Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Learning plan in mathematics

•Download as DOCX, PDF•
•
jennytuazon01630
jennytuazon01630

This learning plan discusses teaching students about the distance formula in mathematics. The objectives are for students to apply the relationship of distance, solve for distance between two points using the distance formula, and show enthusiasm during class discussions. An activity is outlined where students plot coordinates on a Cartesian plane to form a right triangle, and identify the hypotenuse and sides. The teacher then explains how to calculate the length of sides of the triangle using the distance formula by taking the difference between the x- and y-coordinates of two points.

Related slideshows

Math 10 Curriculum Guide
Math 10 Curriculum GuideMath 10 Curriculum Guide
Math 10 Curriculum Guide
 
A detailed lesson plan in permutation
A detailed lesson plan in permutationA detailed lesson plan in permutation
A detailed lesson plan in permutation
 
Lesson Plan- Measures of Central tendency of Data
Lesson Plan- Measures of Central tendency of DataLesson Plan- Measures of Central tendency of Data
Lesson Plan- Measures of Central tendency of Data
 
1 of 4
LEARNING PLAN IN MATHEMATICS INSTRUCTIONAL SEQUENCES I. Objectives: At the end of the discussion, the students with at least 85% of mastery will be able to: a. Apply the relationship of distance; b. Solve the value of distance between two points by the use of distance formula; c. d. Show enthusiasm during class discussion. II. Subject Matter a. Topic: Distance Formula b. Reference: Benes, Salita (2008). Painless Math Geometry. Anvil Publishing Inc. pp. 118-119 III. Procedures: Daily Routine  Prayer  Checking of Attendance Teacher’s Activity A. Activity Before we proceed to our lesson proper for the day. Let’s have an activity. Plot these coordinates on our Cartesian plane.  (3,2)  (8,7)  (8,2) Who wants to plot the coordinates? Who wants to name the points? Students’ Activity (3,2) (8,7) (8,2) (3,2) (3,2)
Very good. Now who wants to connect the points? Very good class! What figure did we form? Exactly. Analysis Based on our activity, what do you call the ̅퐴̅̅퐵̅ in the right triangle? Very good! How about ̅퐴̅̅퐶̅ and 퐵̅̅̅퐶̅? What do you call these line segments? Very good! From the figure in the activity, how can we get the length of ̅퐴̅̅퐶̅? Who wants to solve on the board? A right triangle! Hypotenuse! Sides of the right triangle! B C B C Since ̅퐴̅̅퐶̅ is plotted on the x- axis, we have to get the difference between x2 and x1. x2=8, x1=3 x2-x1 = 8-3 = 5 (3,2) (8,7) A (8,2) (3,2) (8,7) A (8,2)
Very good! How about 퐵̅̅̅퐶̅? How can we get the length of 퐵̅̅̅퐶̅? Who wants to solve on the board? Since 퐵̅̅̅퐶̅ is plotted on the y-axis, we have to get the difference between y2 and y1. y2=8, y1=3 y2-y1 = 7-2 = 5
Learning plan in mathematics

More Related Content

Learning plan in mathematics

  • 1. LEARNING PLAN IN MATHEMATICS INSTRUCTIONAL SEQUENCES I. Objectives: At the end of the discussion, the students with at least 85% of mastery will be able to: a. Apply the relationship of distance; b. Solve the value of distance between two points by the use of distance formula; c. d. Show enthusiasm during class discussion. II. Subject Matter a. Topic: Distance Formula b. Reference: Benes, Salita (2008). Painless Math Geometry. Anvil Publishing Inc. pp. 118-119 III. Procedures: Daily Routine  Prayer  Checking of Attendance Teacher’s Activity A. Activity Before we proceed to our lesson proper for the day. Let’s have an activity. Plot these coordinates on our Cartesian plane.  (3,2)  (8,7)  (8,2) Who wants to plot the coordinates? Who wants to name the points? Students’ Activity (3,2) (8,7) (8,2) (3,2) (3,2)
  • 2. Very good. Now who wants to connect the points? Very good class! What figure did we form? Exactly. Analysis Based on our activity, what do you call the ̅퐴̅̅퐵̅ in the right triangle? Very good! How about ̅퐴̅̅퐶̅ and 퐵̅̅̅퐶̅? What do you call these line segments? Very good! From the figure in the activity, how can we get the length of ̅퐴̅̅퐶̅? Who wants to solve on the board? A right triangle! Hypotenuse! Sides of the right triangle! B C B C Since ̅퐴̅̅퐶̅ is plotted on the x- axis, we have to get the difference between x2 and x1. x2=8, x1=3 x2-x1 = 8-3 = 5 (3,2) (8,7) A (8,2) (3,2) (8,7) A (8,2)
  • 3. Very good! How about 퐵̅̅̅퐶̅? How can we get the length of 퐵̅̅̅퐶̅? Who wants to solve on the board? Since 퐵̅̅̅퐶̅ is plotted on the y-axis, we have to get the difference between y2 and y1. y2=8, y1=3 y2-y1 = 7-2 = 5