Mathematics Model Year Plan & Unit Plan, Mathematics Model Year Plan. Mathematics Model Unit Plan. Mathematics Model Period Plan.
YEAR PLAN
1) Class :
2) Subject :
3) No.of periods:
4) Competencies & Academic standards:
a) Problem solving
b) Reasoning and Proof
c) Communication.
d) Connections
e) Representation
5) Month wise division:
| S.No | Month | Name of Chapter | No of periods | Resources | Proposed activities |
|---|---|---|---|---|---|
| 1 | Real Numbers | ||||
| 2 | Polynomials and Factorisation | ||||
| 3 | Linear Equations in two variables | ||||
| 4 | The elements of Geometry | ||||
| 5 | Lines and Angles | ||||
| 6 | Co-ordinate Geometry | ||||
| 7 | Triangles | ||||
| 8 | Quadrilaterals | ||||
| 9 | Areas | ||||
| 10 | Circles | ||||
| 11 | Geometrical Constructions | ||||
| 12 | Surface Areas and Volumes | ||||
| 13 | Statistics | ||||
| 14 | Probability | ||||
| 15 | Proofs in Mathematics |
6) Teacher’s reflections on implementation of year plan:……………………………..
7) Head master’s reflection and suggestions on implementation of year plan:…
UNIT PLAN
Class : 9th Class
Subject : Mathematics
Chapter : 10. Surface Area and Volume
No of periods : Instructional periods (8) + Exercise (4) = 12
Academic Standards to be achieved:
Problem Solving:
1. students can solve the problems regarding lateral surface area and total surface areas of three dimensional objects like cuboid, cube, regular prism, pyramid, regular cylinder, cone, sphere and hemisphere.
2. Can solve the problems regarding volumes of three dimensional objects like cuboid, cube, regular prism, pyramid, regular cylinder, cone, sphere and hemisphere.
Reasoning/Proof:
1. Can compare and contrast the lateral and total surface areas of these different 3D objects, give reasons and proofs
2. Can compare and contrast the volumes of these different 3D objects, give reasons and proofs
Communication:
1.Explain the relations between the lateral and total surface areas of these different 3D objects and give their formulae in mathematical language.
2. Explain the relations between the volumes of these different 3D objects and give their formulae in mathematical language.
3. Can create similar sums, on his own.
Representation:
1. Can represent the shape of 3D objects as 2D diagrams and net shapes.
Connections:
1. Can use the knowledge of calculating surface areas and volumes of 3D shapes in daily life:
Period wise distribution of the chapter
| No. of period | Teaching items/Concepts | Teaching strategy | Resource for Teaching /aids/TLM | Students’ understanding/ reflections |
|---|---|---|---|---|
| 1 | Lateral and total surface areas of cuboid and cube | Whole class activity / group activity / individual activity | Cartoon boxes of cuboid and cube shapes | |
| 2 | Volumes of cuboid and cube | Whole class activity / group activity / individual activity | Cartoon boxes of cuboid and cube shapes | |
| 3 | Understanding the volume of regular prism and pyramid | Whole class activity / group activity / individual activity | Solid prisms and pyramids of different number of sides | |
| 4 | Discussion on Exercise 10.1 | Whole class activity / individual activity | Text book | |
| 5 | Lateral and total surface areas and volume of right circular cylinder | Whole class activity / group activity / individual activity | Cylindrical tin | |
| 6 | Discussion on Exercise 10.2 | Whole class activity / individual activity | Text book | |
| 7 | Slant height and its relation with other dimensions of right circular cone | Whole class activity / group activity / individual activity | Ice cream cone, funnel … | |
| 8 | Lateral and total surface and volume of right circular cone | Whole class activity / group activity / individual activity | Card board model of right circular cone, A model to find volume | |
| 9 | Discussion on Exercise 10.3 | Whole class activity / individual activity | Text book | |
| 10 | Surface area of sphere and hemisphere | Whole class activity / group activity / individual activity | Ball, Spoon, a cut ball | |
| 11 | Volume of sphere and hemisphere | Whole class activity / group activity / individual activity | Solid sphere, hemisphere | |
| 12 | Discussion on Exercise 10.4 | Whole class activity / individual activity | Text book |
Additional information gathered by the teacher (Teacher’s Notes):………………………………………………………………………………………………………………………..
Reflections of the teacher after transaction of the chapter:…………………………………………………………………………………………………………………………
Steps in Period Plan
1. Introduction
- Greetings
- Testing / re-teaching previous knowledge (Game / situation / probing questions)
- Introduction to concept through daily life situation
- Announcement of the topic
- Scope of the topic
2. Presentation and Discussion
- Reading the Text Book
- Discussion on key terminology and key concepts
- Activities (Whole class / group / individual) to comprehend the concepts
- Summing up by the teacher
3. Problem Solving
- Solving by the teacher with discussion and help of students
- Solving problems by the students in groups / individual
- Discussion on mistakes done by the students and doubt clarification
4. Recapitulation: Revision / summing up of concepts taught in the period
5. Home work: Suggesting problems in exercises or problems created by the teacher (Every teacher must keep these steps and concepts scheduled, in teaching in every period, but need not to write a detailed period plan)
Download the Mathematics Model Year Plan, Unit Plan and Period Plan
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