sia MICROTEACHING: THEORY & PRACTICE MATHEMATICS Microteaching - Lesson Plan No. 3 Skill: Reinforcement Name of the teacher-trainee Subject Mathematics | cass x , | Date: Time: Duration: mts. | Concept Nature of Roots in Quadratic Equation. ‘Teaching Points, 1. General form of quadratic equation, 2, Sum and product of the roots in quadratic equation, 3. Nature of the roots by the value of determinant. | [Stee Teacher's | — Stadonts” | Components i activity | _ activity Lint |1. Good morning |. Goodmoming| | | duction | children sir / madam 2. Is 3+ 2x=4a [2. No Sir. | quadratic equation? 2Develo-|3. That is right. Why 3. It becomes |3. (PVR) pment | do you say so? a quadratic | | equation if | 3e+ax+4=0) }4Thatis right. Givethe |4. ax'+bx +¢=0/4. (PVR) ‘general form ofa | quadratic equation |5. Yes, what can you |5. a,b, €R |5, (PVR) say about a, b, ©? | |6. No, what other facts|6. a = 0 6. (NVR) should be true? |?. Very good. What |7. a and p |7. (PVR) are the roots of | +bx+e=0? MODEL LESSON PLANS IN MICROTEACHING a9. [MODEL LESSON PLANS IN MICROTEACHING ___ S19 Steps Teacher's Shaders” activity activity 8. OK. What isthe [3. «+B=-b/a| sum of roots if o, B are the roots? 19Smiles and approves.|9. « B =c/a What is the product of two roots? o.Nice. We can find |10-The roots the nature of roots | willbe by studying, equal. determinant (04a0), if b* = ac, ‘What can you say about the roots? 11.Good. If b> 4ac,_|11-The roots what can you infer | are real and about the roots? | _positive. 12.Good. If b? < dac, |12:The roots what can you say | are unreal. about the roots? 13.(The teacher raises. |13:The roots his head as a sign of| are disapproval) Unreal] imaginary. means? Con- |14.Excellent-Today we |14"Thank you clusion] discussed the sir. nature of roots by the determinant (@4ac) in any quadratic equation. Componcits: +, Positive Verbal Reinfescar ~ VR), 2. Negative Verbal Reinforcer - (NVR), 3, Positive Non-Verbal Reinforcer ~ (PNVR) and 4, Negative Non-Verbal Reinforcer - (NNVR)-ne cd __“MncroTEACHING: THEORY & PRACTICE ah, all ey Steps Teacher's |) Students’ | Component. | Teacher's activity actioity activity ‘average value? the number | © range into small of pupils i Svintervals and find ; ‘will give the| out the number of i average |. pupils coming, value. “tinder the various subdivisions? If so, ia pote | 7. Well. What are 7. Set-A 40, |7. (S), (Cl) —|-— averages for Set-A | Set 3°. tk os i and Set-B? fe 18. Ifyou are given |g. (Silence). | 8. (Pa) “+| out to the frequency) data where the ||P etable written on the e number of pupils is “| chart giving the 60 and not 6 as in the previous case, ‘can you tell me any convenient method to present the data in a concise and compact form? 8. Well, then can you |8. Yes,by —/8. D), ) find out the range | calculating of marks between | the which the marks of | difference all these 60 pupils | between the “marks of 60 pupils. || 11.What do 4, 7, ' ama /12,Very good. Can you} lie? minimum find out the average mark and marks scored by 4 | the pupils in the first i CL 09? maximum | mark scored 13.Then, how to get bypupils the total marks 9. Very good. If that is |9. Yessir,bya |9. (Coh), Screlly Aes possible, please, tell | neat (Pa), (®) easel teensy me whether it is | arrangement aa possible to of the data or “subdivide the whole| of the scores[MICROTEACHING: THEORY & PRACTICE Students” activity 14145, 245, /146) (A) 749 Components 15() ®) 16,6), (Cl) li7How to write the fi7.5 fy 17.0), = sam of Si fon) aft 118. What 5 fx /N |18.The 18(C)), ©) represents? ‘average or arithmetic mean of the’ class. {19.What is the mean of 19. 5 fx,/N |19.(Cl), the problem? (Coh) Con- }20.Very good, today 20-Thank you |20.(S) dusion| we discussed the sir. finding of arithmetic mean in ‘grouped dataMICROTEACHING: THEORY & PRACTICE Overall General Comments / Suggestions: Rating: if Poor = 0 is Below average = 1 "-Microteaching - Lesson Plan No. 5 Skill: Probing Questionng — ‘Name of the teacher-trainee : ‘Mathematics: > VI ‘Time: ‘Duration: 6 mts. : Geometrical proof of an identity at-b? = (a +b) (a-b) ‘Students’ | Components| activity 1. Good rmoming sie een D 2. What figure have I 2. (DCA) drawn on the blackboard? 2. I ts side is ‘a’ units, |3. a? unit 3. (RF) ‘What is its area? | ES ie is it? 5: Wits side is “b’ units, What is the remaining area? Thave joined F C. fr Name the figures in © quadrilaterals? 9. Why? 10.Which sides are parallel? 11.What can you say about the two trapeziums? 112,What is the area of rime IssThey are ‘trapeziums. 19. One pair of opposite sides are parallel. OER, BC and GE, DC. lut-They are congruent, j12. %h (a+b) the trapezium’?Teacher's activity '13.What is the area of the trapezium E B C oF? 1 {14.What are EB, FE and CB? z 3 + Geometrical Proof of Concept og PU(A +D) Gd) a ee Components: 1. Seeking Further Information ~ SFI, 2. Redirecting ~ RD, 3.-Refocusing - RF and 4. Developing Critical Awareness ~ DCAMicroteaching - Lesson Plan No. 6 Skill: [lustrating with Examples Name of the teacher-trainee : Subject ‘Mathematics Class 2X Date: Time: Duration: 6 mts, + Are of a Sector of Circle Teacher's actioity students.Today, Tam going to teach you an important ‘concept connected ‘with circle. ” your mother wear on her hands? full moon? |S. Have you seen a hand fan made of Palmyra leaf? the formula for the circumference of a circle? 7, Now look at this hand fan. When, 1 go on folding this, it will not be rcular. It will be of} a different shape. It MODEL. LES: Tia PLANS IN MICROTEACHING ‘Steps Bi Teacher's i actioity called sector of “a drcle. What is the angle surrounding the center of a circle? ery good. A circle > of radius Zam has | surrounding the center of the circle. with radius Hem? lo. 1 have 2 calves in my house (one year ‘old and 2 years old), ‘The one-year-old ~ calf has 4 legs. Now| tell me the number ‘of legs the two-year’ old calf has? 10.Then what will be the angle surrounding the center of any circle? 11.The trainee shows a table in the chart and asks 112.What will be the angle at the center in 3/4" of a circle? = $260"-as-the-angle—}-— Is. 360° sir 110.360" 10.(SE), (AAe co) liucthank you | 11.(E) 123/a of | 12.(AAME 360" ie. (RE) 270° MsMICROTEACHING: THEORY & Pi eee Steps Teacher's ‘Students’ | Components) activity activity | 13.What will be the [133/4* of — [13(AA}& arc at the center in | 2nr ie, (RE) 3/4* of a circle? 270° | 360"): 2ar + |14What willbe the [14.Half of |14.(AA)6 angle at the center | 360° ie.18°| (RE) in half of a circle? 15What will be the |15.Half of 2er| 15(AA)& arcat the center in |_ (RE), ~ halt of @ circle? 16What will be the |16.Quarter of |16 (AA) angle at the center | 360° ie.90 | (RE) = ina quarter of a circle? 17.What will be the (AA) are at the center in | 2xr Le(90| (RE) a quarter of a circe?|/360°) ee 18.What do you infer |18Length of | 18.(AA)s from this if Dis the | are (RE) angle at the center? | 1=(D / 360°) 2m A8What is the length /191 = (36% |19, (Aa) ‘of arc of the sector | 360%)? x 1| of acircle when D=| = (1/10)x2 36 and r= 10m? |x x10 =2 nem are] Lengthof nr Der x 3/4 | 2ur x 200/369 Qnrx 12 | 2mrx 18/369) |) Darn id | 2nrx 9 [369] ‘Use of Appropriate Approach (AA) Components: 1. Formulating Simple Examples (SE), 2. Formulating Interesting Examples (IE) 3: Formulating Relevant Examples (RE) and 4: Use of Appropriate Approach (AA) Total Overall General Comments / Suggestions: Rating: geeee Poor = 0 Below average = 1 Average = 2 Above average = 3 Excellent = 4LMICROTEACHING: THEORY & PRACTICE MATHEMATICS Microteaching - Lesson Plan No. 7 Skill: Stimulus Variation « oe ts oer Dp) : Mathematics 21x Time: Duration: 6 mts. : The perpendicular drawn from the.center of.a.cicle to.a chord | = bisects the chord. Teacher's Students’ | Components| activity ‘activity 1. Good morning 1. Good students, ‘morning sir. 2. How are your [a Fina, thane you sir. 8. (Moving from left to|3. Yes sir. right on the dais) You all know very well what you mean by a circle, its various components, like Center, Chord, Radius, etc. 4. Now can you, |. Pupil draws please prove a con black- perpendicular board. drawn from the center of a circle to a chord bisects the chord. (5 seconds pause and observes all students by moving eyes to whole class) At first 5. (Calls another pupil to locate the figure drawn on the blackboard to name | _- the components of the circle given). ‘blackboard with low voice) can you, please tell me what is required in this problem from the drawn on the blackboard? 17. How wall you prove that AM=AB? \SE ancxorms ce, ramon # PACTS ier Teacher's ‘Students’ actrorty Components] Is. Bya constru- ction, we ‘can get the congruent triangles. |1L.Wel, can somebody} ly. Be joining {ch anaes, ‘we get the ce CBM and CAM: H10.(Pupil 8. (SF), (cy) 9. (1G) 10,(CIP), 11(AVS), ~ voice) by that what do you conclude? '14.Very good (capping) for your lishment Components; 1, Teacher's Movement (TM), 2, Pupils Movement (PM), 3. Teacher's Gesture (TG), 4, Sensory Focus (SF) 5. Change in Voice (CV),LE LAELE SIO ASLO TEES EIEN TTT a8 MICROTEACHING: THEORY & PRACTICE MODEL LESSON PLANS IN MICROTEACHING MATHEMATICS ‘Steps, Teacher's ‘Students’ Microteaching - Lesson Plan No. 8 2 1 ccivity ‘activity Hi. Good morning _|1. Good Skill: Use of Blackboard @) ‘ intro Name of the teachertrainee : j cee scent 2 Subject : Mathematics a blow se ae "oe A t 3. Today we are going |3. Students Time: Duration: 6 mts. to derive a formula | observe + Finding the Area 2 10.How do you find |10.Draw the |10.(ECP) A altitude “h’? altitude “ht in the £ ‘ABD. '16.What is the area of |16.4DB.CF | 1 a “BCD? 17Now, what is the {17.Area of | 17 ae area of rhombus | ABCD = F ABCD? BD.AF+% BD.CF aTeacher's MICROTEACHING: THEORY & PPACTICE thombus = ¥ d,.d, conclude the area of where d, and dy are | the diagonals, Students” | Components| | actoaty activity Con |18\Ghowing ¥BD on |i18.Area of [18,(PT), clusion] BB.) Doing 48D as |, rhombus | (MP) common factor to. |) ABCD = % Simplify, what is the| BD(AF+CR) area of rhombus ABCD? - 19Look at the H9BD isa | 19.) and tell me whet | diagonal oa does BD represent? a." [20.(Showing AF+ CF is|20.AF+CF is another diagonal on] another BL.) What is, diagonal AFSCF equal to? |) “a,” ‘2LThen what is the |21-Areaot | 21.(FIMP), area of rhombus thombus=4 | (C) ABCD? 4d where d, and, are the iagoals, ‘22Very good. (Cleans |22-Thank you |22.(CB), the BB.) We sir. (MP) Components: 1) Legibility (L), 8) Bye Contact wit 2) Utilization of the space (US), 3) Size and Alignment (SA), 4) Highlighting Main Points (HIMP), 5) Cleaning of Blackboard (CB), 6) Correctness(C), 7) Position of the Teacher (PT) and ith Pupils (BCP). | Skill: | Name of the teacher-trainee: Name of the observer Subject ee | Class: “Date: Concept LESSON PLANS IN MICROTEACHING OBSERVATION WITH RATING SCALE Use of Blackboard : VI Time: Duration: 6 mts. Finding the Area of Rhom:3 No Components ‘Rating | Comments 7 Suggestions Legibility (L) Utilization of the Space and Alignment (USA) Size and Alignment (SA) Highlighting Main Points aM) Cleaning of Blackboard (CB) Correctness(C) Position of the Teacher (PT) Eye Contact with Pupils (ECR). Total erall General Comments / Suggestions: Rating: Poor = 0 Below average = 1 Average = 2 Above average = 3 Excellent = 4Se srcxorenrane: ony & aacrice M MATHEMATICS Microteaching - Lesson Plan No. 9 Skill: Closure @) ‘Name of the teacher-trainee : ‘Subject : Mathematics Date: a= ‘Time: ‘Duration: 6 mts. e Topic =: Identification of Function in a3, _ = Diagrammatic Representation 1 => 2 2 > 4 3 > 6 Bx2t ee > Q 2 eg K 3 3 peaeninnnd ia SE Dear boys, can any one of you tell me what is the usual practice in Mathe- ‘matics to denote function by letters. . Well, what is the set of integers?MODEL LESSON PLANS IN MICROTEACHING Steps |... Teacher's ‘Students’ | Components) activity cactivity from each coordinate in the left 7. The teach : circle. mero ed 2Why is the example |12Example (i) 12-(0P), fi ~ the i (ii) not a function? pee (LK) _____—}—because the] first coordinate domain . jis repeated and * in the pairs. domain in (12) and a3). this function. . Example (i) |9. (OP) and (ii) are functions. Ho. () Example ()|10(0P), ‘ isnot function! (LK) repeated Boas although : 4 the second aad ie coordinate F is repeated. aoe | 4.Why the example |14.Example | 14.(P) are ise (v)isnota | (LK) U.How do you say |11.Diagramma- q oy Cea lan sae Tel eng enter eees : coordiate 2 function? only one has no a Jine starts relation to.Skill: Closure Name of the teacher-trainee : Subject : Mathematics Components Name of the observer var 1. Consolidation of Maj a : z oe Points (CMP), ioe ae ‘Dootietene Opportunity providing to apply new knowledge to new : ee i situation or diferent situation (OP), o Concept + Identification of Function in Students” | Components actioity any second 18-Thank you | 15, (HW) OBSERVATION WITH RATING SCALE Diagrammatic Representation Linking previous knowledge to new knowledge and new knowledge to future knowledge in the students (LK) and Homework or assignment (HW).MICROTEACHING: THEORY & PRACTICE | Components ‘Rating | Comments 7 Suggestions (cur) Consolidation of Major Points| 2 | Opportunity providing to apply new knowledge to new! situation or different situation (oP) 3-| Linking previows Rnowledge to new knowledge and new [Knowledge to future know- [ledge in the stucients (LK) 4 |Homework or assignment (aw) Total Overall General Comments / Suggestions: Rating: Poor = 0 Below average = 1 Average = 2 Above average = 3 Excellent = 4 | MODEL LESSON PLANS IN MICROTEACHING MATHEMATICS Microteaching - Lesson Plan No. 10 Link Practice i: 1. Reinforcement, a Fi Fluency of Questioning and 3. Stimulus Variation Name of the Teacher-trainee e F & and asks) Can you name these two triangles?