Lesson Note and Plan on Mathematics
Fraction
Week 5 & 6
Subject: Mathematics
Theme: Basic operations
Topic: Fraction
Date: dd/mm/yyyy
Class: Basic 2
Duration: 35 Minutes
No of Learners: 30
Learning Objectives:
By the end of the lesson learners should be able to:1) divide a collection of concrete objects into two equal parts and four equal parts
2) find ½ and ¼ of groups of objects
3) discover the meaning of three-quarters ¾
4) find ¾ of groups of objects.
Rationale:
Fractions are everywhere, from the gas station to recipes in a cookbook. Fractions are one of the most fundamental concepts in mathematics, and their importance to future math success cannot be understated. Understanding fractions is essential for algebra and other more advanced topics in mathematics.Prerequisite/Previous knowledge:
Learners have been taught reading and writing of numbers 1-200.Learning Materials:
1. flash cards2. Oranges, apples, paper cuttings of shapes: Squares, rectangles, circle. Coloured pencils and; pair of scissors, etc.
Reference Materials:
1) New Method Mathematics for Primary Schools 1. C. F. Oredugba, R. Ohuche, G. Salahu et al2) Understanding Maths Book 1 African First Pub. Ltd. Marian N. Daud-Osuaght
3) New Approach to Quantitative Reasoning Bk. 1 Rasmed T.A.O. Olayiwola.
Lesson Development:
| STAGE | TEACHER'S ACTIVITY | LEARNER'S ACTIVITY | LEARNING POINTS |
|---|---|---|---|
| INTRODUCTION full class session (3 mins) |
The teacher begins the day's lesson by checking learners' textbook/notebook and writing materials, thereafter revises the work done on one-half
½ and one-quarter ¼ of a whole with the pupils and ask the pupuls to draw each of the following shapes and shade one-half (½) and one-quater (¼) |
Learners draw each of the following shapes and shade one-half (½) and one-quater (¼) |
Warming up and revising previous lesson on work done on one-half (½) and one-quater (¼) |
| DEVELOPMENT Step 1. Group Work (5 mins) |
The teacher guides the learners to form four groups and asks them to choose their leaders and secretaries. | Learners choose their group leaders and secretaries. | Inculcating leadership skills, competitive spirit, cooperation, teamwork and a sense of responsibility among learners. |
| ACTIVITY 1 Step 2. Group Work (5 mins) One-half (½) and one-quarter (¼) of groups of objects |
The teacher guides pupils to identify one-half (½) and one-quarter (¼) of groups of objects |
Learners identity one-half (½) and one-quarter (¼) of groups of objects |
One-half (½) and one-quarter (¼) of groups of objects |
| ACTIVITY 2 STEP 3 3 mins. one-half (½) and one-quarter (¼) of any given groups of objects |
The teacher guides learners to perform the following activity in order to identify one-half (½) and one-quarter (¼) of any given groups of objects. Thereafter ask the pupils to find the following |
The pupils make use of matchsticks, cherry seeds, maize seedlings and other countable objects to identify (½) or (¼) and dividing equally to find the relationship between one-half (½) and one-quarter (¼) of group of objects 1. Get a round top like that of a cup or bottle. 2. Draw round the edge on a piece of paper. (Draw three circles.) 3. Cut out the circles. (Note, each circle is one whole.) 4. Write one whole on the first circle and stick it to the page of your exercise book towards the top. 5. Take the second circle. Fold it into two equal parts. Colour one-half of the circle. Write one-half on each part. Stick onto the same page below the second circle. 6. Next, fold the third circle into four equal parts. Name each part one-quarter. Colour the one-quarter. Stick the circle below the second circle. |
one-half (½) and one-quarter (¼) of any given groups of objects |
| ACTIVITY 3 Step 4 5 mins. Three-quarters (¼) of a shape |
The teacher guides learners to divide a piece of square paper into four equal parts and ask learners to shade or colour one part. The teacher tells learners that the three parts which are not coloured are three out of four. This is called three quarters and is written as ¾ = ¼ + ¼ + ¼ = ¾ The teacher also guides learners to divide a piece of square paper into four equal parts and ask learners to shade or colour three part. The teacher tells learners that the three parts which are coloured are three out of four. This is called three quarters and is written as ¾ = ¼ + ¼ + ¼ = ¾ |
Learners divide a piece of square paper into four equal parts. Shade or colour one part and name each of the uncoloured part ¼ ¼ + ¼ + ¼ = ¾ Learners divide a piece of square paper into four equal parts. Shade or colour three part and name each of the coloured part ¼ ¼ + ¼ + ¼ = ¾ |
Three out of four equal parts of the square are shaded. The shaded parts are three out of four parts = ¾. When a whole is divided into four equal parts, and three out of the parts are taken, the three parts are three-quarters = ¾ |
| Step 4 5 mins. Three-quarters (¼) of a groups of object |
The teacher guides pupils to identify three-quarter (¾) of groups of object |
Learners find three quarters (¾) of group of objects. |
Three-quarters (¼) of a groups of object |
| Evaluation Full class session (5 mins) |
Ask the following questions to evaluate the achievement of the set objectives. |
Learners expected response: |
Confirming the achievement of the set objectives. |
| Conclusion, full class session (3 mins) | Learners have learnt that 1) One part out of two equal parts is called one-half (½) 2) One part out of four equal parts is one-quarter (¼) 3) Three parts out of four equal parts is three-quarters (¾) |
Learners expected answers: |
Communication: This is developed through answering questions verbally and interpreting the silent signs of teammates during the activities. |
| ASSIGNMENT | The teacher gives learners a take home | Improving their level of understanding on Fraction | |
