LESSON PLAN

Date : 14th April 2010

Class : 4MV

Time : 80 minutes

Number of students : __/23

Subject : Mathematics

Learning Area : Mathematical Reasoning

Learning Objectives : 5.3 Understand the Concept of Intercepts

Learning Outcomes : At the end of the lesson students are able to:

i. Determine the x-intercept and the y-intercept of a straight line

ii. Perform calculation involving gradient, x-intercept and y-intercept.

Creative and Critical Thinking Skills (CCTS): summarize

Noble values : confidence, mutual respects, cooperation

Teaching steps :

Teaching Aids/
Stages/ Activities Discourse Approach/ Method/
Phases/ Content Strategy/
Durations Teacher’s Role Students’ Role Techniques/ CCTS/
Attitudes & Value
Engaging/ - Pray recitation. - Recite the pray Teaching Aids:
Introduction: - Ask students to be well-prepared. - Listen and pay - Picture of stair
Set Induction - ask students about previous lesson. attention to the and playground
(5 minutes) teacher’s
instruction. Approach:
- Give response to - Teacher-centered
teacher’s
questions. Strategy:
- Questioning and
answering

Techniques:
- 2-way interaction

CCTS:
- Generate ideas

Noble value:
- Self-confidence
Instructional Concept - Explain to students the meaning of intercepts which is - Listen and pay Approach:
Development Development the points of intersection of a straight line with the attention to - Teacher-centered
(40 minutes) axes are called intercepts. teacher’s
- Show students the Figure of x-intercept and y- explanation. Method:
intercept from the graph. - Students may ask - Expository
if not understand
y
teacher’s Strategy:
explanation. - Explaining

b Techniques:
- 2-way interaction
x
O a
Noble Values:
- the x-intercept of a straight line is the x-coordinate - Mutual respects
of the point where the line cuts the x-axis.
- The y-intercept of a straight line is the y-coordinate
of the point where the line cuts the y-axis.
- Shoe example.
Example:

State the x-intercept and the y-intercept of the line

PQ.
Solution:
 x-intercept = 2
y-intercept = 1
- Show the formula of gradient by using the intercepts.
y-intercept
Gradient of a line, m  
x-intercept

- Show example.
Example:
y

P
A
(0,2)

(4,0)
B x
O Q

Calculate the gradient of PQ

Solution:
2
Gradient of PQ  
4
1

2

- Show students how to do calculations involving

gradient and intercepts.
 y-intercept
If gradient of a line, m   ,
x-intercapt
then, y-intercapt =   m  x-intercept 
y-intercept
and x-intercept = 
m
- Show example.
Example:

PA
B

3 Q(3,2)

R(6,0)
x
O
A

3
(a) Given the gradient of AB is 5 , find the x-intercept
(b) Find the y-intercept of the line PQR

Solution:
y-intercept
  gradient of AB
(a) x-intercapt
 3 3
 
x-intercept 5

5
x  i ntercept  3   5
3

2
Gradient of PQR  
(b) 3

y  intercept
  gradient of PQR
x  intercept
y  intercept 2
 
6 3

2
y  intercept   6  4
3

Enhancing Skill - Ask students to do exercises from text book (Skills - Finish the Approach:
Development Development Practice 5.3a and 5.3b – page 123 and 125) exercises given by - Teacher-centered
(30 minutes) teacher within 20
minutes. Method:
- After 20 minutes, - Cooperative
teacher will learning.
discuss together
with students. Techniques:
- 2-way interaction
Noble value:
- Self-confidence
- Cooperation
Closure - Ask students to recall what they have learnt for today - Recall what they Approach:
(5 minutes) - Ask students to review what they have learnt for have learnt today - Teacher-centered
today. - Study for the next
- Ask students to study for the next lesson. lesson. Strategy:
Questioning and
answering

Techniques:
- 2-way interaction

CCTS:
- Summarize

Noble value:
- Self-confidence

REFLECTION: