# Maths K-6 program overview and lesson plan in OGER format Essay Example

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Education
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Coursework
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 WORK SAMPLE OUTCOME: NS 3.4 compares, orders and calculates with decimal, simple fractions and simple percentages WORK SAMPLE TASK: No calculator or manipulative materials were used in the solving of these decimal tasks. The students did the work as indicated in the diagram below INDICATORS POSSIBLE FROM THE WORKSAMPLE: INDICATORS ACHIEVED OR NOT: 1. draws the four sided figure and indicates the values Yes and doing it correctly 2. divides the perimeter with four sides to try and get the value of one side Yes and not arriving at the correct solution 3. draws the six sided figure and indicates the values Tries but does not come up with a good diagram ANALYSIS OF ACHIEVEMENT AND ERRORS- LEARNING NEEDS. 1.Student is: — indicating the perimeter values on the four sides in a correct manner -correctly drawing the four sided diagram -aware of the division process 2. Student is NOT: Using the correct procedure for division Correctly representing a six sided figure in a drawing Arriving at the correct division results WHERE TO NEXT Revise on the concept of perimeter Revise on shapes and figures and how to draw them Explicit teaching the division process Additional practice on the long division process involving decimals and place value Encourage use of calculators to confirm results Additional teaching on place value in decimals ENDURING UNDERSTANDING Students will be compelled to work towards correctly dividing decimals, It will also be required of them to draw the shapes correctly and represent the perimeter figures on them FIVE LESSONS USING THE BACKWARD MAPPING PROCESS ADDITIONAL OUTCOME: MS2.1 “Estimates, measures, compares and records lengths, distances and perimeters in metres, centimetres and millimeters”. Indicators: *reads and interprets calibrations on measuring devices *estimates and measures and records lengths and perimeters using metres and centimetres this will teach the students how to add decimalsLesson 1decimal Game: Learning outcomes: Understanding how decimals can be added and the concept of the whole Understand the size difference between decimals Understand how decimals relate to fractions Material: white board, marker Fill the whole shape through shading of the decimals The person shading the final part and creating the whole wins Playing: Played in pairs Draw a shape of choice on the white board Select from at least three decimals with simple fractions such as 0.5 = ½ for each player to chose from Players take part by picking which fraction to fill by picking a corresponding fraction The person filling in the last part wins. If the last choice will make up a part which is more than the whole, the payer loses Creating decimals from a paperLesson 2. Aim: to understand the meaning and the representation of a decimal Materials: scissors and worksheets Activity: All students have a worksheet and a pair of scissors Ask all the students the number of worksheets that they possess Stress on concept of decimal as part of whole and the worksheet as a whole Have the students cut the paper into ten parts to come up with ten tenths Stress how the ten tenths consist of a whole Stress the discussion by using more examples Student’s dimensions.Lesson 3. The teacher models a diagram to depict the classroom floor in order to measure the perimeter Teaches goes through addition of the various sides in getting the perimeter. Teacher formally adds the lengths. The students do the same and also make use of the value chart Students measure various stated dimensions and add them up to get the perimeter values Students then individually record the process as a formal algorithm. Check result with peers and a calculator. Teacher roams monitoring responses and giving individual attention if errors are being made, noting and assisting those students still having problems and noting those coping well. Students take a record of the measurements; use the calculators to compare the values and compares for conformity with their mates. The y repeat the steps using various objects in the classrooms and check for accuracy using calculators and then compare the results with other students egg fraction Lesson 4 Process: observation and comparison. Using less than and greater than, compare fractions with the numerators Materials: at least 16 marbles, egg-cartons, a paper cup to hold the marbles, index card set- marked “1/2, 1/3, ¼, 1/6, and 1/12” Procedure: Divide students to fives and give each group 5 egg cartons, 1 cards set and 16 marbles Each student to get a carton student in all groups to put a marble till half of the carton is filled and mark that carton with the ½ cardst1 Have the second student to put marbles till 1/3 of the carton is filled and mark it with the 1/3 card Continue with the process until 1/12 card is placed Students discuss on the greater and the lesser groups multiplication of fractions using a data setLesson 5 Solving of simple fractions’ multiplications Verbalizing that during multiplication of fractions which are lesser than 1 and comprehend that the outcome will be lesser than the factors. Materials: projector, worksheets, “ Overhead transparency of geoboard recording paper”, “geoboard recording paper”, worksheets, Students to work in pairs, one student to manipulate the geoboard and the other one to draw the results Problem data A garden is in shape of a rectangle of 3 units by 2 units Flowers will be planted on half the garden Show this division on the geoboard Draw this on the paper and make the shadings Questions: what part will be made of flowers? Is this more or less than a whole? If 1/3 of the flowers are daisies, shoe the part of the whole garden which will have daisies and draw this What part of the whole garden is covered with daisies Make a demonstration Evaluation: observe the work of the students on the geoboard, records, worksheets and make an evaluation