Lesson Plan Portfolio

Goal

To develop cognitive skills and development of the students through mathematics and geometry

Objective

Explain how the volume and surface area would be affected when dimensions of a figure are doubled and/or tripled.

Identify acute, obtuse, straight, and right angles.

Identify perpendicular, parallel, and intersecting lines.

Work collaboratively.

Describe the relationship between vertical and adjacent angles.

Identify the total number of degrees in supplementary and complementary angles.

Create and conduct an oral presentation

Standards Included

(freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Materials

Whiteboard pens; flip paper; blue tac; register; 4 handouts; 1 worksheet; 2 lesson plan proformas

per person; PowerPoint presentation & memory stick; Copy of PowerPoint as handout.

computer and projector to be booked; assignment handout

Introduction

Introduction will take one class period.

· To assess the extent of what the students think of mathematics and geometry.

· To assess how the students react towards questions involving mathematics and geometry.

· To assess the areas of weakness of the students.

· To ascertain why the students do not like mathematics.

Lesson Development

Students, in groups of three to five, will develop designs of their choice using geometrical structures. The designs can be cars, houses or even parks.

Some of the targeted structures that students are expected to make include square houses, angles, shapes such as parallelograms, rhombus, and even semicircular objects.

Students will present their design to the class with a thoughtful explanation of how they derived their design.

Students will self-assess themselves with a quick checklist to determine how well they think they did work in a group, collaborating, designing, and presenting

Assessment

(Practice/ Checking for

Understanding)

· Has the student finished the shapes to the desired outcome?

· Has the student utilized the required instruction in their construction?

· Have the students completed the project on their own?

· Has the student worked efficiently according to the teachers and been creative in their own ways?

Closing

Ask for the students’ opinions on what they have made.

Are they satisfied with the lesson outcome?

Do they think that they should do it again tomorrow to perfection?

Teacher self-reflection:

· What lacked in the lesson?

· Are the students showing any learning improvement outcome?

· Are the students satisfied with the learning outcome?

· Are the students in a position to understand the aspect of geometry and how it applies in real life