The document is a lesson plan for a Grade 1 mathematics class on comparing sets using terms like "less than", "more than", and "as many as". The plan includes objectives, topics, procedures, student activities, examples, and an assignment. The teacher will present pictures of sets of objects and have students identify which set has less, more, or the same amount. They will also complete a worksheet comparing sets using the comparative terms. The goal is for students to understand and apply these terms when comparing quantities.
The document is a lesson plan for a Grade 1 mathematics class on comparing sets using terms like "less than", "more than", and "as many as". The plan includes objectives, topics, procedures, student activities, examples, and an assignment. The teacher will present pictures of sets of objects and have students identify which set has less, more, or the same amount. They will also complete a worksheet comparing sets using the comparative terms. The goal is for students to understand and apply these terms when comparing quantities.
The document is a lesson plan for a Grade 1 mathematics class on comparing sets using terms like "less than", "more than", and "as many as". The plan includes objectives, topics, procedures, student activities, examples, and an assignment. The teacher will present pictures of sets of objects and have students identify which set has less, more, or the same amount. They will also complete a worksheet comparing sets using the comparative terms. The goal is for students to understand and apply these terms when comparing quantities.
The document is a lesson plan for a Grade 1 mathematics class on comparing sets using terms like "less than", "more than", and "as many as". The plan includes objectives, topics, procedures, student activities, examples, and an assignment. The teacher will present pictures of sets of objects and have students identify which set has less, more, or the same amount. They will also complete a worksheet comparing sets using the comparative terms. The goal is for students to understand and apply these terms when comparing quantities.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 12
National Teachers College
First Semester, School Year 2022-2023
TASK 3 Teaching Mathematics in the Primary Grades
Name: Karen Nicole B. Maddela Date Submitted: November 6,2022
Year & Section: 2.1 / BEED Professor: Leo Maceda
Task 3: Lesson Plan and Demo-Teaching
Subject: Mathematics Grade Level: 1 one
Topic/Lesson:
I. Objectives: Propose 3 objectives (3 Domains)
At the end of 60 minute discussion, the pupils should be able to:
a. compares two sets using the expressions “less than,” “more than,” and “as many as” and orders sets from least to greatest and vice versa
b. Participate in the activities actively
c. Observe in working with others
1 .
II. Subject Matter
a. Topic: “Compare Me”
b. Reference: teachers guide, Internet
c. Materials: Printed Pictures, visual aids
2 III. Procedure
Teacher’s Activities Student’s Activities
A. Preparation Dear Lord and Father of all, Thank you for today. Thank 1. Prayer you for ways in which you provide for us all. For Your Before we start our class, (Name of Student) protection and love we thank you. Help us to focus our please go here in front and lead a prayer. hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as we listen and write. Guide us by your eternal light as we discover more about the world around us. We ask all this in the name of Jesus. Amen. 2. Greeting Good morning, Teacher! 3. Checking of attendance None, teacher. Let me check first your attendance. Who is absent today? Before you take your seats. Arrange your chairs in their (The students fix their chairs and pick up pieces of paper proper alignment. You may now take your seats. around them)
3 A. Motivations How Many Fingers?
The teacher presents a “mathematical song” to How many fingers on one hand? the pupils. How many fingers on one hand? The students will sing “How Many Fingers?” How many fingers on one hand? Let’s all count together. 1 , 2 , 3 , 4 , 5 (3x) How many fingers on two hands? How many fingers on two hands? How many fingers on two hands? Let’s all count together. 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 (3x) Clap clap clap your hands. (3x) Clap your hands with me. (Let’s count our toes) How many toes one foot? (3x) Let’s all count together. 1 , 2 , 3 , 4 , 5 (3x) How many toes on two feet? (3x) Let’s all count together. 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 (3x) Stomp stomp stomp your feet (3x) Stomp your feet with me. 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , and 10
So I will show you pictures and observe it.
(Teacher Karen show the pictures)
SET A SET B Okay, Teacher
4 Which is less?
Very Good! The pencil teacher Karen. How about this one? SET A SET B
Bananas, Teacher Karen!
Which is more? Very Good!
For the last picture
SET A SET B
5 They are the same teacher Karen!
Now compare the 2 sets (students read the questions) C. Presentation I asked you those questions because it has a connection to our topic for today. “Compare Me”
(I will present the guide questions to the students)
Okay class everybody read!
When do we use “more than”?
When do we use “less then”? How do we know if the set of an object as many as the other set?
D. Discussion So let’s back to the picture that I present I while ago
Yes, teacher. My question here a while ago is “which is less?” and then you answered is “pencil” Am I right?
6 Teacher because the set of pencils are only two and the Anyone who can answer me why the set of pencils is set of bags is three. less than the set of bags
Very Good! When we say less than
Yes! Teacher Karen
Did you understand class?
Now let’s move to the next sets
I ask you which is more, then you answered “bananas” Teacher Karen, the set of bananas are more than the set why? Anyone who wants to answer? of the pineapples.
Very Good! When we say more than
7 Did you get it class? Yes! Teacher Karen And lastly,
What did you observed in this sets?
Very Good! They have the same quantity teacher Karen
If the 2 sets have the same quantity or numbers we will
use the word “as many as”
8 Okay I will show you some examples and let’s try to answer it.
9 IV. Evaluation
COUNT AND COMPARE
Use less than, more than or as many as, in each item.
10 V. Assignment
Use less than, more than or as many as in each sets.
11 NOTE: DEMO-TEACHING of the approved Lesson Plan will be done in the class.
