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Wednesday, October 14, 2009

Lesson Plan version 3







Please click on the each figure to see clear text in the image. TQ.
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Lesson Plan Logic Version 3 (LGV 3)

LOGIC VERSION 3

Step 1 – in induction set, we use a clock model, a picture and an example as a learning materials. Based on the learning materials, teacher explains the main point about the concept of rotation, translation and reflection.

a) The concepts of rotation is students should know what is the direction of rotation whether clockwise or anticlockwise, angle of rotation and the fixed point of the rotation.

b) the concepts of translation is students should know about the coordinate of the object on the plane and the direction of the translation which is positive a means that the direction is move to the right of the x axes and negative a means that the direction is move to the left axes. If positive b, means that the direction is the upward in the y axes and negative y means that the direction is downward in the y axes.

c) The concepts of reflection is students should know about the axes of the reflection whether it is about x axes or y axes.

Step 2 – Teacher give explanation about the combination of two isometric transformations through worksheet 1 and show to the class the way to solve the question given. Student pays attention and listening carefully to the explanation. Therefore, they can understand and do another exercise in worksheet 1. During the lesson, teacher used string to give more understanding to the student about how rotation is occur and by this way student can easily understand only the direction of object under rotation is change whereas the shape and size of the object still same.

Step 3 – Student were divided into seven groups. Then, they were given worksheet 2 and discuss in group for the solution. After that, the group leader come to the front of class and shows their solution. Group discussion aims to encourage student to give commitment, opinion and also to encourage the two way communications. Besides that, present also were given to the group which answered the question correctly. It gives motivation to student to involve in learning process actively.

Step 4 – At the end of the lesson, teacher asks student to conclude what they had learnt. Then teacher will make conclusion by rewrite on the whiteboard about what they have learn before once again. It is because to ensure that student are really understand the content of learning.


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Wednesday, September 2, 2009

Lesson Plan Logic Version 2 (LGV2)

Step 1 – In induction set, three students were given a task which is related to transformation in real life. After do the task, student makes their own conclusion about the task. This task actually aims to refresh student’s previous knowledge.

Step 2 – Teacher give explanation about the combination of two isometric transformations through worksheet 1 and show to the class the way to solve the question given. Student pays attention and listening carefully to the explanation. Therefore, they can understand and do another exercise in worksheet 1.

Step 3 – Student were divided into seven groups. Then, they were given worksheet 2 and discuss in group for the solution. After that, the group leader come to the front of class and shows their solution. Group discussion aims to encourage student to give commitment, opinion and also to encourage the two way communications. Besides that, present also were given to the group which answered the question correctly. It gives motivation to student to involve in learning process actively.

Step 4 – At the end of the lesson, teacher asks student to conclude what they had learnt. Then teacher will make conclusion once again. It is because to ensure that student are really understand the content of learning.
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Lesson Plan Version 2 (LV2)








Thanks of your all comments. This is our LV2 after we modify on LV1. Please give more comment to us to improve our Lesson Plan and Microteaching. Thanks.
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Lesson Plan Logic Version 1 (LGV1)

Step 1 – In induction set, Student look to the picture and describe what they understand about the picture. When they observe on those pictures, they are able to appreciate the transformation in real life. This induction sets actually aims to refresh student’s previous knowledge.

Step 2 – Teacher give explanation about the combination of two isometric transformations through worksheet 1 and show to the class the way to solve the question given. Student pays attention and listening carefully to the explanation. Therefore, they can understand and do another exercise in worksheet 1.

Step 3 – Students work in group of 4 to solve the problem in worksheet 2. Then, they were given worksheet 2 and discuss in group for the solution. Group discussion aims to encourage student to give commitment, opinion and also to encourage the two way communications.

Step 4 – At the end of the lesson, teacher asks student to do exercise. Teacher concludes overall of the lesson by asking question to the students. Students respond to the teacher’s question. By that teacher can see the understanding of students after the lesson.
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Thursday, August 27, 2009

LV1 - lesson plan
















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Wednesday, August 12, 2009

Analysis Version 3

AV3 is presented in class on Thursday (13/8/09)

























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Monday, July 20, 2009

Analysis Version 2 (AV2)

CHAPTER 3: TRANSFORMATION III (FORM 5)

These is our AV2 after we modified AV1..

Figure 1: Relationship and Connections of the Sub-topic Transformations III


p/s: You can click on the link below to the each figure to see more clarity.




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Wednesday, July 15, 2009

Analysis Version 1 (AV1)

FORM 5
CHAPTER 3: TRANSFORMATION III



FIGURE 1: RELATIONSHIPS AND CONNECTIONS TO OTHERS TOPICS


FIGURE 2: SUMMARY OF TOPIC TRANSFORMATIONS III.


1.0 ANALYSIS OF THE TRANSFORMATION SCOPE

Transformations are used to form patterns of shapes which produce beautiful designs. Such designs are used in making batik and attractive fabric prints. We also come across transformation in the movement of object in our daily experiences.

After we had discuss generally about mathematics syllabus, our mainly focus is on the elements of relationship. As we stated above, element of relationship divided into 15 scopes. So, we are interested to discuss about the scope of transformation III.


Transformation introduced to the secondary school for Form 2 students. At this level, transformations scope is focusing on:
1. Understand the concept of transformation
2. Understand and use the concept of translations
3. Understand and use the concept of reflections.
4. Understand and use the concept of rotation.
5. Understand and use the concept of isometry.
6. Understand and use the concept of congruence.
7. Understand and use the properties of quadrilaterals using the concept of transformation.

Then transformation is continued as transformation II for Form 3 students. In Form 2, they able to identify the object and its image in a given transformation. Students also learned to identify a transformation as one-to-one correspondence between points in a plane. So that, students can be easily understand a concept of mapping in an attractive and systematic ways. They had learned how to draw by using tracing paper, or paper folding to get the image of an object under a reflection. Transformation, translation, reflection, rotation, isometry, congruence and properties of quadrilaterals are the concept which we will discuss in this chapter. Transformation II enables students to understand and use the concept to solve a problem.

Transformation III is continued in Form 5, student will be taught to understand and use the concept of combination of two transformation. Therefore, student will be able to determine the image of an objects under combination of two isometric transformations/ two enlargements/ and enlargement and an isometric transformation. The student also able to draw the image of under combination of two transformations. Besides, student will be able to state the coordinate of the image of a point under combined transformation and solve the problems involving transformation.


Transformation III actually relate to the topic Lines & Angels in Form 1. Generally to learn this subtopic, students should be able to understand clearly about topic Lines & Angels. For example, transformation for triangular that represent rotation through 180 at one point. Students must master the Lines & Angels topic first, before solve that kind of question perfectly.

Besides, we also found that the Coordinates’s topic in Form 2 also related to transformation. It is because all subtopic in coordinates such as coordinates, scale for the coordinate axis, distance between two points in a Cartesian plane and midpoint of coordinate that use in transformation learning process.

This scope becomes more details than what they had learned in Form 2 and 3. In Form 5, the learning objective of this topic is to understand and use the concept of combination of two transformations. At the end, students will be able to determine the image of an object under combination of two isometric transformations such as two enlargements and one enlargement with an isometric transformation. Students also can draw the image and state the coordinate’s image of the point under transformations. Then, they used their previous knowledge to solve problem involving transformations.

2.0 PSYCHOLOGIST THEORY RELATED TO THE TEACHING AND LEARNING OF MATHEMATICS
Jerome Bruner
Base on connectivity theorem, every mathematical concepts, principles and skills are connected to other concepts, principles, or skills. For example the transformation related to the topic of line and angel, and coordinates. So the teacher should show the continuity that exists between the mathematics structures.

Robert Gagne

According to Robert Gagne, the mathematics teacher needs to identify important facts related to topics, skills that show emphasized as well as how effective delivery of the concepts and students mastery of the principle to be learned can be achieved. For example, the student is able to identify a translation is said to have mastered the facts. If the student is able to solve translation of objects to get its image then he or she is said to have mastered the skills. If the student is able to determine the form ( whereby ‘a’ is the movements parallel to the x- axis ( positive means a movement to the right and negative means movement to the left) and ‘b’ is the movements parallel to the y- axis ( positive means a movement upward and negative means movement downwards). Finally he or she manage to solve the problem involve translation and then explain it to other students, he or she is said to have mastered the principle.

Mastery Learning

Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one. Mastery Learning includes many elements of successful tutoring and the independent functionality seen in high – end students. In a mastery learning environment, the teacher directs a variety of group- based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path. Mastery learning related to this subtopic in determine the image of an objects under combination of two isometric transformations, the student must understand and mastery some skills of the transformations such as translation, rotation, reflection, and enlargement.
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