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DEDUCTIVE METHOD

WAN ATIKAH MOHD AND MARIAM HASSAN

PISMP MATHEMATICS SEM 5

STEPS CONTENTTEACHING AND LEARNING

ACTIVITYREMARK

Set Induction 7 minutes

Recall back thepreviouslesson.

Teacher provides all students with 2papers as below.

Teacher asks students to draw andshade the fraction into 1

and 1

.

Then, teacher asks every student toshow their fraction that had beendrawn.

Last, teacher shows the correctshaded fractions cards.

Teaching aid:Worksheet(Fraction)(Appendix 1),fraction cards.

1

1


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Lessondevelopment

Step 1 20 minutes

Add two mixednumbers with

the samedenominator upto 10.

Teacher gives one example ofquestion.

e.g :

and

Then, teacher shows in front how tosolve the problem by using thepicture (transparencies) shownbefore.

=

+

= 2

Teaching aid:2 set of

transparencies(Appendix 2),

majong paper,makers

number cards(mixednumbers).

1

14

6


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Teacher gives another question topupils.Eg:

and 1

Then, teacher shows in front how tosolve the problem by using thepicture (transparencies) shownbefore

1

+

= 2

1


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To strengthen up studentsunderstanding, teacher provides

another question to be solved.(Appendix 3)

Teacher divides students into 5groups.

Every group gets 2 set oftransparencies and a majong paperand makers.

The questions are:Eg :

1) 2

+ 3

2) 3

+ 2

Teacher asks every group to drawthe first mixed numbers on the first

set of transparencies and the secondone on the second transparencies.

After all had finished, teacher asksevery group to show what they haddone.

Expected answer :

1) 5

2) 5

Teaching aid:Worksheet

(appendix 3)


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Add two mixednumbers withdifferent

denominator upto 10.

Teacher gives one example ofquestion at the white board.

Eg:1

+ 2

Then teacher explain to pupils how tosolve the question.

Steps:1. Teacher tell to pupils before

add the mixed fraction, theyhave to make the denominatorof the fraction same.

2. Then teacher explain to pupilsthey have to multiply thedenominator and numeratorwith each other like below:

X 8

1

+ 2

X 3 X 8

3. Next teacher explains after getthe same denominator theyhave to add the propernumber first and followed bythe fraction.

1 + 2= 3

+

=

The answer: 3

X 3


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Teacher conclude that to find theaddition of two mixed number withdifferent denominator pupils have to:

Teacher show another example.e.g:

2

+ 3

Like the method before, teacherexplain to pupils how to solve thequestion.

Steps:1. Teacher tell to pupils before

add the mixed fraction, theyhave to make the denominatorof the fraction same.

2. Then teacher explain to pupilsthey have to multiply thedenominator and numeratorwith each other like below:

X3 x4

2

+ 3

X3 x4

Find the same denominator

of the fraction. Then they

have o add the proper

number and followed by the

fraction.


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3. Next teacher explains after getthe same denominator they

have to add the propernumber first and followed bythe fraction.

2 + 3 =5

+

=

The answer : 5

To strengthen up studentsunderstanding, teacher providesanother question to be solved.

Teacher tells pupils to refer again tothe worksheet that had been givenbefore (appendix 30; Question 3 and4.

Pupils have to answer the question

individually in their exercise books.

Next teacher will ask the pupils toshare and show their answer to theclass.

The question:

1) 3

+ 1

2) 2

+ 1

Expected answer:

1) 4

2) 4

ThinkingSkill:Relation.

Teaching aid:Worksheet(appendix 3)

.


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Step 2 Group activity.(FractionMaze)

Teacher asks students to form into 5groups.

Teacher tests students

understanding by playing a fractionmaze.

Students need to discuss among thegroup members and find additionproblems in the maze provided infront of class.

The group who can find the hiddenaddition in the maze will send one ofthe members to come in front and

settle it.

The group who can find the mostproblems in the maze will become awinner.

Teaching aid:Fraction Maze(Appendix 4).

Moral Value:

Cooperation,carefulness

ThinkingSkill:Understanding.

Step 3 IndividualActivity.

Teacher provides a worksheet forevery student. ( See Appendix 5 )

After finished, teacher asks students

to change their worksheet with theirfriends.

Then, they checked the answerstogether.

After all, teacher asks to collect allthe worksheet and pass up to her.

Teaching aid:Worksheet(Appendix 5)

Moral Value:Carefulness

ThinkingSkill:Understanding.


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Teacher checked the marks of allstudents.

Closure 8 minutes

Summary ofthe lesson.

Teacher asks the students what hadbeen learnt today.Eg :

i. How to solve theaddition of mixednumber that involvedwith samedenominator?

Expected answer :

- Add the whole numberpart first and thenfollowed by properfraction part.

- Eg :1

+ 2

= 3

ii. How to solve theaddition of mixednumbers that involvedwith the differentdenominator?

Expected answer :- make sure that the

denominator same firstbefore make theaddition. Add thewhole number beforethe fraction part.

- Eg :1

+ 2

= 3

Thinking skill:Understanding.


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DAILY LESSON PLAN

Date : 26 January 2009

Time : 9.15 am until 10.15 am ( 1 hour )

Year : 5 Bestari

No. of Pupils : 30 pupils ( 18 boys, 12 girls )

Subject : Mathematics

Topic : Fractions

Learning Area : Addition of Mixed Number Fractions.

Learning Objective :

Students will be taught to add two mixed numbers.

Learning Outcomes:

At the end of the lesson, students will be able to:

1. Add two mixed numbers with the same denominator up to 10.2. Add two mixed numbers with different denominator up to 10.3. Answer correctly 8 out of 10 questions from the worksheet given individually.

Pre requisite knowledge / previous knowledge:Students already know and understand about mixed numbers.

Moral Values:

Cooperation and carefulness.

Integration:

Art, English.

Thinking Skills:

Relation and understanding.

Teaching Aids:

Worksheet (Fraction) (Appendix 1), fraction cards, 2 set of transparencies (Appendix 2),

majong paper, makers, number cards (mixed numbers),Worksheet (Appendix 3),

Fraction Maze (Appendix 4) and Worksheet (Appendix 5).