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    Demo Teaching PSTM

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    akiralee569
    This lesson plan is for a 7th grade mathematics class on sets and real numbers. The teacher will review set operations like union and intersection using Venn diagrams. They will then present new concepts like Ptolemy's theorem for solving problems involving cyclic quadrilaterals. Students will practice applying the theorem in example problems and discuss practical applications. Finally, the teacher will evaluate learning through formative assessment and identify students who may need additional support.

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    © All Rights Reserved
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    Demo Teaching PSTM

    Uploaded by

    akiralee569
    15 views5 pages
    This lesson plan is for a 7th grade mathematics class on sets and real numbers. The teacher will review set operations like union and intersection using Venn diagrams. They will then present new concepts like Ptolemy's theorem for solving problems involving cyclic quadrilaterals. Students will practice applying the theorem in example problems and discuss practical applications. Finally, the teacher will evaluate learning through formative assessment and identify students who may need additional support.

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    DEMO-TEACHING-PSTM

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    This lesson plan is for a 7th grade mathematics class on sets and real numbers. The teacher will review set operations like union and intersection using Venn diagrams. They will then present new concepts like Ptolemy's theorem for solving problems involving cyclic quadrilaterals. Students will practice applying the theorem in example problems and discuss practical applications. Finally, the teacher will evaluate learning through formative assessment and identify students who may need additional support.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    15 views5 pages

    Demo Teaching PSTM

    Uploaded by

    akiralee569
    This lesson plan is for a 7th grade mathematics class on sets and real numbers. The teacher will review set operations like union and intersection using Venn diagrams. They will then present new concepts like Ptolemy's theorem for solving problems involving cyclic quadrilaterals. Students will practice applying the theorem in example problems and discuss practical applications. Finally, the teacher will evaluate learning through formative assessment and identify students who may need additional support.

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    LESSON PLAN FOR CLASSROOM OBSERVATION NO.

    GRADE
    SCHOOL: LEVEL AND GRADE 7
    SECTION:
    LEARNING
    TEACHER: MATHEMATICS
    AREA
    TEACHING DATE
    QUARTER SECOND
    & TIME:

    I. OBJECTIVES
    A. Content The learner demonstrates understanding of key
    Standards concepts of sets and the real number system.

    The learner is able to formulate challenging


    B. Performance
    situations involving sets and real numbers and
    Standards
    solve these in a variety of strategies.

    The learner uses Venn Diagram to represent


    C. Learning sets, subsets, and set operation. M7NS-Ib-1
    Competencies / At the end of the session, the learners must be
    Objectives (Write able to: (1) Define Venn Diagram, (2) Appreciate
    the LC code for the uses of Venn Diagram and (3) Construct
    each) Venn Diagram to represent sets, subsets, and
    set operations.
    II. CONTENT Statistics and Probability
    III. LEARNING RESOURCES
    A. References
    1. Teacher's Guide
    pages
    2. Learner's
    Material pages
    3. Textbook pages
    4. Additional
    materials from
    Learning Resource
    (LR) portal

    NFE Accreditation and Equivalency Learning


    B. Other Learning
    Material.
    Resources
    Sets, Sets and Sets. 2001. pp.27-30

    IV. PROCEDURE

    Preliminaries: Daily Routine; posting and


    discussing of the session guide.

    Activity

    In the given sets, answer the following:

    1. Set P {1,3,} and Set Q = {1,2,4}


    P ∪ Q =
    P ∩ Q =
    A. Reviewing
    2. P = {1,3,5,7,9} and Q = {2,3,5,7}
    previous lesson or
    P ∪ Q =
    presenting new
    P ∩ Q =
    lesson
    3. A = {1,2,3,4,5,6,7} and B = {6,7}
    A – B =

    4. U = {1,2,3,4,5,6,7,8}, A = {1,2,5,6}
    A’ =
    5.

    MOTIVATION (ACTIVITY BEFORE THE NEW


    LESSON)

    B. Establishing a
    purpose for the The teacher will present how Venn Diagram
    works with concept of torque in physics, trusses
    and birdges support in engineering, the golden
    lesson ratio in arts, and crytallographic patterns in
    Philippine indigenous textiles.

    Flipped Classroom. (Note: A 3-minute youtube


    video was assigned to the students to watch)

    The teacher will flash on the monitor at least 3


    C. Presenting works of students.
    examples/instances
    of the new lesson

    D. Discussing new
    concepts and LESSON
    practicing new
    skills #1

    Demonstration. Show an illustrative examples in


    using Ptolemy’s theorem in solving problems
    E. Discussing new involving cyclic quadrilaterals
    concepts and
    practicing new
    skills #2 1. Let ABCD be a cyclic quadrilateral with sides
    AB = 2 cm, BC = 7 cm, CD = 11 cm,DA = 14 cm.
    Find the product of its diagonals.
    2. A quadrilateral is inscribed in a circle with a
    radius of 5 cm. The lengths of three sides are 4
    cm, 6 cm, and 8 cm. Find the length of the fourth
    side using Ptolemy's theorem.

    F. Developing
    Mastery (Leads to
    Formative
    Assessment)

    The teacher will present the how Ptolemys


    G. Finding practical
    theorem works with concept of torque in physics,
    applications of
    trusses and birdges support in engineering, the
    concepts and skills
    golden ratio in arts, and crytallographic patterns
    in daily living
    in Philippine indigenous textiles.
    1) What is Ptolemy's theorem?
    H. Making
    2) How can you determine if a quadrilateral is
    generalizations and
    cyclic?
    abstractions about
    3) How can you apply Ptolemy's theorem to
    the lessons
    solve problems involving cyclic quadrilaterals?

    I. Evaluating
    learning
    The students
    J. Additional will research
    activities for on how
    application or Ptolemy's
    remediation theorem on
    works on

    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned 80%
    on the formative assessment
    B. No.of learners who require
    additional activities for remediation
    C. Did the remedial lessons work?
    No. of learners who have caught up
    with the lesson
    D. No. of students who continue to
    require remediation
    E. Which of my teaching strategies
    worked well? Why did these work?
    F. What difficulties did I encounter
    which my principal or supervisor can
    help me solve?
    G. What innovation or localized
    materials did I use/discover which I
    wish to share with other teachers?

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