ACKNOWLEDGEMENT

We are thankful to god for giving us the strength and spirit in undergoing
our mathematics coursework pertaining to our assessment in Semester 4
Planning and Teaching Mathematics. Although there are some difficulties and
problems faced, we still manage to overcome them and successfully finish our
research.
First of all, we want to convey our bountiful thanks to Puan Siti Rahaimah,
our Planning and Teaching Mathematics lecturer, as he has given us adequate
assistance and guidance in accomplishing the goals of our research. We also
want to thank our beloved parents and family for supporting us all this time.
A token of thanks to all respondents for lending us their thinking caps in
helping us with our research. As the saying always goes, A Friend in Need is A
Friend Indeed . We would also like to thank our trusted friends and colleagues
for their helping hands. Last and not least, we would like to thank those who had
helped us directly or indirectly with our work. We could not have done it without
the commitment given from all of you.
THANK YOU

ARTICLE ABOUT LESSON PLAN

Article 1

Write a Lesson Plan Guide

How to Develop a Lesson Plan
We have received several questions regarding how to write a good lesson plan.
We went ahead and asked our experts, did some research, and have included
some tips and guidelines below.
To begin, ask yourself three basic questions:
Where are your students going? How are they going to get there? How will you
know when they've arrived?

Then begin to think about each of the following categories which form the
organization of the plan. While planning, use the questions below to guide you
during each stage.
Goals
Goals determine purpose, aim, and rationale for what you and your students will
engage in during class time. Use this section to express the intermediate lesson
goals that draw upon previous plans and activities and set the stage by preparing
students for future activities and further knowledge acquisition. The goals are
typically written as broad educational or unit goals adhering to State or National
curriculum standards.
What are the broader objectives, aims, or goals of the unit plan/curriculum? What
are your goals for this unit? What do you expect students to be able to do by the
end of this unit?

Objectives
This section focuses on what your students will do to acquire further knowledge
and skills. The objectives for the daily lesson plan are drawn from the broader
aims of the unit plan but are achieved over a well defined time period.
What will students be able to do during this lesson? Under what conditions will
students' performance be accomplished? What is the degree or criterion on the
basis of which satisfactory attainment of the objectives will be judged? How will
students demonstrate that they have learned and understood the objectives of
the lesson?
Prerequisites
Prerequisites can be useful when considering the readiness state of your
students. Prerequisites allow you, and other teachers replicating your lesson
plan, to factor in necessary prep activities to make sure that students can meet
the lesson objectives.
What must students already be able to do before this lesson? What concepts
have to be mastered in advance to accomplish the lesson objectives?
Materials
This section has two functions: it helps other teachers quickly determine a) how
much preparation time, resources, and management will be involved in carrying
out this plan and b) what materials, books, equipment, and resources they will
need to have ready. A complete list of materials, including full citations of
textbooks or story books used, worksheets, and any other special considerations
are most useful.
What materials will be needed? What textbooks or story books are needed?
(Please include full bibliographic citations) What needs to be prepared in
advance? (Typical for science classes and cooking or baking activities)
Lesson Description

This section provides an opportunity for the author of the lesson to share some
thoughts, experience, and advice with other teachers. It also provides a general
overview of the lesson in terms of topic focus, activities, and purpose.
What is unique about this lesson? How did your students like it? What level of
learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge,
comprehension, application, analysis, synthesis, or evaluation.)
Lesson Procedure
This section provides a detailed, step-by-step description of how to replicate the
lesson and achieve lesson plan objectives. This is usually intended for the
teacher and provides suggestions on how to proceed with implementation of the
lesson plan. It also focuses on what the teacher should have students do during
the lesson. This section is basically divided into several components: an
introduction, a main activity, and closure. There are several elaborations on this.
We have linked to some sample lesson plans to guide you through this stage of
planning.
1 Introduction
How will you introduce the ideas and objectives of this lesson? How will you
get students' attention and motivate them in order to hold their attention? How
can you tie lesson objectives with student interests and past classroom
activities? What will be expected of students?
1 Main Activity
What is the focus of the lesson? How would you describe the flow of the
lesson to another teacher who will replicate it? What does the teacher do to
facilitate learning and manage the various activities? What are some good

and bad examples to illustrate what you are presenting to students? How can
this material be presented to ensure each student will benefit from the
learning experience?
Rule of Thumb # 1:
Take into consideration what students are learning (a new skill, a rule or
formula, a concept/fact/idea, an attitude, or a value).
Choose one of the following techniques to plan the lesson content based on
what your objectives are:
Demonstration ==> list in detail and sequence of the steps to be performed
Explanation ==> outline the information to be explained
Discussion ==> list of key questions to guide the discussion
1 Closure/Conclusion
What will you use to draw the ideas together for students at the end? How will
you provide feedback to students to correct their misunderstandings and
reinforce their learning?
1 Follow up Lessons/Activities
What activities might you suggest for enrichment and remediation? What
lessons might follow as a result of this lesson?
Assessment/Evaluation
This section focuses on ensuring that your students have arrived at their
intended destination. You will need to gather some evidence that they did. This
usually is done by gathering students' work and assessing this work using some
kind of grading rubric that is based on lesson objectives. You could also replicate
some of the activities practiced as part of the lesson, without providing the same

level of guidance as during the lesson. You could always quiz students on
various concepts and problems as well.
How will you evaluate the objectives that were identified? Have students
practiced what you are asking them to do for evaluation?
Rule of Thumb # 2:
Be sure to provide students with the opportunity to practice what you will be
assessing them on. You should never introduce new material during this activity.
Also, avoid asking higher level thinking questions if students have not yet
engaged in such practice during the lesson. For example, if you expect students
to apply knowledge and skills, they should first be provided with the opportunity
to practice application.

ARTICLE 2

How to Write a Lesson Plan

Guide Note
Writing a good lesson plan can be tricky the first few times. However, like
anything else, proper preparation is the key to success. Read on to learn how to
write a lesson plan that lays out clear learning objectives and meets state
curriculum guidelines.
Lesson Plan Writing Tips
1. You may need to modify your lesson plan format to fit the lesson.
2. A good lesson plan should provide enough information that another
teacher could follow it.
3. Lesson objectives should be specific and measurable.
4. Objectives should align with state curriculum guidelines.
Introduction

Writing a good lesson plan is essential for every teacher. Lesson plans are
often submitted as part of your annual evaluations. They can also be your
lifeline if you have to call in sick suddenly. Although there are many
different methods of writing a lesson plan, such as the Herbartean method
or Madeline Hunter's method, the only "right" way is the method that works
best for you. The following guide covers most of the different sections you
may want to include on your lesson plans. However, you will find that you
rarely need all the following

Sections on every lesson plan you write.

Basic Information

At the top of any lesson plan should be an overview of the lesson as well
as any basic logistical information or requirements related to it. This
section should include the following:

1. Unit Name: The name of the unit the lesson is a part of.
2. Lesson Title: The title of this specific lesson.
3. Grade Level: The grade level for which the lesson is designed.
4. Subject Area: The subject matter the lesson covers.
5. Lesson Description: The lesson description should be a brief overview of
what the lesson is about including the topic focus, activities and purpose.
However, you can also use this section to provide thoughts, experiences
and suggestions for other teachers or future use.
6. Required Materials: Listing what materials you or your students will need
for the lesson will help you when preparing the lesson. Ask yourself, "What
materials, resources and technology do I need for the lesson?" This
includes textbooks, handouts, calculators, computers, printers, Internet
connection, etc.
7. Time Estimates/Time Allotted: How many class meetings or hours do
you think will be needed to complete this lesson?
8. Safety Precautions: Describe any special concerns for safety or welfare
that might arise during this lesson.
9. Student Products: Are there any things that the students will be creating
during the lesson? Examples of products include reports, newsletters,
diagrams, drawing, database, media presentation, etc.
Prerequisites Skills

The prerequisite skills or "present level of performance" section is where

you list the skills the students must have in order to succeed with the
lesson. This should include any technological skills they will need. You

should also list what concepts the students should have mastered before
beginning this lesson. For example, a student should master multiplying
one-digit numbers before beginning multiplication of two-digit numbers.
Objectives, Goals and Standards

Objectives, or goals, are arguably the most important part of any lesson
plan. The objectives will help determine the aim and rationale for what
your students are doing in class that day. Typically, these will be guided by
your state's curriculum standards. Your objectives should be broken down
into two major types: long-range and short-range. The long-range
objective will give the overall goal of the lesson plan while the short-range
objective will tell what specifically the students will accomplish that day .

Here are some guidelines for writing good objectives:

1. Objectives should contain the type of activity or skill, the criteria or

standards by which competence will be assessed, conditions required
to meet the objective and the competence level students will reach.
2. Objectives should be measurable, specific and observable.
3. Ask yourself the following questions when writing your objectives:
1. What is the overall purpose of the unit plan or curriculum goal?
2. What should the students be able to do by the end of the unit?
3. What should the students be able to do by the end of the lesson?
4. To what degree should the students be able to do the task
successfully?
5. How will you know or be able to prove that the students have
achieved the objective?

One of the best tools a teacher can use to write goals is Bloom's
Taxonomy. Bloom's Taxonomy divides learning into three different
domains: cognitive (knowledge or mental skills), affective (feelings,
emotions or attitude) and psychomotor (physical skills). Each category is

then broken down into six levels of difficulty. Most teachers will focus on
the cognitive section of the taxonomy. For more information on Bloom's
Taxonomy, check out one of the following links:
1. About.com: Use Bloom's Taxonomy to Move Your Students Through The
Learning Process
2. Lee University: Bloom's Taxonomy
3. CalState TEACH: Verb Wheel Based on Bloom's Taxonomy
4. Teachers on the Web: Applying Bloom's Taxonomy
5. Performance, Learning, Leadership, & Knowledge: Learning Domains or
Bloom's Taxonomy
State Curriculum Standards

Every state has its own set of curriculum standards. Most of the time,
lesson plans will be designed to fit one of those standards. Therefore, it is
a good idea to list with which standards the lesson aligns. Every state has
these standards listed on its official website.

NETSS Performance Indicators

The National Education Technology Standards for Students (NETSS)

Performance Indicators are technology standards adopted by every state
in the U.S. Anytime your lesson plan integrates technology you should
indicate which NETSS standards it aligns. A list of all K-12 standards can
be found in the following PDF document: Profiles for Technology Literate
Students.

Lesson Procedure

The major part of the lesson can be broken down into three major parts:
introduction or anticipatory set, instruction and conclusion or closure.

Introduction or Anticipatory Set

The introduction, or anticipatory set, can make or break your lesson. It is

the moment where you capture the students' attention and motivate them.
Some of the best examples of great anticipatory sets are done by Robin
Williams in Dead Poets Society. However, you don't need to be a
comedian with a great script to provide your students with terrific
anticipatory sets. Instead, simply do the following:
1. Use an attention-getting story or action to help focus the students'
attention.
2. Review what has already been learned to provide scope and structure
while connecting previous lessons together.
3. Inform students of the objective or objectives of the lesson.
4. Explain what is expected of the students.
5. Give students any background information they might need to know
about a topic.

Your instructional procedure and methods should be a detailed, step-bystep description of everything that you will do during the lesson. Much of
how you write this section will depend on the type of instruction that you
plan on using.

Types of Instruction

When most people think of instruction, they think "lecture." In a good

lesson plan, this will not always be the case. Here are a few of the
different instructional methods you can use:
1. Direct Instruction: Direct instruction is a term used for the majority of
teacher-centered instructional approaches. It is good for teaching basic

facts and skills. Almost all methods of direct instruction include four
steps: introduction and review, presentation of new information, guided
practice and independent practice. Examples of direct instruction
include:

1. Lecture: Although it is frequently criticized, lecture is still the

most common method of teaching.
2. Demonstration: Demonstrations are used most commonly to
teach science, computer skills and similar procedures.
3. Lecture-Discussions: Lecture-discussions start with a lecture
followed by discussion about the topic by the teacher and the
students.

2. Case Studies: Case studies are not appropriate for elementary

students, but are a great way to help older students develop analytic
and problem-solving skills. It involves having students work together in
groups to analyze or solve a case presented to them.
3. Cooperative Learning: Cooperative learning not only helps students
learn an academic skill, but promotes social skills. The trick is to make
sure that each student in the group actively participates as a member
of his or her group.
4. Discussion: Discussions are excellent for use after a lecture or video,
but can be difficult to manage with larger groups.
5. Discovery Learning: Discovery learning requires students to use prior
knowledge and experiences to discover new information. It requires
the students to have some prior knowledge and needs to be well
structured.

6. Inquiry Learning: Inquiry learning requires the students to solve a

problem that the teacher has given them. One of the most commonly
used examples of inquiry learning is WebQuests. Inquiry learning
requires a high amount of participation by the students.
7. Jigsaw: Jigsaw is a cooperative learning strategy in which each
student is a member of two groups: a home group and a learning
group. Students meet with their learning group to master a skill or idea.
They then report back to their home group where they teach the other
members of their group about what they learned.
8. K-W-L: K-W-L stands for a three column chart labeled Know Want to
Know and Learned. The students fill out the first column before the
lesson begins. Then, they fill in the middle column with things that they
would like to learn during the lesson. Once the lesson is over, the fill
out the final column with what they learned. This chart can be done
individually or by the class as a whole.
9. Learning Centers: Learning centers involve self-contained areas
where students work alone or in groups to complete a task.
10. Role Play: Role playing is when students try to solve problems by
acting them out. It is usually followed by a discussion where students
can explore their feelings and gain insight about their attitudes.
11. Scaffolding: Scaffolding is when a teacher begins the lesson by
modeling the skill and then slowly withdraws his or her assistance
allowing the students to take responsibility for their own learning.
12. Simulations: Simulations are frequently used in social studies and
science classrooms. In today's technological society, this usually
involves use of the computer. Using simulations promotes the use of
critical and evaluative thinking by the students.
13. Think, Pair, Share: In think, pair, share, students are divided into
groups of four. The teacher presents them with an issue or question
and gives each student time to think about it. They are then paired up
with another member of their group and each shares their answer.

Students are then paired up with a different member of the group and
share the answers that the first pair had come up with.
Conclusion or Closure

The closure, or conclusion, is the summary of the lesson. It is when you

should review key points and summarize the main ideas. This is also a
time when you can preview future lessons and allow students to show off
their work.

Follow-Up Activities

Once the instruction is completed, you will need to provide ways for
students to practice their new skills or use their knowledge either as part
of or before assessing how well they have learned the lesson. This falls
under one of five categories: guided practice, independent practice,
assessment, supplemental activities and remediation.

Guided Practice

Guided practice is done after the lesson, but before students is required to
do things independently. It gives the students an opportunity to practice
what they have learned while you monitor them. This helps prevent
students from practicing errors. You will need to closely monitor this
session and give students feedback on their progress.

Independent Practice

When you think of independent practice, the word "homework" usually

comes to mind, and this will be the case for most of the "independent
practices" a student does. Independent practice allows a student to
practice and internalize new skills or information. Some of the different
ways you can provide a student with independent practice include:

1. Assigned questions
2. Worksheets
3. Cloze procedure
4. Graphic organizers
5. Journals
6. Learning Logs
7. Response Journal
8. Storytelling
9. Research projects
Assessment and Evaluation

Students love to ask, and teacher hates to hear, the question, "Will there
be a test on this?" Testing is not the only method of evaluating if a student
has mastered a skill. Sometimes assessment comes by evaluating the
independent work that they did. Whatever method for assessment you
use, make sure that it aligns with your objectives and instructional method.
You will also need to state what is needed for you to determine if the
student has mastered the lesson's objectives.

Supplemental Activities

You should list any supplemental work that can be used to extend
learning. These are often great things to use as extra credit work.

Remediation

Remediation activities are ways you can reteach the learning to students
who require additional instruction or practice. Remediation is usually done
after the assessment.

Modifications

Being able to modify a lesson to accommodate students with disabilities or

limited proficiency in English is a skill every teacher needs to have. In the
beginning, it can be helpful to communicate with a special education
teacher or the student's parents to find what methods have worked well in
the past. You can find examples of ways to modify lesson plans at any of
the sites listed below:

Additional Resources

After all this explanation, you may find it helpful to see how other people
have written their lesson plans. There are two ways you can do this: by
checking out some of the lesson plan templates available online or by
looking at actual lesson plans.

SUMMARY
Successful teachers are invariably good planners and thinkers. In my career
as a teacher and teacher educator, I have read and evaluated thousands of
lesson plans written by education students at all levels. On a consistent basis, I
see mistakes that distort or weaken what the plans are supposed to
communicate. Lesson-planning skills can be improved by first thinking carefully
about what the lesson is supposed to accomplish. There is no substitute for this.
In teaching students how to develop lesson plans, the following are mistakes I
have observed that teachers make most often, the objective of the lesson does
not specify what the student will actually do that can be observed, the lesson
assessment is disconnected from the behavior indicated in the objective, the
materials specified in the lesson are extraneous to the actual described learning
activities, the instruction in which the teacher will engage is not efficient for the
level of intended student learning. The student activities described in the lesson
plan do not contribute in a direct and effective way to the lesson objective. A
lesson plan that contains one or more of these mistakes needs rethinking and
revision.
The purpose of a lesson plan is really quite simple; it is to communicate. The
lesson plans we develop are to guide us in helping our students achieve intended
learning outcomes. Whether a lesson plan fits a particular format is not as
relevant as whether or not it actually describes what we want, and what we have
determined is the best means to an end. If we write a lesson plan that can be
interpreted or implemented in many different ways, it is probably not a very good
plan. This leads one to conclude that a key principle in creating a lesson plan is
specificity. There is however, one any only one set of connecting roads that
represents the shortest and best route. Best means that, for example getting to
Kuala Lumpur by using an unreliable car is a different problem than getting there
using a brand new car. What process one uses to get to a destination depends
on available resources and time. So, if you agree that the purpose of a lesson

plan is to communicate, then, in order to accomplish that purpose, the plan must
contain a set of elements that are descriptive of the process. Let's look at what
those elements should be.
The development of a lesson plan begins somewhere, and a good place to
start is with a list or description of general information about the plan. This
information sets the boundaries or limits of the plan. This is a good list of these
information items, the grade level of the students for whom the plan is intended,
the specific subject matter , if appropriate, the name of the unit of which the
lesson is a part and the name of the teacher. The parts each part of a lesson plan
should fulfill some purpose in communicating the specific content, the objective,
the learning prerequisites, what will happen, the sequence of student and teacher
activities, the materials required, and the actual assessment procedures. Taken
together, these parts constitute an end (the objective), the means (what will
happen and the student and teacher activities), and an input (information about
students and necessary resources). At the conclusion of a lesson, the
assessment tells the teacher how well students actually attained the objective
This is the actual plan. If you have done the preliminary work (thinking,
describing the inputs), creating the plan is relatively easy. There are a number of
questions you must answer in the creating the plan, what are the inputs? This
means you have the information necessary to begin the plan what is the output?
This means a description of what the students are supposed to learn, what do I
do? This means a description of the instructional activities you will use, what do
the students do? This means a description of what the students will do during the
lesson how will the learning be measured? This means a description of the
assessment procedure at the end of the lesson.

LESSON PLAN

Teacher

: Mohd Faiz Ehsan B Marzuki

Subject

: Mathematics

Topic

: 3D - Shapes

Time

: 60 minutes (double period)

Date

: 28/07/08

No. of students

: 38

Class

: 3 Bijak

Learning area

: 3D shapes

General objective

: To enable students to understand 3D shapes

Specific objectives : Teach the student to,

Learning outcome

i.

Say the shapes

ii.

Recognize all the shapes

iii.

Know the properties of 3D shape

iv.

Can related 3D shape in life

: After the lesson end student will,

I.

Say all the shape correctly

II.

Can recognize all the shapes

III.

Know all the properties of the shapes

IV.

Can related the 3D shapes in real life

Previous
Knowledge

: a) Student know about 2d shapes

b) Student know about plain shapes

Teaching aids

: Multimedia Presentation from CD

Moral Value

: Cooperation

Training Skills

: Compare, Related, and Problem Solving

Allocation of

Content

Teaching-learning

time

Notes

activities

Induction

Teacher tells students KKBK: relate

(5 minutes)

what they will learn.

Teacher use real thing

the concept of
3D shape using

to introduce the

concrete and

concept of 3D

manipulative

shapes. Examples

material

books, pencil box and

pen

Step 1

Teacher ask students

(20 minutes)

what is their previous

Pictures of
shapes

knowledge about and Multimedia

3D shapes related to
Model concept of 3D shapes
using concrete and
manipulative materials

students daily life

Teacher open the
multimedia
presentation
Teacher introduce the
3D shapes to
students
Teachers teach the
characteristics of all
the shapes shown.

presentation.

Step 2

Activities

(20 minutes)

Teacher design a activities

using the multimedia

Teacher prepare the

activities
Teacher gives clearly

Activities by
using power
points program

instruction.

presentation

Teacher preview the

KBKK :

demo about the

cooperation

activities.

problem solving

First pupil will read

the question, other
pupils will go front
and try to answer the
question.
Each student solve
the activities that
prepared by teacher
by using Microsoft
power point
Step 3

Teacher prepares worksheet

(10 minutes)

to the students. Teacher also

distributes the

prepares enrichment

worksheet to the

worksheet to the good

student and gives the

students.

instruction to do the

Teacher

worksheet.

Teachers guide
the weak pupils to do
the worksheets

Worksheet 1
Worksheet 2

Step 4
(5 minutes)

Teacher summarize the topic

Teacher emphasizes
the step to identify the
shapes and
properties with
grouping.
Teacher to question
and answers with the
students

KKBK: making
conclusion.

REFLECTION ON THE LESSON PLAN

My objectives in teaching this topic to 3 Bijak class were to introduce and
make them understand about 3D shapes. These objectives tie in with the
Kementerian Pelajaran Mlaysia that is, the student describes and analyzes 3D
shapes, the student can recognize the shapes, the student know the properties
of the shapes and the student can related them to real life. The student is
expected to say the shapes, can recognize the shape perfectly, know the shapes
carefully and can relate the shapes in their own life. In addition, I thought I might
tie in to real thing around them.
Comments or questions by the students helped me to make further
explanations to enlighten the students more. Since this topic involved a real past
experience, the students were able to observe how the teachers responded to
the program appropriately. During the student participation in the, I helped with
encouraging words, feedback, and praise. The students enjoyed trying to play
some of the activities that I give. Later, I observed students practicing these
learning in their real life. Like related 3D shapes to their cupboard at the back of
the class.
My teaching is lack of activities. The activities should relate to the lesson
given. I also must take the student out of the class to show them the real 3D
thing. So they can easily understand about 3D. I also must prepare about
upcoming behaviors that show up in the class. From my teaching I can see some
students are going bored. So I must come up with so many activities that avoid
them to become boredom. My major mistakes are I felt that students learn more
effectively when they know what they are supposed to be learning.
So I suggest for my self, prepare what to teach carefully. I must include
many activities to avoid the students become boredom. I also must ask the
headmaster to take the students outside the class to show the real thing of 3D
shape. I also must prepare about the upcoming behavior from the student. As the
student is should feel the student didnt know about anything about the topics. I
also must check the student for understanding by questioning them.

REFERENCES
1. http://math.about.com/od/algebraworksheets/u/Worksheets.htm
2. http://www.tutor.com.my/tutor/ppk/index.asp?
sec=Year1&sub=Mat&pg=12
3. http://www.primaryresources.co.uk/science/mathematics.htm