LESSON PLAN FOR MATHEMATICS

Teacher: Hairul Azmi Hj Sarbini

9am – 10am
Subject: Mathematics Time:
(2 periods)
Title: Right Triangle Solver Class: Year 9
Number
Venue: Mathematics Laboratory of 26 students
student:

Resources: - 27 Computers
- A projector
- Internet Connection
- NVLM website (interaction teaching tools)
http://nlvm.usu.edu/en/nav/frames_asid_335_g_4_t_3.html?
from=category_g_4_t_3.html

Lesson The students should be able to:

Objectives: - Identify which geometry method is correct in solving each
problems
- Enter the correct entry of geometry symbols or sign on the
second step in the first problem.
- Solve the questions at least 2 out of 3 problems in this lesson

Lesson 1. Students will take theirs seat after they enter the computer lab.
Description 2. Instruct them to settle down while they start up their PCs.
3. While waiting the PCs to be ready, ask the students about their
life and their health (just to make them to be attentive).
4. Introduce to students on the software to be used in this lesson and
then ask them to open the program on Right Triangle Solver.
5. Give them a brief explanation on what they are going to do.
6. Show them one example (step-by-step procedures) as shown in
page 3.
7. Give them chance to try another problem by their own.
8. Ask the students to let the teacher know if they have any
problems or do not understand on what to do and how to do.
9. Give them 15 minutes to try out several questions by themselves.

Evaluation 1. Go around and ask each of the students while they are trying to
solve the other problems.
 In case of 1. Let the students enter the lab and have their seats quietly.
Absence on 2. Do not allow them to switch ON their PCs.
Internet 3. Explain them on the connection problem.
connection 4. Introduce them on the program.
5. Give them notes (as in notes on next page) and explain to them.
6. Shows them another example.
7. Ask them if they understand or have questions.
8. Then let them try on their own by giving them 3 questions (show
on the projector) and give them 30 minutes to answer the
questions in their exercise books (questions are in page 8)
9. Then discuss their answers together and compare the real answers
with theirs.
10. Give them some questions (as h/w) and by using the program,
they need to write down the answers in the h/w sheet (h/w
questions are on page 10).

Evaluation 1. This is done by marking their homework.

Notes:

The students need to know the unknown values in the diagram above and they
should now be able to choose which unknown side or angle need to be calculated. As for
the above diagram, the followings are the steps that the students need to answer.

For step 1 – Solving for: (the unknown side or angle that asked in the question)

For step 2 – Method: (what method is used to determine the unknown side or angle)

For step 3 – Equation: (what equation is used by the method in step 2)

For step 4 – Result: (solve the equation used in step 3 to the unknown side or angle).
 After the students has figured out (side or angle) on which to be solved, I would
show them in step 2 – Method, they will be given a lists of method to be used in solving
this problem. So they need to choose the right method and proceed to the step 3 in which
they need to enter the letter or symbol where applicable (shown in the next page).
Now in step 3, they need to enter the correct symbols or signs in appropriate blank fields.
This is shown below.

In step 4, the students need to solve (calculate) the equation that they had
identified in the earlier step.
 Click Check to find out whether our answer is correct or not. So when it is
correct, the screen will look like the following.
Example:
Step 1:
Step 2:

Step 3:
Step 4:
After the calculated answer has been entered, click Check button to see whether you are
correct.

Now the students can try another problem.

(Absence of internet connection: Give the Classwork questions to the students)
Classwork Exercises: (In case of absence of internet connection)
Three Examples:
1.

2.
3.
Homework Exercises:

By using Right Triangle Solver program, find the same questions and fill in the blanks
with your answers:

Question 1

For step 1 – Solving for:

For step 2 – Method:

For step 3 – Equation:

For step 4 – Result:

Question 2

For step 1 – Solving for:

For step 2 – Method:

For step 3 – Equation:

For step 4 – Result:

Question 3

For step 1 – Solving for:

For step 2 – Method:

For step 3 – Equation:

For step 4 – Result: