Wendy's CW+ ePortfolio by

roshidah_karyeo1 — 2025-04-09 02:35:31 UTC

Capture the moments that brought P.L.A.Y. to life in the lesson!

Celebrate what worked well.

roshidah_karyeo1 — 2025-04-09 02:35:31 UTC

What is my focus for P.L.A.Y in this lesson?

L: Learner centred and learning centred

W: Always asking why

roshidah_karyeo1 — 2025-04-09 02:35:31 UTC

Subject: Math

Level:Pri 5 Integrity

Lesson Topic/Concept: Area of triangles

Lesson Objectives:

1)Identify the base and its corresponding height of a triangle

2)Pupils show the way to find area of triangle, given base and height of a related rectangle

Brief Lesson Outline:

Tuning in : Focus on L and W : 1)Triangles have 3 sides and 3 vertices( important for finding external height)

2) Shapes can be cut into different triangles (subsequent lesson for finding area of composite triangular parts)

Activity :Form the greatest number of triangles on a dot paper within given time.

Development : Focus on L. and Y. Pupil profile

1) Check who already knows how to find area of triangles .

2) What is it about?

3) Tr shows a triangles with 2 sides labelled. Who can tell the area of this triangle?( Non example) Why?

4) Given another side of a triangle. Are you able to find the area now. Why? and How you know?

5) Tr checks by giving the triangle in a square grid to find its finding?

6) Tr shows why area of triangle is half of its base and height.

7) Identify the external height using set squares to find the perpendicular lines. hands-on activity ( WB pg 98 n 97)

Conclusion: Recap : Video on finding height

Finding its corresponding height

Koobits exercise.

roshidah_karyeo1 — 2025-04-09 02:35:31 UTC

What worked well, and how can I level it up?

Daniel

Mr_Daniel_Wee — 2025-04-24 00:08:35 UTC

Teacher started with a check for prior knowledge of the class with regards to triangles (i.e. number of sides and angles in a triangle and area of triangle = ½ .Base.Height). The students were engaged and interest sparked (as can be seen in the active participation of the students) with the hands-on (pair) activity. Students can be seen clarifying the activity with each other, explaining to their partner how they have drawn more triangles. Some students had mini “wow” moments when they saw how their partners can draw multiple triangles with a single intersecting line (A pair of students initially drew lines such that it prevented each other to create triangles which speaks to how serious the students take to the activity). Student’s wrong answer for area of triangle for one of the example on the screen raised curiosity among the students (some possibly have the same answer and wondered why their classmate’s answer was wrong). Lesson would have continued to clarify that the height is perpendicular height to the base.

Mr_Daniel_Wee — 2025-04-24 00:09:18 UTC

check for students' prior knowledge

Mr_Daniel_Wee — 2025-04-24 00:10:56 UTC

Incorrect answer from a classmate, curiosity sparked, students questioned their own initial understanding..

Eunice Yeo

2025-05-03 08:38:04 UTC

Tuning in activity was good as it excites and challenge their peers to seebwho can create the most number of triangles using the given grid wksheet.

Student understands how to find the area of triangles given the height and base using the formula. Unable to observe the rest of lesson as I have to proceed for my lesson in another class.

chua_lay_choo — 2025-05-13 04:25:32 UTC

Learner-centred

After getting the formula for triangles, pupils need more practices looking for base and corresponding height of any given triangles.

Some pupils lack practice in using set squares to find the height of an obtuse triangle , despite showing the skill in powerpoint. pp needs to use the set squares to realise the difficulties in using them. More time to try