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Microteaching-Lesson-Plan

The lesson plan focuses on teaching the multiplication of integers to a class of 30 students over 25 minutes. Key objectives include understanding how to multiply integers, applying this knowledge to problem-solving, and recognizing its importance in real-life situations. The lesson incorporates engagement activities, group assessments, and a debriefing session to consolidate learning.

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Ren Marc Garcia Bacang
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16 views

Microteaching-Lesson-Plan

The lesson plan focuses on teaching the multiplication of integers to a class of 30 students over 25 minutes. Key objectives include understanding how to multiply integers, applying this knowledge to problem-solving, and recognizing its importance in real-life situations. The lesson incorporates engagement activities, group assessments, and a debriefing session to consolidate learning.

Uploaded by

Ren Marc Garcia Bacang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Micro-Teaching Session/Lesson Plan

1. Lesson Plan Information

Name: Length of Lesson: 25 mins.


BACANG, REN MARC G. Number of students: 30
Topic: Multiplication of Integers

2. Objectives

Learning Outcome:
At the end of the lesson the student/s can:
A. Know how to multiply integers.
B. Apply multiplication of integers in solving problems.
C. Appreciate the importance of multiplication of integers

Duration: 4 mins

4. Action

A. Learner engagement and participation.


- The teacher gives activity to the students which serve as review.

- The teacher asks the students about integers based on their previous knowledge.

- The teachers explain the concept of multiplication of integers.

- The teacher discusses the rules that will be used in multiplying integers as well as
showing examples.
Rules in Multiplying Integers

1. If the two integers have the same signs, their product is Positive.
Example:
1. (12)(6) = 72
2. (-12)(-6) = 72

2. If the two integers have different signs, their product is negative.


Example:
1. (15)(-3) = - 45

Duration: 11 mins
B. Resources/Materials

 PowerPoint presentation
 Pictures
 Manila paper

 Resources:

- https://www.cuemath.com/numbers/multiplication-and-division-of-integers/

5. Assessment and Feedback

- The teacher gives group activity entitled “Solve Me”.

- Students will solve the problems by applying the concept of multiplication of integers
in their respective group.

Direction: Solve the following problems


1. From sea level, a submarine descends 40 feet per minute. Where is the submarine in relation to
sea level 5 minutes after it starts descending?
2. James drives his car 20 miles round trip to work every day. How many total miles does he drive
to and from work in 5 days?

Duration: 10 mins

6. Consolidate and Debrief

- The teacher asks one student to summarize the lesson.


- Students will make a summary about the lesson that they have learned
-

Conclusion:

- Then, Teacher makes a conclusion.


“ Multiplying integers is the process of repetitive addition, including
positive or negative integers. If the two integers have the same signs, their
product is Positive. If the two integers have different signs, their product is
negative.
7. My Reflections on the Lesson
Multiplying integers is useful in real life situation, A few examples of real-life situations where
integers are used are players' scores in golf, football, and hockey tournaments, movie or
song ratings; in banks, credits and debits are represented as positive and negative numbers.
Purpose of integers Integers are a commonly used data type in computer programming. think I was
happy to see that most of the math partnerships worked together really well. and I could tell that in reality
some of my students who typically struggle were being lifted up by their partner who was helping them and
modeling thinking. Many of the students who typically don't do as well in math were really catching on and
they were eager to do their homework! felt somewhat frustrated that a few of the higher level students
seemed to not want to use the strategies and instead wanted to convert all of the values.
The inquiry-base allowed for the lesson to be student-led so students were able to come up with the
strategy. I liked using a game format for practice because all of the students were engaged. I will practiced
with them doing one pair and how I would use a benchmark to compare the two. This successfully
challenged their thinking and they continued playing with that version, Through observations I could really
gauge each students' understanding of the learning goal.

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