information about subtraction. Beginning with basic comprehensions skills in subtraction to strategy of teaching and learning subtraction.The stage-by-stage approach made me easy to understand the ideas about teaching and learning subtraction especially for kindergarten and Year 1 levels. I got a deep understanding of mathematic that enable me to guide students in applying knowledge in a variety of situation in subtraction. I hope, in implementing the subtraction situations in mathematics classroom, teachers instructional abilities become critically important as they take on increased responsibilities in addition to the presentation of mathematical knowledge. Beyond gaining proficiency in algorithms and mastering foundational knowledge in mathematics, students in classroom environments must learn a variety of mathematical processes and skills related communication, representation, modeling and reasoning. I hope without and in-depth understanding of mathematics, teachers would neither choose appropriate tasks for nurturing students problem solving strategies nor plan appropriate problem-based classroom activities. Furthermore, it is important that teachers to develop a broader range of pedagogical skills. As a teacher responsible for teaching primary pupils, I will teach lessons meaningfully without confusing the children.