LESSON PLAN

School Name: TTC Saint Jean Baptiste Cyahinda Teacher’s Name: NSHIMIYIMANA Claude

REGISTRATION NUMBER: 222009269

TERM DATE SUBJECT CLASS UNIT N. LESSON N. DURATION CLASS SIZE

3 22/04/2024 Mathematics Y2 7 3 of 10 40 min 40 Students
Types of special educational needs to be catered for 40 students, special attention for learners with law language skills. So,
this lesson and numbers of learners in each they will be helped through using simple language in teaching and
category. learning process.
5 slow learners so, they will be helped by providing special questions in
order to improve their learning.
Topic Propositional and predicate logic.
Key unit competence Use Mathematical logic as a tool of reasoning and argumentation in daily situation.
Sub-topic Negation of logical proposition.
Instructional objectives By using manila paper written on logical proposition in daily life and truth table,
Y1 SME learners should be able to determine the negation of a logic Propositions
correctly.
Plan for this lesson(location: in/out side) Inside the classroom
Learning material for all learner  Manila paper written on logical propositions
 Flashcards written on logical propositions
References  Mathematics student’s book Y1 SME
 Mathematics teacher’s guid Y1 SME
 Mathematics syllabus SME

Timing for each Description of teaching and learning activities Generic competence
step and cross cutting-issues
Student are engaged/excited by giving task related to the pervious lesson
to addressed +short
(truth table) and provide real logical propositions written on manila paper, explanation
present their ideas according to their observation, then guided by teacher
they will formulate the key question “What is the negation of true
statements?, what is the negation of false statements?”, they explore and
try to negate positive and negative logical propositions by using material
they will be given in the group. provide more explanation about the
concepts, then learners will be attentively. They will elaborate their new
skills to new situations by using real life scenario. finally, teacher will
evaluate individual learner by individual activity.

Teacher’s activities Learner’s activities

Introduction Ask learners what they studied
10 min last time in the previous lesson.
Question: what have you studied
lass time in mathematics
Answer the teacher what they have Critical thinking: will be
developed through
studied last time in mathematics. the learners find out the
Answer: last time, we have studied truth answers for the asked
table questions

Write down the truth table for two Write down the truth table for two
propositions p and q propositions p and q
 Answer:
P Q P,Q
T T TT
T F TF
F T FT
F F FF

Present logical Statements written Observe and read the logical propositions
on manila paper that challenges written on the manila paper presented by Research and problem
learners’ understanding of logical the teacher in the front of whole class. solving will be
propositions in the front of whole developed when the
class. learners make deep
LOGICAL PROPOSITIONS: observation and
 -Kigali is capital city of answering the question
Rwanda the will be asked
-Kigali is not capital city of according to their
Rwanda observation.
 -London is in France
-London is not in France

Encourage learners to identify what
their thought about those statements
through asking questions.
Questions:
1. What do you understand
about the statements.
Facilitates the learners to formulate
key question.
key questions:
1. is the negation of true
statements.
2. What is the negation of false
statements.
Identify their ideas according to those Communication: This is
logical statements presented by the will be achieved as
teacher. learners express their
ideas to the teacher and
Answers: class members during
1. We have two: True statements formulation of key
and False statements. question.
True statement: Kigali is capital city of
Rwanda.
False statement: Kigali is not capital city
of Rwanda
Ask many questions in order to formulate Creativity and
their own key question. innovation will be
Possible key questions: developed as the
1. How to know the negation learners formulate and
statement? asking key questions.
2. How to associate negation
statements and mathematical
symbols?
3. How to negate true statement?
4. How to negate false
statements?

Lesson Provide students with hand Work together in order to explore key Collaboration will be
Development activities such as flashcard and time questions by using hand activities given achieved as the learners
25 min to explore about the key questions by the teacher. work together in a small
in the small group. Answer: group.
 1. The lion is a wild animal
2. 2 is a multiple of 3
Guide learners to investigate
and analyze the logical
propositions.
provide clear explanations
according to learner’s ideas through
ask students to share what they
learned during the explore phase.
Facilitates the learners by
explaining a key concept negation
Provide additional examples that
require learners to apply the
concept of negation.
Encourage the learners to apply or
extend the concept negation in new
situation by using real life scenario.
Conclusion Facilitate learners to summary the
5min lesson with remembering each other
what they have studied in the
lesson.
Provide individual assessment in
order to assess the learner’s
understanding of negating logical
proposition through various
assessment.
Individual assessment:
Write the negation of each of the
following statements.
a) Today is raining.
b) Kampala is in DRC
Provide feedback and guidance to
help learners improve their skills in
identifying the negation of logical
propositions.
Provide homework and tell them to
write in their notebook.
Self-evaluation
1. The lion is not a wild animal.
2. 2 is not a multiple of 3.
Identify the correct and incorrect Gender education will
propositions, noting the reasons for their be addressed through
decisions. all learners are worked
together in a small
Actively listen and engage in the group for both boys and
teacher’s explanations and take notes to girls.
capture the key information about
negation of logical propositions.
Follow careful and be attentively the
meaning of this concept negation
Apply the concept of negation to new
examples.
Inclusive education will
identify their reasoning through be addressed as
associating previous information related learners are given equal
to negation and real life scenario about chances to express their
the negation of logical statements in new ideas during teaching
situation. and learning.
Work together with their teacher to
summaries lesson.
Problem solving will be
Demonstrate their understanding of developed through the
negating logical propositions through the learners solve the
individual assessment activities. questions are given by
the teacher during
evaluation.
Answers:
Write the negation of each of the Critical thinking skills
following statements. will be developed
a) Today is not raining. through solving activity
b) Kampala is not in DRC given by the teacher.
Reflect on their learning experiences,
identify strategies and weakness and
develop strategies for continuous
improvement.
Write the homework in their notebook.