INSTITUT PENDIDIKAN GURU MALAYSIA (IPGM)

KAMPUS SULTAN ABDUL HALIM,

08000 SUNGAI PETANI, KEDAH DARUL AMAN

MATHEMATICS:
AMENDMENT DAILY LESSON PLAN

NAME: NOR ASHIKHIN BINTI HASHIM

COURSE: KPLI MATHEMATICS/ 1K
I/C NUMBER: 820920-02-5176
SUBMISSION DATE: 28 MAY 2009

TUTOR: EN. MOHAMED AZLI BIN ABU SAMAH

 CONTENTS

Acknowledgement ii
Personal Details 1
Daily Lesson Plan 2
Scripted Lesson Plan 6
References
 ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious, Most Merciful and Him alone is worthy
of all praise.

First and foremost, I would like to thank my tutor and lecturer, En. Mohamed Azli
bin Abu Samah and all my Mathematics lecturers for their support, valuable
discussions and suggestions in order to complete this assignment.

Finally, I would like to thank my parents and friends for their support and
sacrifices. Without them, this assignment has been impossible for me to be
complete.
 PERSONAL DETAIL

Name : Nor Ashikhin Binti Hashim

I/C Number : 820920-02-5176
Age : 27 years old
Option : KPLI JAN 2009
Group : K (Mathematics)
Address : Batu 26, Kampung Permatang Kerat
Telunjuk,
34950 Bandar Baharu,
Kedah.
Level of : Bachelor of Science (Hons.)
Education (Intelligent System)
University : Universiti Teknologi Mara, Shah
Alam
 COLLABORATION FORM

Trainee’s name : Nor Ashikhin Binti Hashim

I/C number : 820920-02-5176
Group : Mathematics (1K)
Lecturer’s name : En. Mohamed Azli bin Abu Samah

Date Discussion Subject Remark(s) Signature

22. 02.09 Lecturer gives a task and will
be submitted on April 2009
01.03.09 Lecturer gives a sample of a
daily lesson plan as a
reference.
10.03.09 Goes to the library and
borrow several mathematics
textbook as main references.
12.03.09 Selects the topic for this
assignment.
15.03.09 Downloads the several
pictures and information
regarding on this assignment.
19.03.09 Writes the Daily Lesson Plan
06.04.09 Starts doing the worksheet.
12.04.09 Starts doing the Scripted
Lesson Plan.
23.04.09 Ready to submit.
 DAILY LESSON PLAN

Subject : Mathematics
Year : Four
Date : 15th March 2009
Duration : 60 minutes
Class Size : 20 students
Topic : Fraction
Learning Area : Proper Fraction
Learning Objective(s) : Name and write proper fractions with denominators up
to 10
Learning Outcomes : After the lesson, pupils will be able to:
1. name orally any proper fraction with its
denominator expressed up to the number 10.
2. write out the proper fraction when a shaded part
of a diagram is shown.
3. arrange fractions in ascending or descending
order.
Previous Knowledge : Pupils are familiar with fraction in the form of real object
s such as slice of cake, part of paper and etc.
Resources : 1. Video, Fraction PPT Slides, Projector and Screen
2. Cards of rectangular, circular shapes A4 Papers,
coloured-pens, marker pen and whiteboard
3. Fraction chart/strips
4. Fraction cards
5. Worksheets
Thinking Skills : Creative thinking, Comparing, Analyzing, Ordering,
Comprehending, Illustrating
Inculcation of values : Fairness, rational

Steps Skills / Teaching & Learning Activities Remarks /

 Contents Teaching Aids
Set Introduction i) Teacher displays a video of a Teaching aids:
Induction to the mother dividing a cake to five of her
- Laptop
fraction. children equally.
(5 minutes) - Video
ii) Pupils concentrate of the video.

iii) Teacher asks the pupils what has

Thinking Skill:
been done by the mother in that
- Analyzing
video.
- Creative thinking
iv) Pupils are trying to explain the
activity in that video.

v) Teacher directs pupils to the topic

for today’s lesson
Lesson Name a i) Teacher takes out a circular card Teaching aids:
and folds it into two equal parts and
Development proper 1 - circular card
fraction. using marker pen to shade . For
Steps 1 2 - ICT (Ms Power
example:
(10 minutes) Point, Projector and
Screen)

Vocabulary:

- one over two /

ii) Pupils name the shade part as
half / one half
instructed by the teacher.
- one over three
1 - one over four /
iii)Teacher writes the name of on
2
the whiteboard. quarter and so on.

iv) Teacher briefly explains the Thinking Skill:

meaning and the concept of fraction. - Ordering

- Comprehending
v) Teacher shows several images for
fraction using power point slides.

vi) Pupils name the fractions from the

1 1 1 1 1 1 1 1 1
10 2 3 4 5 6 7 8 9
 displayed images such as pizza,
cakes, pie and etc together with the
fraction ( , , , , , , ,
, ) after the teacher.

vii) Pupils repeat the activity by using

other proper fraction images with
numerator 1.

Steps 2 Name and i) Pupils are divide into several Activity:

(10 minutes) write down groups. Two pupils in each group. - Group activity
the fraction
ii) Teacher guides pupils to fold the Teaching aids:
from the
A4 paper into 2, 4, 8, equal parts, - A4 Paper , Marker
folded part of
draw the division lines and then write pens
a striped A4
down the fraction in each part. Thinking Skill:
paper.

iii) Pupils repeat the activity with - Illustrating

other fractions.
Steps 3 Compare i) Pupils read the given fractions on Activity:

(15 minutes) value of whiteboard after teacher. - Arranging fraction

fraction by cards according to
ii) Teacher makes pupils aware if
using a the value in
each numerator is 1 or equal, the
fraction chart ascending and
bigger numerical value of the
and fraction descending order.
denominator, the smaller value will
strips
be its fraction, and the smaller Teaching aids:

numerical value of the denominator, - ICT (Ms Power

the bigger value will be fraction. Point, Projector and
Screen)
iii) Pupils are focus on the fraction
- Fraction
chart/strips which is shown by the
chart/strips
teacher. For example:
 1/2 1/2 Thinking Skill:
1/3 1/3 1/3
- Comparing
1/4 1/4 1/4 1/4
- Ordering
1/5 1/5 1/5 1/5 1/5

iv) Teacher shows the pupils how to

arangge fraction in ascending and
descending order.

v) Pupils are ask to arrange the

fraction cards given in ascending and
descending order.

vi) Teacher corrects and

acknowledge pupils work
Steps 4 Recall and i) Teacher writes the fraction on the Teaching aids:

(15 minutes) Remedial whiteboard while all pupils name it. - Marker pen
Activity - Whiteboard
ii) Pupils are ask to make a
comparison of value between two Thinking Skill:
fraction which had been wrote on the - Illustrating
whiteboard.

iii) Teacher focuses more to the slow

learner students.

iv) The slow learner pupils participate

to answer several questions given by
the teacher.
Closure Consolidation i) Teacher summing up the lesson by Teaching aids:

(5 minutes) asking pupils the name of each - Working exercise

fraction values such as: sheets
1 1 1
7 8 9 - Fraction cards
 Thinking Skill:
iii) Each pupils will get a worksheet
as a homework for today’s lesson. - Comprehending
 SCRIPTED LESSON PLAN

Skills / Remarks /
Steps Teaching & Learning Activities Teacher Classroom Language
Contents Teaching Aids
Set Induction Introduction to i) Teacher takes out a circular card T: Teaching aids:
the fraction. and folds it into two equal parts and “Assalamualaikum and Good Morning,
(5 minutes) 1 - Circular and
using marker pen to shade . For class.”
2 rectangular
example: S:
cards
“Waalaikumusalam and Good
- Coloured-pen
Morning, teacher”
T:
“Class I have here with me a circular
ii) Pupils name the shade part as
card. Then I fold it into two equal Vocabulary:
instructed by the teacher.
sizes. Class, how many parts does the
- one over two /
1 circular card consist of?” (See diagram
iii)Teacher writes the name of on half / one half
2
the whiteboard. below)
- one over four /
quarter
iv) Teacher repeats the activity by
folding square card into 4 equal
1
parts, using marker pen to shade 4 Expected answer: 2
of it. For example:
 Teacher shades one part of the circular
card as shown below.
T:
“Class, how many shaded part of this
v) Pupils name the shaded part as
circular card?
instructed by the teacher.

Expected answer: 1

1
Then, teacher writes 2 on the whiteboard.
T:
“So, this shaded part is one part of
two equal parts. In Mathematics, we
write it as 1 . We call this as a
2
fraction.”
“ Please take note that:
1  numerator
2  denominator
 1
“The fraction 2 is read as one over
two or one half or half. ‘2’ is known as
the denominator and ‘1’ is called a
numerator.”

Teacher takes out a rectangular card and

folds it into four equal sizes.
T:
“Now class lets take a look the second
example. I have here with me a
rectangular card. Then I fold it into
four equal sizes. Ani, how many parts
does the rectangular card consist of?”

Expected answer: 4
Then, teacher shades one part of the
rectangular card as shown below.

T:
“Class, how many shaded parts of this
rectangular card?
Expected answer: 1

1
Then, teacher writes on the whiteboard.
4

“So, this shaded part is one part of

four equal parts. In Mathematics, we
1 1
write it as . The fraction 4 is read as
4
one over four or quarter.”
Lesson Name a proper i) Teacher briefly explains the T: Teaching aids:
fraction. meaning and the concept of fraction “Class, do you remember what the
Development - ICT (Ms Power
and proper fraction. fraction is?”
Steps 1 Point, Projector
“A fraction is a rational number which
and Screen)
(10 minutes) ii) Teacher shows several images for is no an integer and usually expressed
fraction using power point slides. p
in the form of q .”
“So, proper fraction is a fraction which Vocabulary:
iii) Pupils name the fractions from
its numerator is less then the - one over two /
the displayed images such as pizza, 1 1
denominator. For example: 2 , 4 .” half / one half
cakes, pie and etc together with the
1 1 1 1 1 1 1 1 “Pupils, now I want all of you to focus - one over three
fraction ( , , 4 , 5 , 6 , 7 , 8 ,9
1 2 3 - one over four /
on the pictures that I want to show.
, 10 ) after the teacher.
Then, I want all of you to name the quarter and so
iv) Pupils repeat the activity by using fraction from the displayed pictures on.
other proper fraction images with after me.”
numerator 1. “Students, please read these
fractions after me.”
1
Teacher shows an image of 2 pizza.

“One half”

Pupils follow to read the given fraction

after teacher.
 1
Teacher shows an image of 3 pizza.

“One third”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 4 pizza.

“One quarter”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 5 pizza.

“One fifth”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 6 pizza.

“One sixth”

Pupils follow to read the given fraction

after teacher.
Teacher shows an image of 1 pizza.
7
“One seventh”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 8 pizza.

“One eighth”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 9 pizza.

“One nineth”

Pupils follow to read the given fraction

after teacher.
1
Teacher shows an image of 10 pizza.

“One tenth”

Pupils follow to read the given fraction

after teacher.

“Now, I want all of you to repeat the

 fraction value of displayed pictures.”

Steps 2 Name and write i) Pupils are divide into several T: Activity:

(10 minutes) down the groups. Two pupils in each group. “Class, please sit in pairs.” - Group activity
fraction from the Teacher disseminates several A4 paper
ii) Teacher guides pupils to fold the
folded part of a to all groups. Each groups have 4 A4
A4 paper into 3, 4, 5, and 7 equal Teaching aids:
striped A4 papers.
parts, draw the division lines and - A4 Paper
paper.
then write down the fraction in each T:
- Marker pens
part. “Now class, Teacher wants each
groups to fold an A4 paper into 3, 4, 5
iii) Pupils repeat the activity with
and 7 equal sizes, then shaded 1 part
other fractions.
of it. One of your group members will
say the value out loud. Do you
 understand my dear pupils?”

Each groups have been presented the

value of fraction.
Steps 3 Compare value i) Pupils read the given fractions on Teacher guides pupils to read the given Teaching aids:

(15 minutes) of fraction by whiteboard after teacher. fractions on power point slides. - ICT (Ms Power
using a fraction T: Point, Projector
ii) Teacher makes pupils aware if
chart and and Screen)
each numerator is 1 or equal, the “Pupils should aware if each
fraction strips
bigger numerical value of the numerator is 1 or equal, the bigger - Fraction

denominator, the smaller value will numerical value of the denominator, chart/strips

be its fraction, and the smaller the smaller value will be its fraction,

numerical value of the denominator, and the smaller numerical value of the

the bigger value will be fraction.
iii) Pupils are focus on the fraction
chart/strips which is shown by the
teacher. For example:
1/2
denominator, the bigger value will be
fraction.”
Teacher shows the comparison by using
fraction chart/strips. (See Appendix 1)
Teacher explains to the students.
1/2

1/3 1/3 1/3

T:

1/4 1/4 1/4 1/4 “Class, please take a look at the

1/5 1/5 1/5 1/5 1/5 fraction chart/strips here. In fraction,
 if the numerator is 1 or equal, the
bigger numerical value of the

iv) Teacher shows the pupils how to denominator, therefore, the smaller

arangge fraction in ascending and value will be its fraction. And the

descending order. smaller numerical value of the

denominator, therefore the bigger
value will be fraction.”

“For example:

1 is smaller than 1
9 6

Class, since both fraction have the

same numerator value, can you see
the different between the
denominator?”

Expected answer: Yes

“The first fraction have bigger

denominator than the second fraction
and shows that the first fraction is
smaller than the second fraction.
Remember my pupils, in fraction if the
denomitor is greater than the
compared denominator, and the
numerator is less than denominator, it
means the first fraction is smaller
than the second fraction.”
“Class, as you can see on the given
fraction chart/strips, the shaded of
each equal parts shows the size
differently from other fraction. Based
on this chart you can easily arrange
the given fraction in ascending and
decending order. For example you are
given 1 1 1 ”
7 3 9

To arrange these fraction in

ascending order, you should identify
which fraction have smallest value
1
first. Since 9 is the smallest value of
fraction, you can arrange the given

1 1 1
9 7 3
 like here.

Steps 4 Recall and i) Teacher writes the fraction on the As the revision to ensure the slow Teaching aids:

whiteboard while all pupils name it. learners can catch up the today lesson,
(15 minutes) Remedial - Marker pen
teacher writes the fraction on the
Activity - Whiteboard
ii) Pupils are ask to make a whiteboard while all pupils name it.
comparison of value between two Teacher quides all pupils until they can
fraction which had been wrote on the recognize the wrote fraction. Teacher
whiteboard. focuses more to the slow learner pupils.

iii) Teacher focuses more to the slow Example 1:

learner students.
1
3
iv) The slow learner pupils
participate to answer several “Class, name the fraction on the

questions given by the teacher. whiteboard.”

Pupils read the fraction together.

Expected answer: one third

“Azman, can you repeat the name of

the fraction on the whiteboard.”
Expected answer: one third

“Good!”

Example 2:

1
8

“Midin, can you repeat the name of the

fraction on the whiteboard.”

Expected answer: one eighth

“Good!”

Then, teacher make a comparison of

value between the wrote fraction.

Example 1:

1 1
is greater than
3 is greater than 8

“Lina, can you read the comparison

here. Class, listen and repeat after
Lina.”

Expected answer from Lina: one third is

greater than one eighth.

Expected answer from other pupils: one

third is greater than one eighth.

“Good!”

Example 2:
1 1
7 is ______ than 4

“Hasni, can you compare the fraction

here. Class, listen and repeat after
Hasni.”

Expected answer from Hasni: one

seventh is smaller than one quarter.

Expected answer from other pupils: one

seventh is smaller than one quarter.

“Good!”

Teacher repeat the activity with other

fraction.
Closure Summarization i) Pupils are ask about the lesson of T: Teaching aids:

(5 minutes) and homework today. “Class, what have you learnt today?” - Worksheets

ii) Teacher summing up the lesson Expected answer: Fraction and Proper

of today. fraction

T:
iii) Each pupils will get a worksheet
“Ok, proper fraction is a fraction
as a homework for today’s lesson.
which its numerator is less than the
denominator.”

Teacher distributes worksheet to each

pupil.

T:

“Class, I want all of you to do this

homework and pass it to me
tomorrow.”
APPENDICES
 Appendix 1: Fraction Chart/Strip

1/2 1/2

1/3 1/3 1/3

1/4 1/4 1/4 1/4
1/5 1/5 1/5 1/5 1/5
1/6 1/6 1/6 1/6 1/6 1/6
1/7 1/7 1/7 1/7 1/7 1/7 1/7
1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8
1/9 1/9 1/9 1/9 1/9 1/9 1/9 1/9 1/9
1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10 1/10
 Appendix 2: Worksheet as homework

Mathematics Year 4
Fraction

Name: ____________________________________

Date: __________________

Read the instructions.

A. Write the value of the fraction in space provided.

1.

Answer: _________________

2.

Answer: _________________
3.

Answer: _________________

4.

Answer: _________________

5.

Answer: _________________

B. Arrange the fraction in ascending order.

1. 1 1 1
8 , 6 , 10 Answer: _________________

2. 1 1 1
5 ,2 , 7 Answer: _________________

3. 1 1 1
3 ,2 , 9 Answer: _________________

REFERENCES
Mok Soon Sang, (2006). A Promary Education Course in Matematics for Post
Graduate Diploma (K.P.L.I). Subang Jaya. Kumpulan Budiman Sdn. Bhd.

Wan Yusof Wan Ngah, Lee Gik Lean & Rabiyah Fakir Mohd (2008).
Mathematics Textbooks Year 4. Kuala Lumpur. Dewan Bahasa dan
Pustaka.