1.3.2 What specifically would you do during each of the ‘before, during and after’ section of the lesson? Describe each part clearly. Before: I will ask learners if they know the Theorem of Pythagoras, and how to use it to solve problems involving unknown lengths in geometrics figures that contain right angled triangles. If learners familiar with the parameters and areas of different geometric figurers. From learners response I will then clarify, correct and add from their prior understanding before they start with the activity. During: I will monitor from each pairs of learners in the classroom if their applying correctly the Pythagoras Theorem and see what are the common mistakes their doing. After : I will provide solutions for the activity for learners to write corrections in their classwork books. Learners will provide feedback based on the activity, what are learners ’ challenges and further questions based on the given solutions. Learners who got the right answers will be given opportunities to share with other learners their understanding. 1.3.3. What would the learners do during each of the phases of the lesson? In each phase of the lesson, learners have to engage themselves completely in order to learn effectively. During the first phase, learners must be open to speak out what they know about the concept of the activity whether is correct or not. In this way it helps the teacher to address the concept in a broader way. In the second phase, learners must apply the knowledge they acquired from the first phase and see how much they understand. Learners will use calculators to assist them with calculations. Lastly, in the third phase learners compare their answers with the solutions given on the chalk board by the teacher and ask questions
where they don’t underst and or where they are confused in order understand the concept very well and apply it in everyday affairs, not to just memorise. 2.1. Cognitive schema: a network of connections between ideas 2.2. Strategies for effective teaching 2.2.1. In what way do these strategies support a developmental approach to teaching mathematics? It is in an open-ended way, because it becomes easy for learners to learn effectively and progress in learning. Hence, these strategies support a developmental approach to teaching mathematics in a way that is beneficial for both learners and the teacher. 2.2.2. The most important strategies for effective teaching
Use cooperative learning groups – learners find it easy to relate with each other, therefore using cooperative learning groups helps them to be open to each other and understand fast those concepts they are struggling with. Learners become aware of different methods of approaching a mathematic problem and how reliable are those methods.