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.

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- Spring '11
- Park
- Addition, Subtraction, Negative and non-negative numbers