4164 Cambridge International Certificate in Teaching and Learning

Unit 2 Lesson Plan

To meet this evidence requirement you must provide a completed copy of this form. Please see the Help & Support page on Artefacts for guidance on how to upload your form.

Lesson title/topic Map and Scale Date 16th August 2021 Location Care Room

Learner group Secondary 2 (14-year-old normal ability students) Duration 90 Minutes Group size 8

Lesson Aims The aim of the lesson is to introduce students to the concept of Map and Scale.

Learning objectives/outcomes By the end of the lesson, students should be able to:
(1) explain that map and scale is based on the concept of similarity and hence ratio is used in its calculation.
(2) determine the actual distance based on two points on a map.
(3) create a map that is proportionally correct and justify the scale used.

Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources

How are you explaining and What are the learners doing to help How do you plan to assess What resources will you use that will
illustrating the topic? them progress? learning as it is happening? support the teaching, learning and
assessment activities?
 10 Admin Activities and Hook Students bring out their writing Teacher ensures that students bring Attendance file.
minutes Activity materials. They mentally prepare for out their writing materials and
the lesson to commence right after notebook. Students’ writing materials and own
attendance taking. notebook.
a) Teacher takes attendance of the
students. Informs students of the
topic, aim and 3 objectives of the
lesson.

4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4

4164 Cambridge International Certificate in Teaching and Learning

Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources
 b) At the same time, the teacher Students listen attentively and look Teacher occasionally turns around to Interactive Whiteboard.
writes them on the whiteboard in the at what the teacher is writing on the look at the learners to observe if they
form of a mind map using a red whiteboard. are looking at what she is writing on
marker. The topic of “Map and the whiteboard.
Scale” is drawn inside a big bubble.
3 branches of the 3 objectives are
branched out below the bubble. The
notes and concepts are
subsequently added under the
respective column each time
the teacher completes a
segment.

c) Teacher commences the lesson
by asking the students how the maps
and scales are applicable in real life
and why they are important.
Teacher gives a chocolate to the first
student who initiates to answer.
Students tap on their prior Teacher observes facial expression
knowledge base on what they learn and prompts the students if the class
in Geography that maps are useful to remains silent.
plan a particular activity. They also
relate from past experiences that
Map and Scale is based on the
concept of similarity and hence ratio
is used in its calculation. Students
listen attentively to their classmates’
answers.

Students pay attention to the video.

d) Teacher plays a video (00:00- Teacher to observe if the students
3:56mins) on Map and Scale. As the are watching the video intently.
students watch, the teacher writes
the ratio of 1:250 on the whiteboard
under the branch of (1). Explain that
map and scale is based on the
concept of ratio and transits to
Learning Objective 1.

4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4

4164 Cambridge International Certificate in Teaching and Learning

 Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources

10 Learning Objective 1: Explain Students listen attentively. Teacher observes the number of Interactive whiteboard.
that Map and Scale is based on Through the use of the video, thumbs up and takes note of the last
minutes concept of similarity and students develop a deeper few students who reacts with their
hence ratio is used in its understanding of the subject thumbs up or thumbs down.
calculation. matter.
Repeat explanation if necessary.
a) Teacher reinforces concept from
video that maps show a relationship
between the size of the features and
the real size on the ground.
For example, the ratio of 1:250
indicates that every 1 cm on the map
represents 250 cm in real life.
Teacher emphasizes that the units
for the ratio must be the same.
Teacher adds above information
under the first branch in the mind
map and gets students to do a
thumbs up if they understand the
concept, thumbs side if they find it
manageable and thumbs down if
they do not understand.

10 Find the perimeter of a
minutes quadrilateral on ground.
Individual Activity 1: “Let’s
calculate the ACTUAL
perimeter of our garden!”
a) Teacher distributes worksheet to
students. (Refer to appendix).
Students receive a set of worksheet
each.
Students attempt question 1 on
the worksheet on the space below
the question. Subsequently,
students exchange their
worksheet with
Teacher observes if there are any Interactive Worksheet.
students, particularly those seated at
the back, who did not receive any Electronic calculator.
worksheet.
Teacher walks around to facilitate if
they understand the purpose of this
activity. Teacher observes students’
calculations and offer hints for the

b) Teacher gets students to attempt

the first question and goes through
the answers on the whiteboard after
3 minutes. Teacher reminds students

4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4

 4164 Cambridge International Certificate in Teaching and Learning
Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources

not to make any transfer error as
there are multiple zeros in the scale
given.
classmate seated beside them
and peer assess each other’s
answer.
Students use a red pen to put a
small tick against their
classmates’ answers if they are
done correctly.
non-confident learners if they
are unable to sum the total
perimeter correctly.
Teacher presents the correct answer
on the interactive whiteboard:
Total perimeter on map

Otherwise, they return the worksheet = 2.5cm+7cm+3.7cm+6cm

to their classmates to do corrections. = 19.2cm
Since the scale is 1:150000,
1cm on map represents
150000cm on actual.
1cm represents 1.5km,
So 19.2cm represents 19.2 x 1.5
= 28.8km.

15 Understand the term
minutes “Representative Fraction (R.F.)”.
Group Activity 1: “What is
Representative Fraction (R.F.)?”
Students turn to the second page Teacher observes facial expression Interactive Worksheet.
of the worksheet. and provides hints to clarify any
student’s doubts. Students’ notebooks.
Student takes down notes on their
notebook after the teacher
explains.

a) Teacher guides students to the

second question on the
worksheet and explains the term
“Representative Fraction
(R.F)”. R.F. of 1��is another
way of
presenting the scale of 1: n. Teacher
adds this definition in the mind map
under the second objective.
4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4
4164 Cambridge International Certificate in Teaching and Learning
Time Topic content and teacher activity
b) Teacher groups the students
into groups of two and allows 3
minutes for discussion.
c) Teacher asks for answers from
the 4 groups. A representative from
each group goes forward to the
whiteboard to present their answers
by writing them down. Teacher asks
probing questions and goes through
the answers on the whiteboard.
Learner activity Formative assessment Learning materials and resources
Students discuss how to get R.F. of Teacher eavesdrops upon Interactive Worksheet.
the map and write their workings on students’ discussions.
the space provided.
Student are asked to present
their answers in this way:
The map scale shows 1 cm to 5 km,
Scale of map = 1 cm: 5 km
1 cm: 500000 cm 1:500000
1
Hence the R.F. of the map is
50000
Teacher walks around and examines
0.
answers from 4 groups.
Students decide who represents the
group. The representative goes up to As students write their answer, the
the whiteboard to write the answer. teacher observes step by step
presentation and awards the group 1
The rest of the students observe point for correct presentation and
what their peers are writing on the correct answer.
whiteboard. They note down any
questions they may have and seeks
clarification as the teacher opens up
for discussion later.
 15 Learning Objective 2: Students reads question 2b carefully. Teacher ensures students put their
minutes Determine the actual distance They realise they need to tap into pens down and stop doing question
based on two points on a their prior knowledge to use the 2a to read the requirements for
map. answer from question 2a to answer question 2b.
this question.
Group Activity 2 (linked to Group
Activity 1): “What’s the ACTUAL
distance between Bedok
reservoir and MacRitchie
reservoir?”

a) Teacher guides students

to question 2b.

4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4

4164 Cambridge International Certificate in Teaching and Learning

Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources
 b) In the same group of twos,
students are supposed to measure
the distance between Bedok
Reservoir and MacRitchie
Reservoir using a 30 cm ruler.
c) Teacher asks for answers from
the 4 groups. A representative from
each group will go up to the
whiteboard to present their answers
by writing them down.
d) Teacher inserts the method of
finding the actual distance based on
two points on a map under the
second branch of the mind map.
4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4
4164 Cambridge International Certificate in Teaching and Learning
Students locate Bedok Reservoir Teacher walks around and ensures A 30 cm ruler.
and MacRitchie Reservoir and use a that they place the black dot
30 cm ruler to measure the distance represented by the Bedok Electronic calculator.
between them. They record the Reservoir at the 0 cm mark on the
measurement on the space provided 30cm ruler. They have to read off
in the worksheet. the
measurement correctly with no
Students present their workings
parallax error at the second black dot
in this way:
where MacRitchie Reservoir is.
Direct distance between two
reservoirs on the map = 2.5 cm.
1 cm on the map represent 5 km
on actual.
2.5 cm on the map represents
12.5 km on actual.
Hence, the distance between
Bedok Reservoir and MacRitchie
Reservoir is 12.5km.
Students decide who will represent
the group. The representative will go
up to the whiteboard to write the Teacher walks around and
answer. The rest of the students examines step by step calculations
observe what their peers are writing from 4 groups.
on the whiteboard.
Student takes down notes on their
notebook after the teacher
explains. Teacher walks around and observes
if students are taking down the notes
correctly.
 Time Topic content and teacher activity
15 Learning Objective 3: Create
minutes a map that is proportionately
correct.
Group Activity 3: “Let’s create
our own map!”
a) Group students in pairs and
distribute a 10-metre measuring tape
to each pair. Each group starts from
a different corner of the classroom
and goes in clockwise direction to
measure the actual dimension
(Length x Breadth) of the Care
Room.
b) Teacher gets students to decide
on an appropriate scale to represent
the drawing of Care room once they
are done with the measurements.
They are to return to their seats and
attempt this individually.
c) Teacher gets students to
exchange their drawings with
the person beside them for peer
assessment. The actual dimension
of Care Room is 6 m x 4 m.
Teacher highlights that the map
4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4
Learner activity
In each pair, Student A goes around
the classroom to measure the actual
dimension (Length x Breadth) of
Care Room through the use of a 10-
metre measuring tape given by the
teacher.
Student B follows behind Student A
and verifies the reading against the
measuring tape and takes down the
dimensions on a piece of A4
size blank paper.
Students return to their seats
once they are done.
Individually, students decide an
appropriate scale to represent
the dimensions of the care room.
Students calculate the dimensions of
the Care Room as represented on
the map. They draw Care Room on
page 3 of the interactive worksheet.
The scale should be written clearly
below the diagram.
With the scale determined by
their classmate, they work out
the
dimensions of the Care Room to
be represented on the map.
Once they are done with the
Formative assessment Learning materials and resources
As students write their answer, the 10-metre measuring tape.
teacher observes the quality of
answers and awards the group 1
point for correct presentation and
correct answers.
Teacher walks around to ensure that
the dimensions students used are
correctly presented as Length x
Breadth. (For example, 6 m x 4 m)
In addition, teacher ensures that
there is no parallax error when the
students read off the measurements.
Students’ eye level should align at
90 degree directly above the ruler
when they read the dimensions.
Teacher walks around to clarify
students’ doubts and ensure that
Electronic calculator.
students use the appropriate scale.
The length of Care Room is 6 m by 4
m, students may be able to use 1 cm
to represent 1 m. On their map, the
 4164 Cambridge International Certificate in Teaching and Learning
Time Topic content and teacher activity
drawn must be of “reasonable” size.
For example, if students use 1cm to
represent 2 m, the map of Care
Room would only measure 3 cm by
2 cm, which is not ideal as it is
relatively small.
Teacher writes steps under the third
branch of the mind map and inserts
the steps to construct and decide on
the appropriate scale of Care
Room.
15 Conclusion and Reflection
minutes
a) Teacher reiterates the three
objectives of the lesson by pointing
to the mind map. Teacher gets the
students to read aloud and students
to show thumbs up if they
understood each of the
lesson objectives.
Teacher gets students to fill the
Know, Want, Learn (KWL) chart and
submit the worksheet when they are
done.
Reward the group with the
most number of points.
Learner activity
calculations, they measure the
dimensions of their classmate’s
diagram to verify if their classmate
has correctly represented Care
Room on the map. If they have done
so, put a small tick with a red pen.
Students read the objectives written
on the whiteboard and show thumbs
up after each statement if they have
understood each of the
lesson objectives.
Students spend time to reflect
and recall on what was done in
class today to complete the KWL
chart.
Students receive their chocolates.
Formative assessment Learning materials and resources
classroom will be of dimensions 6cm
by 4cm.
Teacher observe how students
decide the scale used through the
calculations on the worksheet.
Ensures that they do not use scales
which are odd: For example, 3cm
represent 5 metres as 1cm will then
represent 5/3 metres. Students may
end up with accuracy issues when
such scales are used.
Teacher walks around to
observe students’ written
answers as they peer assess.
Teacher observes mouth movement Laser pointer.
of the students and ensures
everyone is reading aloud.
Takes note of students who do not
have their thumbs up after each
lesson’s objectives are read.
Teacher walks around and observes
Interactive worksheet.
if students fill each of the KWL
columns with information.
Chocolates (Choice of chocolates
must be nuts-free and certified halal
as it is an Islamic religious
requirement. Consumption of
halal food is compulsory to all
Muslims.)
4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4

4164 Cambridge International Certificate in Teaching and Learning Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation: Reflect and briefly identify what you think went well and what you would like to improve in future practice.
Reflection is essential in the course of teaching as it allows me to learn and generate new knowledge from past teaching experiences.
Firstly, aims and objectives were introduced piecemeal and in a coherent manner at the introduction to allow for students to find it more manageable to handle the course
content. The use of mind maps throughout my lesson gave students an indication of how learning points are connected. It gradually provided them with a general overview of
the lesson at the end of the session. In addition, it allowed me as a teacher, to plan for a smooth transition from objective to objective.
Secondly, by incorporating questions from real-world context (distance of Bedok Reservoir to MacRitchie Reservoir), it engaged students as the location represented a
location which they were familiar with. It captured and prolonged their attention as MacRitchie Reservoir was a popular location chosen by many secondary schools in
Singapore to conduct their Annual Cross Country event and many of them have been there before.
Thirdly, there were many instances where students were involved in collaborative learning. They tapped on each other’s knowledge through discussions. At the same time,
they attained higher levels of understanding when they were able to teach (verbalise) or correct their peers when there were any misconceptions. The weaker students also
had opportunities to learn from the more knowledgeable other (MKO). In addition, collaborative learning tapped on their cognitive, communication and social interaction
skills.
Lastly, through the use of the extrinsic motivation, I rewarded the students who actively participated in the learning activities. Positive affirmations through words of
encouragement were also seen on scripts as I assessed their worksheets.
However, there are 3 points which I identified can be improved in future practices.
Being a Mathematics educator, I tend to be didactic when it comes to content heavy topics involving many formulas or questions involving tedious steps. In Individual
Activity 1 where students were supposed to calculate the actual perimeter of the garden, there were quite a fair bit of teacher-talk as I presented the answer on the
interactive whiteboard after they attempted the question. I could have involved students to present their answer instead. This promotes engagement in kinaesthetic
learners as well. Hands-on activities could also have been introduced to explain the understanding behind the concepts or formulas. For example, according to the
experienced practitioner’s lesson in Unit One’s observation visit, students were made to verify that the square of the longest side of the triangle is the sum of squares of
two other sides of the same triangles in their right-angled triangle cut out to reinforce the concept of Pythagoras Theorem.

In Group Activity 3: “Let’s create our own map!”, students went around the Care Room in pairs to measure the dimensions of the classroom. Since it is a rectangular room,
some students realized that the other 2 sides of the Length and breadth of the room would be the same as the Length and Breadth initially measured. If time permits, I could
have planned for the dimensions of the reception area, both rooms in the education centre as well as the restroom to be measured and represented on their maps.
Lastly, I realise that quieter students may fail to voice out their questions if I do not keep a lookout for them constantly in Group Activity 1 and Group Activity 2. Placing these
students in the first two rows of the classroom would allow them to get easier access to the teacher should they require any help.

4164 Unit 2 Lesson Plan for assessment 2018 - 2022 v4