LESSON PLAN
Date: 23 October 2012 (Tuesday)
Time: 2.30p.m until 3.30 p.m.
Class: 5 Science 1
Number of Pupils: 29
Subject: Mathematics
Topic: Bearings
Learning Area: Bearings
Previous Knowledge: The students have learnt the four main compass directions in Geography Subject. Thinking Skills: Identifying, Calculating and Drawing.
Teaching-learning Resources: Manila Card.
Learning ObjectivesPupils will be taught to...| Teaching and Learning Activities| Learning OutcomesPupils will be able to ...| Remarks| 1 Understand the concept of bearing.| Introduce the eight main compass directions.| Draw and label the eight main compass directions: a) north, south, east, west, b) north-east, north-west, south-east, south west.| Vocabulary north-eastsouth-eastnorth-westsouth-westcompass anglebearing| 2 Use the concept of bearing.| 1 Show and calculate the compass angle of any direction.Examples :State the bearing of point P.Answer : 48˚Answer : 180˚ + 60˚ = 240˚Answer : 180˚ - 40˚ = 140˚ Answer : 270˚ + 20˚ = 290˚Answer : The bearing of A from B is 065º. The bearing of B from A is 245º.2 Discuss the use of bearing in real life situations. For example, in map reading and navigation. Example : In Diagram 8, P, Q and R are three points on a horizontal plane. R lies to the east of P. The bearing of Q from P is 072˚.The bearing of R from Q is A 162˚B 198˚ C 288˚D 342˚| 1 State the compass angle of any compass direction.2 Draw a diagram which shows the direction of B to A given the bearing of B from A.3 State the bearing of point A from point B based on the given information.4 Solve problems involving bearings.| Point to noteCompass angle and bearing are written in three-digit form, from 000˚ to 360˚. They are measured in a clockwise direction from north.Due north is considered as bearing 000˚.For cases involvingdegrees and minutes, state in degrees up to one decimal place.|

...Lesson 5: Live vs. Hatched
Big Ideas of the Lesson
Some animals are born alive.
Some animals hatch from eggs.
Mothers take care of their babies when they are little.
Many baby animals cannot take care of themselves.
Abstract
This lesson focuses on identifying how animals are born. Children read a book and watch videos about life cycles and animal mothers. They make a chart of animals that hatch from eggs and animals that are born alive.
Grade Level Context Expectation(s)
Children will:
generate questions based on observations of various animal life cycles (S.IP.01.12).
communicate and present findings of observations of parent/young characteristics (S.IA.01.13).
classify young animals based on characteristics that are passed on from parents (e.g., dogs/puppies, cats/kittens, cows/calves, chickens/chicks) (L.HE.01.12).
describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult (L.OL.01.21).
Key Concept(s)
adult
egg
growth
life cycle
young/offspring
Instructional Resources
Equipment/Manipulative
Chart paper (1 sheet)
Crayons
Marker
Optional live animal cultures (see Advance Preparation Below)
Pencils
Student Resource
Heller, Ruth. Animals Born Alive and Well. New York: PaperStar, 1982.
---. Chickens Aren’t the Only Ones. New York: PaperStar, 1981.
Kalman, Bobbie. Animals Grow and Change. New York: Crabtree Publishing, 2008....

...LessonPlan in Elementary Mathematics (Grade IV)
Prepared by: Paulene Mae A. Albelar
I. Objectives
At the end of the lesson, the students should be able to:
A. (Cognitive)Multiply 5 or more digit factors having 1 to 3 zeros in both factors without regrouping
B. (Psychomotor)Find the product using the process of long multiplication with ease
C. (Affective)Show carefulness in working with numbers
II. Subject Matter
Skill: Multiply 5 or more digit factors having 1 to 3 zeros in both factors without regrouping.
References: Textbooks in Math 4
Materials: Window Cards
Value: Carefulness
III. Procedure
A. Preparatory Activities
1. Drill
Drill on basic multiplication facts using window cards. Give them exact time each pupil finishes.
2. Mental Computation
Answer the following in the notebook.
213 842 524 400 328
x 4 x 2 x 3 x 6 x 3
3. Review
Show how to solve for the product using the long way on the board. Elicit the steps, be sure you follow correctly and carefully the steps in multiplying using long method. Are you also careful in doing other things aside from activities in Math? How?
Find the product:
65432
x 765
What did you do to get the correct product?
4. Motivation
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, how it thrill
Addition, Subtraction
Multiplication, Division
Mental Math! Mental Math!
(Repeat)...

...Assignment 1: Backward Mapping, 5 lesson Overview and LessonPlan.
Work Sample Outcomes:
NS2.1- Counts, orders, reads and records numbers up to four digits.
NS2.2- Uses mental and written strategies for addition and subtraction involving two, three and four digit numbers.
Work Sample Task:
Student is asked to solve problems in their head (mentally) and record the strategy that they used. The problems were;
34+17
73-35
63+29
162-69
Possible indicators from work sample:
1. Reads, writes and says three and four digit numbers.
2. Records three and four digit numbers using expanded notation.
3. Explains and records methods for adding and subtracting.
4. Uses split strategy for addition and subtraction.
Are indicators achieved or not:
1. Hard to determine but looking at the work sample would determine that the student can read, write and say three digit and four digit numbers. (yes)
2. The student can explain and record methods for adding and subtracting but is not using the correct process method but only in the jump strategy. (no)
3. The student uses the split strategy to obtain the correct answer for the question 34+17 and shows correct working. (yes)
Analysis of achievement and errors- learning needs:
The student is:
Using formal algorithms correctly and showing the decomposition method correctly.
Student understands place value (units, tens and hundreds.)
Adding and...

...LESSONPLAN
SUBJECT: ECONOMIC FUNDAMENTALS
DATE / DAY: 9TH November 2010
FORM: FORM 4
TIME: 9.00 AM
DURATION: 15 minutes
TITLE: MARKET
SUB TITLE: - Market equilibrium
- Meaning the market equilibrium
- Market disequilibrium
OBJECTIVE: At the end of the lesson, students will be able to:
i) Explain the purpose of market equilibrium
ii) Draw a diagram of market equilibrium under the given table
iii) To explain the determination of market equilibrium price and quantity based on the tables
and figures
iv) Analyzing the market disequilibrium
EXISTING KNOWLEDGE: Students have learned about the concept of the market, the purpose of the
request market and the market supply
ABM: Power point presentation, reference questions last year, scissors, pen marker and white boards
Values: Respect for teachers, collaboration, intelligent and confident decisions.
|Step / Time |Content |Teacher Activities |Student Activities |Strategy / Method ABM / |
| | | | |Value / KBKK |
|Classroom management and |Initial...

... |
| |Discuss a range of learning environments |
| |Discuss a range of resources to support learning |
| |Identify purpose and structure of schemes of work and lessonplans |
| |Explain how to write SMART aims and objectives |
| |Produce a six-week scheme of work and a lessonplan for a 25 minute micro-teach |
|Resources: |ICT, flip chart paper, pens, PowerPoint, scheme of work template & worked example; session plan template & worked example; model classroom |
| |layouts; website access, handouts |
|Anticipated |ICT problems: use whiteboard & provide details of resources available on the EMD website |
|problems &...

...I. Objective
At the end of the lesson, should be able to:
A. Analyze word problems involving subtraction.
B. Transform word problems involving subtraction.
C. Solve word problems involving subtraction.
II. Subject Matter
D. Topic: Word problems involving subtraction of whole numbers.
E. Reference: Wizard Mathematics 3 p. 134-109
F. Materials: flash cards, books, blackboard/chalk, prepared exercises on word problem.
III. Procedure
G. Daily routine
i. Prayer
ii. Checking of attendance
H. Review
Topic: Estimating Differences
I. Motivation
Group the class into seven groups then give them a question to answer. They will base their answer on what is asked on the problem. Then after that let them present their work on the board.
J. Lesson Proper
Mark’s art gallery had 1231 paintings. Mark sold 39 paintings. He bought 18 more for the gallery. How many paintings are in the gallery now?
Follow these steps to solve the problem.
1. Question: How many paintings are in the gallery now?
2. Given: 121 – number of paintings in the gallery
39 – number of paintings sold
18 – number of paintings bought by Mark.
3. Operation/s to be used: Subtraction and Addition
4. Number Sentence/s: 121-39 = n; n+18 = m
5. Solution:
1. 121 2. 82
* +
39 18
82 100
6....

...BONGABON CENTRAL SCHOOL
Detailed LessonPlan in Mathematics I
I- Learning Objectives
a. Cognitive: Separate groups of objects into halves
b. Psychomotor: Identify one-half of a given set of objects
c. Affective: Find pleasure in separating groups of objects into halves
II- Subject Matter
a. Topic: Separating Group of Objects into Halves
b. Reference: BEC PELC II A 3.1
c. Materials: Show-me-boards, sets of real objects, puto
d. Value: Giving and Sharing Equally
III- Learning Experiences
Teacher’s Activities
1. Drill
Let us drill on recognizing ½ and ¼ of a whole.
Class, you will say ½ if you see ½ of a whole and ¼ if you see ¼ of a whole.
2. Review
Class, we will have an activity and please get one whole sheet of paper.
Listen class,
All of pupils in Row I will draw ½ of a Pizza Pie,
In Row II will draw ¼ of a Bibingka,
In Row III will draw ½ of an Egg pie and in last row will draw ¼ of a Ball
Time’s up! Show me your works.
Very good class
Pupils’ Activities
(The pupils answers depending on the flashcard)
(All of the pupils Show their Works)
Give yourself “Success Clap”
3. Motivation
Class we have a visitor today. Do you like to meet him?
I will introduce to you Mr. Mathematics. He loves to cook puto, this morning he cooked four (4) putos. He is thinking of giving these to two (2) good children.
Mr ....

...Rationale
Condoms are an important topic in any sex education curriculum, increasingly so in those of the high school level. In today’s society, a staggering percentage of these individuals will become sexually active so it is ever so important that we inform them properly about safer sex in order to help prevent teenage pregnancies and the transfer of Sexually Transmitted Diseases or STD’s. The Sexuality Information and Education Council of the United States states that, “The U.S. has one of the highest teen pregnancy rates in the developed world. Each year in the U.S., more than 750,000 women aged 15-19 become pregnant, with more than 80 percent of these pregnancies unintended. While young people in the U.S., aged 15-25, make up only one-quarter of the sexually active population, they contract about half of the 19 million STD’s annually. The Center of Disease Control and Prevention estimates that one in four teen girls has an STD. Young people aged 13-29 account for over one-third of the estimated 50,000 new Human Immunodeficiency Virus or HIV each year, the largest share of any age group. Two young people every hour are infected with HIV” (SIECUS). It is our job as educators to help lower these numbers and get them closer to zero where they should be.
Target Audience
High School sexual education students.
Core Curriculum Content Standards
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active...

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