Lesson Plan: Volume - Stage 4

Lesson Plan
Topic area: Area Stage of Learner: Level 4 Syllabus Pages:
Date: Location Booked: Lesson Number: 1
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
Outcome MA4-1WM ensures
that students communicate
and link the mathematical
ideas using relevant
terminology, diagrams and
recognize symbols.
Outcome MA4-2WM
requires the use of relevant
mathematical techniques to
solve mathematical
problems.
Outcome MA4-3WM
identifies and explains
mathematical relationships
using cognitive ability.
Life Skills outcomes
Lesson assessment
Students identify
an appropriate
unit that they
wish to measure
the areas of
different figures
and surfaces such
as class floor and
play field to assist
them to estimate
areas entailing
large objects.
units of measurement
for areas and are able
to convert one unit to
other required units.
the various formulas
used in calculating
rectangles, triangles
and parallelograms
and use the formulas
in providing solutions
to mathematical
problems.
convert the various
metric units of areas
such as 1 ha = 10000m2
use the different
formulas in finding
areas of figures such as
rectangles and squares.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Knowledge and skills
Being able to determine areas of shapes that are
two dimensional and provide solutions to such
problems through calculation is of utmost
importance in daily situations for instance, floor
carpeting, planting a garden and measuring a
piece of land for farming or for construction
purposes.
Values and attitudes
1.Mathematics as a crucial and necessary part of
life, appreciating that its existence and use has
been tied to the societal needs across the globe.
2.Embracing traits such as resilience when
providing solutions to mathematical challenges,

considering the fact that mathematics enables
students to take responsibility of their learning
and examining their mathematical development.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic
knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive
communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.
3.1 Background
knowledge
3.2 Cultural knowledge
3.3 Knowledge
integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Teaching
element
Indicators of presence in the lesson
Intellectual
quality
The teacher demonstrates the various figures such as polygons, circles and cylinders and
asks students to name them so that they can familiarize themselves with such figures as
they will be involved in calculating area of such objects.
Quality
learning
environment
Students are accorded the freedom to move freely in classroom and play field so that they
can take measurements and share their measurements with their classmates.
Tim
e
Teaching and learning actions Organisation Centred
T/S
5 Introduction: Area
The teacher greets the students and then
requests them to take their seats. Students then
take their textbooks.
The teacher then highlights what the lesson will
be all about.
Teacher: Salutes students and
highlights what the lesson will
be all about.
Student: Take their textbooks and
stationery out of their lockers.
Resources: Textbooks, exercise
books and stationery
Teacher
10 Class discussion
The teacher leads a discussion between students
and asks them to identify the various objects
displayed polygons, pyramids and cones.
The teacher assists students name some of the
polygons that students have never come across
and their features and the formulas.
In this section, the teacher highlights the
importance of understanding the various
Teacher: Promotes discussion
and provide questions that
makes students delve into
thinking.
Student: Participating in class
discussions and ask questions.
Resources: Textbooks,
Teacher
and
Student

formulas for calculating the areas of the figures
identified.
smartboard and handouts.
15 class activity and interaction with the
smartboard
students are grouped in pairs and help each other
identify the names of the polygons in their
textbooks and also in the smartboard. For
instance, a hexagon, a square based-pyramid, a
trapezium and a rhombus.
Teacher: Groups students into
pairs and requires the students
to identify the polygons in class
textbooks.
Student: Work in pairs and
answer the questions in
textbooks to assist one another
in identifying the various
polygons and other figures.
Resources: Textbook
Student
20 Introducing the formulas for the polygons
After the students have identified the polygons
correctly and understand their features. The next
step is to introduce the formulas for calculating
the area of a rectangle,trapezium,circle,quadrants
and sectors.
Teacher: Introduces the formulas
Student: Write down the various
formulas
Resources: Textbook and class
manuals
Teacher
25 Class interaction
Students are asked to use the various formulas in
calculating the area of polygons.
Teacher: Ask questions from the
textbook and some are written
in the smartboard.
Student: Writes down the
questions and provide the
relevant solutions.
Resources: Textbooks,
smartboard and handouts.
T/S
30 Marking the questions
the Teacher goes around marking the questions
and aiding the students who have difficulties in
tackling questions about area
Teacher: walks around marking
the questions
Student: Provide solutions to the
questions.
Resources: books
T
35 Revising
The teacher revises the work with the students by
providing answers to the various questions in the
smartboard.
Teacher: Providing answers
Student: Writing correct answers
Resources: books and smartboard
Teacher
40 Introducing the formula for sectors and
segments
The teacher introduces another subtopic about
sectors and segments after students have
understood how to find areas of polygons
Teacher: Introduces the concept
of segments
Student: write down the formulas
Resources: Books and handouts
Teacher
45 Provide examples
The teacher elaborates how to calculate areas of
different sectors and segments
Teacher: Demonstrates how to
calculate area of various sectors
and segments
Student: Listening
Resources: Books
Teacher

50 Class interaction
the students are to sit in pairs and the teacher
assigns them questions on sectors and segments
Teacher: Assigning questions
Student: calculate the area of
sectors and segments
Resources: Books and smartboard
Teacher
and
students
60 Conclusion
the teacher summarizes the lesson by revising the
formulas and gives a taste of what the next lesson
will be about.
Teacher:
Student:
Resources:
Teacher