I. LEARNING OBJECTIVES
Given the necessary materials, 75% of the students should be able to:
1. identify the different shapes
2. distinguish shapes by touching real objects
3. positively respond to shapes.

II. SUBJECT MATTER
A. Topic: Shapes
B. References:
1. Cariño, Isidro D. Ph.D. & Acuña, Adoracion M. MAT. “Elementary Mathematics”. Anvil Publishing, Araneta Avenue. Quezon City.PP.117-119
2. Castaño, Paulina and Castro, Isabel Ed.D. “Fun in Nemeracy”. Abiva Publishing House Inc. Araneta Avenue. Quezon City. PP 24-25
3. www. woodlands-junior.kent.schu.uk/math/shapes
4. www. Littleexplorers.com/math/geometry/labelshapes
C. Concepts: Shapes are forms of things which give them distinct identification. It is found everywhere; any object has one or more combination of shapes.
D. Materials: flash cards, box with real object inside, interactive game chart, pictures
E. Skills: Visual Memorization
F. Values Integration: Boost self-confidence
III. LEARNING ACTIVITIES
Teacher’s Activity| Students’ Activities|
A. Classroom Routine1.Prayer Let us pray.2.Checking of Attendance Class, is everybody present today?That’s good!B. Lesson Proper1.Motivation Class look at this pictures, what did you observe? Very good! Did you know class, those infrastructures are designed by an Architects Ok, who wants to become an Architect? (Give reward)2. Developmental Activities Class do you want some challenging game? That’s great! Ok, I have here a mystery box. All you have to do is each of you will come in front and pick one object and tell what shape of the object shown. Do you understand? What shape are you holding? Very good! (Expect all students will come in front)Class, what did you observe about the real objects? Yes correct! Very good!Did you know class everything you see has a shape, like this whiteboard it is a rectangular shape....

...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 Guide
Topic: Math (To investigate and explore multiplication facts)
Objectives
In this activity, students will investigate and explore multiplication facts.
The students will:
Work in groups to device a plan for making a multiplication matrix
Construct a multiplication matrix
Reflect on the patterns they observe in the matrix
Material
For each group
1 cm grid paper
full sheets of paper
glue
scissors
For the class
36" X 48" butcher paper
Preparation
Make approximately 10 copies of 1 cm grid paper on colored paper for each group of students.
Cut one piece of 36" X 48" butcher paper.
Start the multiplication matrix by placing four or five rectangles on the matrix.
Procedure
a. Mini-lesson:
I will begin the lesson by showing the class the multiplication chart I prepared. I will ask pivotal questions to start a discussion, "What do you think this chart shows"?, "What do the side numbers mean"?
I will point to a rectangle and ask, "What can you tell me about this rectangle"?
I will hold up a grid paper rectangle with 4 rows of 6 and ask, "How many rows are in this rectangle?, How many squares in each row?, How many in all"?
I will then ask the students "Where do you think this rectangle belongs on the chart"? (I will encourage students to use the "rows of" language to help in determining the placement of...

...SAMPLE LESSONPLAN 3: MATHEMATICS
|Content Objective: |Language Objective: |
|(Aligned with TEKS) |(Aligned with ELPS)(3C) |
|6.9A Construct sample spaces using lists and tree diagrams. |Speak using grade-level content area vocabulary in context to |
| |internalize new English words and build academic language |
| |proficiency. |
|Vocabulary: |Visuals, Materials & Texts: |
|probability, event, outcome, sample space, tree diagram |graphing calculators, dice, coins, poster of tree diagram, index |
| |cards for visual/verbal word association cards. |
|Activities |Check for Understanding: |...

...A Detailed LessonPlan in Mathematics (First Year)
I. Objectives
Content : To know the condition(s) for lines to be perpendicular
: To determine whether two given lines are perpendicular
Process : To find the equation of the line that passes through a point (x,y) and is perpendicular
to the given line whose equation is y=mx+b
II. Subject Matter
Topic: Linear Function
Sub-Topic: Perpendicular Lines
Reference: Merrill Algebra Two with Trigonometry page: 80-83
by: Foster
Materials: Power point presentation,
Strategies: Exposition and Discussion
Values: Courage and Determination
III. Procedure
A. Lesson Proper
| | |
|Teacher’s Activity |Student’s Activity |
| | |
|“Good Morning Class” | |
|...

...A Detailed LessonPlan in Math for Kindergarten
Submitted by:
Clarisse Anne M. Sabusap
III-1 BECEd
Submitted to:
Prof. Jaimmy Griffin
I. Objectives
At the end of the lesson, the pupils are expected to:
1. Identify the basic Skip Counting by 2’s, 5’s and 10’s
2. Appreciate the basic Skip Counting by 2’s, 5’s and 10’s
3. Arrange and Act the different Skip Counting by 2’s, 5’s and 10’s
II. Subject Matter
* Reading: Skip Counting by 2’s, 5’s and 10’s
* Reference : Adventures in Math by Leonora Varela
* Materials: Paper , pencil and crayons
* Level : Kindergarten
III. Procedure/Strategy
Teacher's Activity | Pupil's Activity |
A. Meeting Time~ "Hello! How do you do?" • Prayer Song"I see you, Lord" • Motivation"Batang 3G" • Attendance~ Good Morning Kinder - Mapagmahal~ Now that we are energized, let us know count the no.of pupils that are present today.~ How many boys are present today?~ How many girls are present today?~ All in all, how many pupils are present today?~ What was the day yesterday?~ What is the date today?* END OF MEETING TIME B. Story Telling~ I have a story that will surely give smile on your cute faces.~ Can I see that smile children?~ But before that, I have 3 difficult words that we will encounterin the story. The first word is DUKE.~ Do you have any idea what Duke is?~ The second word is CUBE. Do you have any idea what cube is?~ The title of...

...Psychomotor: Affective: Identify the parts of a circle Draw a circle and show its parts Show cooperation in group activities
II. Learning Content Skills: References: Materials: Value: 1. Identifying the parts of a circle 2. Drawing a circle and showing its parts BEC-PELC III.A.1.2 textbooks in Math 4 cutouts of circles, drawing of circles, colored chalk Cooperation
III. Learning Experiences A. Preparatory Activities 1. Drill Crazy Quilt (number games)
a. Two players use one game board. The players share four crayons (any 4 colors). b. The first player picks a problem in the wheel and solves it. If the player solves the problem correctly, he or she colors in that block on the wheel. If the player calls out a wrong answer, he or she loses a turn to color and so on. c. The player who has the most colored parts wins.
2. Review Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the parallelogram by naming the parts of the house.
3. Motivation a. Present drawings of circles of different sizes. b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle. B. Developmental Activities 1. Presentation a. Present the lesson through a group activity. - What should you do if you are in a group? - Why do you think you should cooperate with one another? Group 1: Activity 1) 2) 3) 4) 5) Give the pupils cut outs of circles Ask the pupils to fold the circle into 2 equal parts. Ask...

...Subject: Math Date of Demo: Feb 04, 2013
Topic: Measuring Capacity Level: Grade - III
I. Objectives:
At the end of the session, students are expected to:
* Define Capacity
* Know the difference of Liter (L) and millimeter (ml).
* Know how to convert Liter (L) to millimeter (ml)
II. Subject Matter: Measuring Capacity
Reference: (1) Understanding Math Essentials 3 (pp. 357 – 360)
Maria Theresa Garcia Capule
Materials:
III. Procedure:
* The teacher will discuss the meaning and uses of the following measurements:
* Capacity
* Liter
* Millimeter
* The teacher will give examples of Liter and Millimeter
* The teacher will show an example in how to convert Liter to Millimeter (ml).
* The teacher will then randomly call one student to answer the given problems on the board.
IV. Evaluation:
Answer the book (Understanding Math Essentials 3)
Understanding the Concepts and Skill Builders (pp. 358 – 359)
V. Assignment
Answer the book (Understanding Math Essentials 3)
Complete the following p. 359
Enrichment p.360
Bring Protactor
Subject: Math Date of Demo: Feb. 05, 2013
Topic: Basic Geometry Concepts and Terms Level: Grade - III
1. Objectives:
At the end of the session, students are expected to:
* Know the different basic concepts of geometry
* Define point, line segment,...

...Philippine Normal University
Taft Avenue, Manila
S.Y. 2013-2014
GRAPH OF COSINE FUNCTION
(Semi - Detailed LessonPlan)
Submitted by:
Rañola, Rachel L.
III – 18 BSE Mathematics
Submitted to:
Prof. Imperio
FIELD STUDY PROFESSOR
September 13, 2013
I. TOPIC: GRAPHING COSINE FUNCTION
Subtopic: Properties of Cosine Function
Shifting of the graph
References:
1. Advance Algebra, Trigonometry and Statistics
Dilao, Soledad Jose, Ed. D., 2003, pp. 159 – 164
2. e-math: Advance Algebra and Trigonometry
Oronce, Orlando, 2011, pp. 269 - 274
3.
II. STRATEGIES:
1. Deductive
2. Lecture and Discussion
3. Consolidation and Practice
4. Abstraction
5. Evaluation
III. OBJECTIVES:
At the end of discussion, the students will be able to:
A. Cognitive
B. Affective
C. sketch the graphs of the sine and cosine functions
Values: Patience, Focus and Determination
Materials:
IV. PROCEDURE:
A. DAILY ROUTINE
B. DRILL OR REVIEW
C. LESSON PROPER
1. Motivation
The students will find words that will be related or discussed later on as the lesson goes by.
|A...

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