Form: Four

Topic: Standard Form

Learning Outcomes: At the end of the lesson, students will be able to:
i. Round off positive numbers to a given number of significant figures when the numbers are greater than and less than .
ii. State the number of significant figures of a given positive numbers.
iii. !rite the positive numbers to a given number of significant figures.
"rior #nowledge:
Students can identif$ place value and value of each digit in whole numbers.
Students can round whole numbers.
Students can state the place value and value of each digit in decimals.
Students can round decimals to the nearest whole number or up to given decimal places.
Teaching aids%resources:
&ah'ong papers
manila cards
"ower"oint
Attitudes and values:
&eticulous
(onfident and diligent.
)onest
Responsibilit$
(ooperative
(reative and critical thin#ing s#ills:
&a#ing connection
(ategori*ing and generating possible idea
Reflection
Thin#ing S$stematicall$
+nstructional Steps
Step%
,uration
(ontent Activit$ -,iscourse. A/%((TS%Strateg$%
&ethod%TA
Teacher0s role Students0 role
Step :
Set induction
-1 minutes.
The use of
significant figures
2efore starting the lesson,
teacher as#s the students
3what is the population in
&ala$sia now45
Teacher will give the
actual number of
population in &ala$sia
-67.898: million. and
compared it to student0s
answer.
From the comparison,
teacher tries to relate it to
the topic students are going
to learn. A big title of topic
will be shown b$ using
manila card -what is
significant figures..
Teacher discusses with
students 3what significant
figure is and wh$ we need
to use it45
Several students will be
selected to give the answer.
Students discuss with
students and listen activel$
Students give suggestion
e;ample of our dail$ life
which applied significant
figures.
Teaching Aid
< concept map
Attitudes and
/alues:
meticulous
Approach: teacher
and student
centered
Strateg$
=uestioning
&ethod: discussion
Techni=ue:6<wa$
interaction
((TS
&a#ing connection
Step 6:
+nstructional
,evelopment
-69 minutes.
Rules of
significant figures
<All non<*ero digits
are significant
Teacher shows a table
which consist of a few
rules that we must follow
Students are as#ed to
identif$ the number of
significant figures to the
Teaching Aid
<&ah'ong paper,
manila card, ma#er
pen, white board
figures
< The digit *ero can
be a significant
figure or not
depending on its
position in the
number
Rounding off
numbers
-the method of
rounding off a
number to a given
number of
significant figures.
when rounding off a
number to given number of
significant figures.
teacher gives some
e;amples
Teacher recall students that
we have learnt to round off
numbers to re=uired place
value through
appro;imation.
Teacher introduce another
method of appro;imation is
to round off a number to an
appropriate number of
significant figures.
Teacher shows a flow chart
which shows the method of
rounding off a number to a
given number of significant
e;amples given.
students are as#ed to give
more e;ample of each rule
students are as#ed about
the level of accurac$ of
measurement depending on
the number of significant
figure it have.-e.g. the
accurac$ of ammeter
different from the
multimeter.
Students differentiate the
accurac$ of the two
instruments used.
Students listen attentivel$
Attitude and /alue
<confident and
diligent.
Approach: teacher
and student<
centered
&ethod: e;positor$
and discussion
Strateg$:
< using tables and
flow chart
Techni=ue:
< 6<wa$ interaction
((TS:
(ategori*ing and
generating possible
idea
figures.
Teacher e;plains the flow
chart b$ using suitable
e;amples.
Step 1
+nstructional
,evelopment
-> minutes.
!or#sheet The teacher as# student to
form ? with 7 students in
each group.
The teacher gives each
group a wor#sheet to
answer b$ the student.
The teacher monitors the
students activit$ and act as
a facilitator
The teacher discusses
student with student
Student wor# in their
respective groups.
Students discuss in groups
to carr$ out the tas# given
in wor#sheet.
Students hold discussion in
their respective e;pert
groups.
Teaching Aids:
<wor#sheet
&ethods:
<(ooperative
learning
<@;planation
Techni=ue:
< ,iscussion
Approach:
< Student centered
((TS:
< Thin#ing
S$stematicall$
Attitudes and
/alues:
<)onest
< Responsibilit$
< (onfident
< (ooperative
Step 7:
@valuation
-: minutes.
Tas# : practical
wor# from what
student have learnt
<writing down the
answer of the
=uestion given
<complete the
sentences
&athematics activit$
the teacher provides one
paper sheet to each group
teacher e;plain the rule of
the activit$
Rule activit$
there is one sentences that
are not complete
the student need to find the
blan# sentence to complete
the sentence
the wa$ to find the blan#
sentences is student must
answer all the =uestion
given
each =uestion have one
letter
So the students need to find
all the answer to get the
complete letter.
The letter will form a
sentences which is the
sentences in the blan#
sentences
Students pa$ attention to
the teacher0s e;planation.
@ach group will ta#e the
paper and show it to all
group members.
Students wor# respectivel$
in their groups
Students discuss the
answer with teacher and
chec# their answer.
Teaching Aids:
<"ower"oint
&ethods:
<(ooperative
learning
<@;planation
Techni=ue:
< ,iscussion
Approach:
< Student centered
((TS:
< Thin#ing
S$stematicall$
Attitudes and
/alues:
<)onest
< Responsibilit$
< (onfident
< (ooperative
Step ?:
(losure
- minutes.
Revise the content
we had learnt.
)omewor# given
from te;tboo#.
Teacher as#s student to
reflect on what the$ have
learned.
Teacher will help student
b$ giving guide line to
them for ma#e their own
reflection
Teacher will give e;ercises to the
students as a homewor#
Student will tr$ to reflect on
what the$ have learned.
Student pa$ attention and
listen carefull$ before do the
reflection
Student will do the e;ercise given
as homewor# and hand it up for
the ne;t class.
&ethods:
< Auestioning
Techni=ue:
< ,iscussion
Approach:
< Student centered
((TS:
< Reflection
Attitudes and
/alues:
< )onest
< Responsibilit$
< (onfident
< Respect