Lesson Plan: Purpose of The Lesson) by The End of The Lesson, The Learners Would Be Able To

LESSON PLAN
Name of School Mangwazana High School

Grade: 11a Duration 1 Hour Date 11 February 2022
Name of the Teacher Qinisolethu Myeni
Subject Mathematics
Topic Trigonometric Equations
Number of Learners 5
AIMS AND OBJECTIVES

General aims  To know that anything that is uses numbers and be
measured is a quantity.
Specific aim  To develop fluency in computation skills without relying

on the usage of calculators.
Lesson Objective (The By the end of the lesson, the learners would be able to:
purpose of the lesson)
 Differentiate the difference between Static and Kinetic
frictional force
 How to break a force when acting on an angle
Subject content  A free body diagram consists primarily of a sketch of the

(concepts) body in question and arrows representing the forces
applied to it.
 A free-body diagram for a ball resting on the ground:
Gravity is acting downward
 Static frictional force is the force that opposes the
tendency of motion of a stationary object relative to a
surface
 Kinetic Frictional Force is the force that opposes the
motion of a moving object relative to a surface in contact
with.
Teaching strategies  Demonstration

 Narrative method
 Socratic method
Teaching resources  Textbook (Stady and muster, Physical Sciences grade 11,
caps).
 Chalkboard
 Caps document
Prior knowledge  The knows that the vector with the longest length that
vector have a high magnitude (size).
LESSON PHASES
Teacher Activity Learner Activity Time
INTRODUCTION:
A recap on the previous class under Contact and non-contact 10 min.
forces
PRESENTATION: The learner writes

A free body diagram consists primarily of a sketch of the down the
body in question and arrows representing the forces applied information from
to it. It is not necessarily drawn to scale, but magnitude and
the teacher’s book
direction are important. All arrows point away from the dot.
The following tips need to be considered when drawing a
free body diagram.
 Draw a dot or a box to represent the object

 Draw a surface of contact if there is one.
 Draw arrows LEAVING the dot, roughly with a
length proportional to the size of the force acting on
the dot.
 Start with force weight, then force normal (if there is
a surface of contact)
 Next include friction, or force applied or tension The learner listens
force and response
 Find Net Force in x and y direction. Usually, one of positively
these is zero. 45 min.
Example (free-body diagram for a freely falling ball):

Neglecting air friction, the only force acting on the ball is
gravity The learner writes
down the
information from
A free-body diagram for a ball resting on the ground:

Gravity is acting downward. The ball is at rest. The ground
must exert a force equal in magnitude and opposite in
direction to the gravitational force on the ball. This force is
called the normal force, N, since it is normal to the surface.
The resultant force in this case is zero
A free-body diagram for a mass on an inclined plane:

Gravity acts downward. The component of F g perpendicular
to the surface is cancelled out by the normal force the
surface exerts on the mass. The mass does not accelerate in
the direction perpendicular to the surface. The component of
F g parallel to the surface causes the mass to accelerate in The learner writes
that direction. down the
information from
A force diagram:
Is simply a diagram showing all the forces acting on an
object, the force's direction and its magnitude. It is a
simplification of the picture that shows just the forces. In the
example below, the first image is a picture of a climber on
the side of a cliff. The second image shows just the object of
interest (the climber) and has vectors drawn representing the
different forces on the climber, which are labelled with The learner listens
everyday language. The third image is a force diagram; the and response
object of interest is simply represented by a dot, and the positively
vectors are labelled by the type of force, the object exerting
the force, and the object receiving that force
CONCLUSION:
The Free body diagram all are of forces point away from the
dot and under the force diagram forces can point anywhere 5 min.
(in or away) from the block if the direction did not change.
APPLICATION (ASSESSMENT QUESTIONS AND MEMORANDUM):
ENRICHMENT ACTIVITY:
(Please attach the instructions/activity)
1. Draw the force diagram showing all forces acting

2. free-body diagram showing all forces acting
REFLECTION:
Did you achieve what you had prepared to deliver during the lesson?
 Yes, I did it was all simple and understandable to learners.
What challenges did you encounter during the lesson?
 They failed to draw the graph when there is a shift either horizontal or vertical.
How did you respond to the above-mentioned challenges?
 They must draw the mother graph first and used their hand and shift the graph in their
imagination when it shifted to the left or right and up or down.
What is it that you think you could do differently to improve your lesson development
and delivery?
 The teacher should provide more of different resources and solving problems of the
exam type questions.

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LESSON PLAN

Name of School Mangwazana High School

AIMS AND OBJECTIVES

Specific aim  To develop fluency in computation skills without relying

Subject content  A free body diagram consists primarily of a sketch of the

Teaching strategies  Demonstration

PRESENTATION: The learner writes

 Draw a dot or a box to represent the object

Example (free-body diagram for a freely falling ball):

A free-body diagram for a ball resting on the ground:

A free-body diagram for a mass on an inclined plane:

1. Draw the force diagram showing all forces acting

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