The Planning of Mathematics Lessons

7/30/2019 The Planning of Mathematics Lessons

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Planning is essential for teachingmathematics. Thorough planningensures well- organized lessons andhence, creates an environmentconducive for learning.


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According to Freiberg & Driscoll (1992), planninginvolves

Visualizing. Planning is the ability to visualize thefuture; creating, arranging, organizing, anddesigning events in the mind that may occur inthe classroom.

Guiding. Planning for instruction provides a typeof road map or guide that assists you in creatinga flow of events that have a starting and endingpoint.

Managing. Planning is a way of managing timeand events. Decision Making. Planning for teaching is the

ability to make decisions about the how and whatof teaching.


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It gives an overview of instruction It facilitates good management and instruction

It makes learning purposeful

It provides for sequencing and pacing It ties classroom instructional events with

community resources

It reduces the impact of intrusions

It provides for economy of time


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It makes learner success more measurable,

which assists in re-teaching It provides for a variety of instructional

activities It creates the opportunity for higher-level

questioning

It guides substitute teachers It provides documentation of instruction

It establishes a repertoire of instructionalstrategies.


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an overall framework that arranges alltopics in an intended instructionalsequence

Semester plan:

contains a more detailed description of

the content of these topics for asemester. A common practice is to dividea yearly plan into two semester plans.


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Some guidelines for you to consider whenpreparing your yearly/semester plan are asfollows:

Identify your pupils background.

Study the relevant mathematics curriculum

specifications and identify the learning areas(topics), learning outcomes (skills) andcontents to be taught.

Study the school calendar and identify thenumber of schooling weeks, lesson hoursavailable, and expected intrusion to yourlessons.


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Identify the teaching and learning

strategies.

Identify relevant resources.

Decide and plan for your strategies toevaluate your pupils learning.

Integrate various aspects such as moralvalues, Future Studies, thinking skills,contextual learning into your plan.


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MATHEMATICS YEARLY PLAN ( YEAR TWO )

WEEK TOPIC/LEARNING AREAS LEARNING OBJECTIVES / LEARNING OUTCOMES REMARKS

1. WHOLE NUMBERS

1.1 Numbers to 1000 1.1.1 Say and use the number names in familiar contextsi. Say the number names to 1 000.ii. Recognise numerals to 1 000.iii. Count up to 1 000 objects by grouping them in

hundreds, tens, fives, twos and ones. 1.1.2 Read and write numbers to 1 000.i. Write numerals to 1 000.ii. Read number words to one thousand.iii. Write number words to one thousand.1.1.3 Know what each digit in a number represents.i. Recognise the place value of numbers.1.1.4 Understand and use the vocabulary of comparing

and arranging numbers or quantities to 1 000.i. Arrange numbers to 1 000 :

a. Count on and count back in ones.b. Count on and count back in twos.c. Count on and count back in fives.d. Count on and count back in tens.e. Count on and count back in hundreds.

ii. Compare two numbers and say which is more or less. iii. Arrange numbers in order :

a. Compare the numbers; andb. position the numbers on a number line.

1.1.5 Understand and use ordinal numbers in

different contexts.i. Say ordinal numbers from eleventh to twentieth.ii. Use ordinal numbers in different contexts.

1.2 Addition With The Highest Total 1.2.1 Understand addition as combining two groups ofOf 1 000 objects.

i. Add two numbers without regrouping :a. two 1-digit numbers;b. a 2-digit number and a 1-digit number; andc. two 2-digit numbers.

ii. Add two numbers with regrouping :a. a 2-digit number and a 1-digit number; andb. two 2-digit numbers.

iii. Add two numbers without regrouping :

a. a 3-digit number and a 1-digit number;b. a 3-digit number and a 2-digit number; andc. two 3-digit numbers.

iv. Add three 1-digit numbers.


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CRITERIA for PLANNING a MATHEMATICS LESSON

Set the stage.

At the beginning of the lesson you may want to arouse studentsattention, capture their imagination, or possibly, just indicate howtodays lesson is connected to yesterdays lesson.

Tell students your objective(s).

Students need to know the intended purpose of the lesson. Whatwill your students be able to do as a result of the lesson?


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Give directions. Student must understand specifically what they

will be doing during the lesson. Cleardirections are crucial to the success of alesson. Will students work together or alone?Will they make things? How much time do theyhave to complete the activity?

Provide a context for learning. It is necessary to build a frame of reference based on

past learning and projected toward future learning inorder to prove some sense of continuity in learning and

to help students see that learning has a cumulativeeffect. It is absolutely critical that you makeconnections between lessons.


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Illustrate the key concept of skill. Decide ahead of time exactly what your

students will need to do in order to carryout the assignment. Demonstrate orillustrate the material until you feel thestudents have grasped the idea and are

ready to work on their own.

Help your students to carry out theassignment.

Move around the classroom to provideassistance. The nature and amount ofguidance will vary with such factors asstudent age, ability, motivation, and withthe nature of the task itself.


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Promote reflective thinking. You need to allow time for students to look

reflectively on their work. If you dont, you mayseriously inhibit your students chances ofretaining key ideas, and you may limit the lessonspotential to achieve transfer of learning.

These criteria are meant to give you a frameworkfor lesson planning. Dont fall into the trap ofthinking that every point has to be thoroughly

accounted for every time you work with students.But remember that these criteria are based onknown principles of effective teaching.

The Planning of Mathematics Lessons

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