Introductory Background Data:

Name:
Date:
Class: Form 1/4
Subject: Mathematics
Age Range:
Ability Level: Excellent
No. Present: __
Topic/Concept: Geometry – Angles and Degrees
Duration: 40 minutes

Specific Objectives/Learning Outcomes:

At the end of this activity, students will be able to:

 Define a revolution – looked at ¼, ½, ¾ and 1 complete turn (knowledge)

Previous Knowledge, Skills and Experience:

Students should know:

 What is an angle
 The measure of angles is degrees
 The different types of angles – acute, reflex, obtuse, straight, right
 Fraction – ¼, ½, ¾

Mathematical Processes:

 Communication – this will be done through discussions where students will learn about

angles and the different types of angles

 Representation – This will be done in the form of diagrams showing reflex, acute, obtuse,

and straight and right angles.

  Connections – will be made to real life in which angles will be observed in real life and

why it is needed. E.g. angles can be seen in the window panes, metal gates

Resources/ Required Materials:

Students will be given a list of today’s objectives

The Learning Environment:

 The classroom will be clean and well lit.

 Any group work will be done in pairs.

 Sufficient resources e.g. enough activity sheets and the resources listed will be available
for the entire class.

Classroom Management Strategies:

 Class rules will be established at the start of the class session.

 Circulate the class often and observe students to ensure that they remain on task.
 Calling students by their correct names is important
 Calling on students randomly to answer questions
 The teacher will commend the individual/s and class for their contributions to the class
whenever possible.
 Informing students of the time allocated to them to complete an activity.

Theoretical Underpinnings:
  Information Processing Theory ( G. Miller) states the first concept is "chunking" and the

capacity of short term memory. Miller (1956) presented the idea that short-term memory

could only hold 5-9 chunks of information (seven plus or minus two) where a chunk is

any meaningful unit. A chunk could refer to digits, words, chess positions, or people's

faces. The concept of chunking and the limited capacity of short term memory became a

basic element of all subsequent theories of memory. The second concept is TOTE (Test-

Operate-Test-Exit) proposed by Miller, Galanter & Pribram (1960). Miller et al.

suggested that TOTE should replace the stimulus-response as the basic unit of behavior.

In a TOTE unit, a goal is tested to see if it has been achieved and if not an operation is

performed to achieve the goal; this cycle of test-operate is repeated until the goal is

eventually achieved or abandoned.

.
 ARC’S Motivation theory speaks about Attention – (variability maintains student interest

by varying the elements of instruction). Different Teaching Strategies will be used within

the lesson to keep students attention. E.g. Questioning, Examples, Explanations,

Discussion, and Instructions.

 Van Hiele - Level 0 - Students use visual clues to identify shapes. The objects of thought

at level 0 are shapes and what they “look like.” The appearance of the shape defines the

shape . In terms of angles, the size of the angle determines if it is acute, reflex, straight,

right or obtuse.

Set Induction:-
Time Allocation 1: 5 minutes
 Recap previous lesson on angles. Have any of you ever heard of the word revolution?
What is a revolution in geometry?

Main Ideas/Understanding/Focus:

One complete turn or a rotation of 360° is known as a revolution.

Step by Step Procedures/Activities in the Lesson:

1. Write definition of a revolution on the board

2. Explain with examples the term revolution
3. Allow students to copy notes from the board correctly.
Section 1: Activity 1
Time Allocation 1:
Content Methodology
Teaching Points Teaching Strategies Learning Activities

Instructions Students listen attentively

One complete turn or a
Inform class: I will ask a question Copy notes correctly in their
rotation of 360° is known as
a revolution. and allow each student two minutes books.
to think of an answer, and then I will Ask questions if there are any
call on a student at random to answer misunderstandings.
that question.
Questioning
Looking at the diagram:
How many degrees make up ¼ turn?
How many degrees make up ½ turn?
How many degrees make up ¾ turn?
Instructions
1. Write definition for revolution on
the board.
2. Allow students to copy the
definition in their books.
Teaching Points Teaching Strategies Learning Activities

Summary and Closure: (5 minutes)

Students are called upon at random to answer questions:

If I made a ¾ turn, how many degrees would I have turned?

What is a revolution?

Assessment Activities:

STP Book 1 Page 163 Exercise 11 a

Adaptations of the Lesson:

Teacher’s Lesson Appraisal/ Reflection on the Lesson:

Today’s lesson went well. Again students remembered the definition of a revolution in geometry.

Looking back I think this lesson should have been taught before the types of angles lesson.

Continuation Follow-up:

Co-operating Teacher’s Comments:

Practicum Advisor’s Comments: