Outline of Method of teaching Mathematics II

Question 1: Present the core new points in the view of building the Mathematics
Curriculum 2018
1. Ensure the simplicity, practicality and modernity
- “The Mathematics program ensures its simplicity, practicality and modernity”
shows in the reflection of the necessary contents, meeting the needs of
understanding the world as well as the interests and interests of learners.
- The program of Mathematics focuses on applicability, linking with practice or
other educational subjects and activities, associated with modern
development trends of economy, science, social life and urgent global
problems. This is also demonstrated through practical and experimental
activities in mathematics education
2. Ensure the consistency and continuous development
The Math curriculum consists of two closely related branches, one that describes
the development of content disciplines of core knowledge the other that
describes the development of students' competencies and qualities.
3. Ensure the integration and differentiation
- Mathematics program implements intradisplinary integration around three
knowledge disciplines, implements interdisciplinary integration through
related content, topics or mathematical knowledge exploited and used in
other subjects, implements intra- and interdisciplinary integration through
practical and experimental activities in mathematics education.
- For all grades, Mathematics thoroughly embraces the spirit of teaching
towards individualizing learners. For high school level, Mathematics has a
system of themes and learning contents to help students improve knowledge,
practical skills, apply and solve practical problems.
4. Ensure the flexibility
- Mathematics curriculum empowers local authorities and schools to take
initiative and responsibility in selecting and supplementing a number of
mathematical education contents and implementing educational plans
suitable to the objects and conditions of the locality and educational
institutions.
- The Mathematics program only prescribes general principles and orientations
on the requirements of the quality and competences of students, educational
content, educational methods and assessment of educational results
- The program ensures stability and development during implementation to suit
scientific and technological progress and requirements of reality.
Question 2: Present the general goals of the Mathematics Curriculum 2018 and the
goals of the secondary and high school levels
1. General goals
- Form and develop mathematical competences (mathematical thinking
competence, mathematical modeling ability, math problem solving ability,
mathematical communication ability, ability to use mathematics learning
tools)
- Form and develop common qualities, core competences of students
- Have general, necessary and basic mathematical knowledge and skills;
develop interdisciplinary problem-solving ability between mathematics and
other subjects such as Physics, Chemistry, Biology, Geography, Informatics,
Technology, etc.; provide opportunities for students to experience and apply
mathematics to real life.
- Have a relatively general view of mathematics-related careers so that students
have a career-oriented background, as well as have the minimum ability to
find out the issues related to math throughout their life.
2. Goals of the secondary school levels
- Contributing to the formation and development of mathematical competence
with the following requirements: stating and answering questions when
reasoning, solving problems, making reasonable arguments when solving
problems, proving mathematical propositions that are not too complicated;
can use mathematical models in some practical problems that are not too
complicated; be able to use mathematical language combined ordinary
language; present ideas and how to use mathematical tools
- Have basic and necessary math knowledge and skills in:
 Algebra and some analytic elements:
 Geometry and measurement
 Statistics and probability:
- Contributing to helping students have an initial understanding of careers
associated with Mathematics; have a sense of career orientation based on
their own capacity and interests, conditions and circumstances; post-
secondary stream orientation (continuing further education, vocational
training or entering working life)
3. Goals of the high school levels
- Contributing to the formation and development of mathematical competence
with the following requirements: stating and answering questions when
reasoning and solving problems; use reasoning, inductive and deductive
methods; established mathematical models; implement and present the
solution to the problem and assess the implemented solution; be able to use
mathematical tools.
 - Have basic and necessary math knowledge and skills in:
 Algebra and some analytic elements:
 Geometry and measurement
 Statistics and probability:
- Have a relatively general view of mathematics-related careers so that students
have a career-oriented background, as well as have the minimum ability to
find out the issues related to math throughout their life
Question 3: Present the components of mathematical competences specific
expressions of each element
1. Mathematical thinking and reasoning capacity
- Compare; Analyze; Synthetize; Specialize, Generalize; Similarize; Induct;
Deduct
- Give evidences, arguments and logical reasons before concluding.
- Explain or adjust the problem solving method in terms of mathematics.
2. Mathematical modeling capacity
- Identify the relationship and know how to build connections between
concepts, mathematical ideas and practical situations.
- Convert a problem from actual hypothetical situations or real-life situations
into a mathematical model.
- Solve math problems in the established model.
- Demonstrate and evaluate the solution in real contexts and improve the
model if the solution is not appropriate.
3. Capacity to solve math problems
- Identify problems that need to be solved by mathematical tools.
- Select ways and solutions to solve that problem.
- Use relevant mathematical knowledge and skills (including tools and
algorithms) to solve problems.
- Explain the solution and create a clear understanding of the solution.
4. Ability to communicate math
- Understand, read and write the mathematical information presented in the
form of mathematical texts or written or spoken by others.
- Present, express (speak or write) contents, ideas, mathematical solutions in
interaction with others (at the level of appropriate requirements for
completeness and accuracy).
- Effectively use mathematical language (digits, letters, symbols, graphs,
logical links, etc.) combined with common language or physical gestures
when presenting, explaining and assessing mathematical ideas in interaction
(discussion, debate) with others.
 - Show confidence when presenting, expressing, asking questions, discussing
and debating content and ideas related to mathematics.
5. Ability to use tools and means of learning math
- Know the name, effect, usage, preservation of common equipment, means,
technology (especially means using information technology), serving learning
math.
- Proficiently and flexibly use mathematical tools and means, especially
science and technology, to explore and solve math problems (in accordance
with age-specific characteristics).
- Point out the advantages and disadvantages of tools and means to support
reasonable use.
Question 4: Present the contribution of the subject Mathematics in the formation and
development of general and specific competences
1. General competences
- Mathematics contributes to the formation and development of self-reliance
and self-learning capacity through the process of learning mathematical
knowledge and skills as well as by practicing, practicing or solving math
problems, real-life problems on your own...
- Mathematics contributes to the formation and development of communication
and collaboration capacity through listening comprehension, reading
comprehension, taking notes and expressing necessary mathematical
information in mathematical texts;...
- Mathematics contributes to the formation and development of problem
solving and creativity capacity by helping students recognize problem
situations; share understanding with others; know how to propose, choose the
method and process to solve the problem, ...
2. Specific competences
- First of all, Mathematics provides many opportunities to develop computation
capacity, which is shown in the fact that on the one hand, it provides
mathematical knowledge, trains calculation and estimation skills, and on the
other hand helps to form and develop mathematical competences which is the
most concentrated, most core expression of computation capacity
- Mathematics contributes to the development of language competence through
training in reading comprehension, interpretation, analysis, and evaluation of
meaningful mathematical situations,…
- Mathematics contributes to the development of informatics capacity through
the use of information and communication technology means and tools,…
 - In addition, Mathematics contributes to the development of aesthetic capacity
through familiarization with the history of mathematics, recognizing the beauty
of Mathematics in the natural world.
Question 5: Present the general features of the content of the Mathematics curriculum
2018
- The content of the Math program is integrated around three circuits of
knowledge: Numbers, Algebra and Some elements of analysis; Geometry and
Measurement; Statistics and Probability.
 Numbers, Algebra and Some elements of analysis are the basis for all
further studies in Mathematics, aimed at forming mathematical tools to
solve problems of Mathematics, of other fields. other related sciences as
well as gain practical skills necessary for daily living.
 Geometry and Metrology are essential for the acquisition of specific spatial
knowledge and essential practical skills, helping to form tools to describe
objects and entities of the surrounding world.
 Statistics and Probability is a compulsory component of mathematics
education in schools, contributing to enhancing the applicability and
practical value of mathematics education.
- The Mathematics curriculum at each level also provides adequate time to
conduct practical and experimental activities for students such as: Conducting
Math projects, learning projects, Organizing math games,...
- Students can select some themes, which have the meanings:
 Provide some necessary mathematical knowledge and skills that are not
present in the core program content to meet the requirements of deep
differentiation, as well as create opportunities for students to apply
mathematics. in solving interdisciplinary and practical problems
 Help students understand more deeply the role and applications of
Mathematics in practice; have an understanding of the profession and its
value (associated with Mathematics); as the basis for career orientation
after high school.
 Create opportunities for students to recognize their talents, interests, and
develop interest and confidence in learning Mathematics; develop
mathematical competence and the capacity to explore problems related to
Mathematics throughout life.
Question 6: Present new points in the content of the middle school and high school
mathematics curriculum
1. Secondary school
 - The topic of functions and graphs is arranged from grade 8, with the
orientation of enhancing visual elements in teaching function content.
- Strengthen visual elements in teaching geometry content in the first grades of
lower secondary school. The progression for Visual Geometry are specifically
identified as:
 Plane shapes
 3D shapes
 Symmetricity in natural world
- Reduce the complexity of teaching polynomial factorization
- Reduce the complexity in teaching solving equations by some methods
- Reduce complexity in teaching about circles
- Enhance some content on statistics and probability associated with practical
applications;
- Pay attention to the use of modern teaching means and teaching software;
- Enhance practice and application of mathematics in real-life
2. High chool
- Reduce the complexity in teaching solving equations and inequalities.
- Reducing the content of the coordinate method in teaching geometry;
- Emphasize reading, drawing, imagining and constructing in teaching 3D
Geometry. In particular, there is an introductory topic on Graphic geometry
and Technical drawing
- Enhance the contents of statistics and probability associated with practical
applications in real life
- Pay attention to the use of modern teaching means and teaching software;
- Enhance practice and applying mathematics to practice;
- Do not include complex numbers in the program.
- Themes in each grade 10, 11, 12 have educational content for career-oriented
students who need to use a lot of math knowledge.
Question 7: Present the general orientations of the mathematics teaching methods in
the direction of forming and developing students mathematical competences
- Suitable for the cognitive progress of students (going from special to abstract,
from easy to difficult)
- Thoroughly grasping the "learner-centered" spirit, promoting the students'
positivity, self-discipline and initiative; Pay attention to the needs, cognitive
abilities, and different learning styles of each individual student
- Flexible in applying active teaching methods and techniques; create a positive
interactive teaching environment; combine skillfully and creatively with the
application of traditional teaching methods and techniques
 - Mathematics learning aids and tools are necessary for students to discover and
express abstract mathematical ideas in a concrete and intuitive way, and are
also an active aid for teachers to improve their teaching effectiveness.
Therefore, it is necessary to use sufficient and effective teaching equipment at
the minimum prescribed for Mathematics
- Attitudes towards learning have a significant influence on how students
approach problem solving and be effective in learning Mathematics. Teachers
need to help students develop beliefs about the position and positive role of
Mathematics in human life in modern society.
Question 8: Presenting the steps of teaching a mathematical concept, a mathematical
theorem, a mathematical rule/method, solving math problems in accordance with the
point of view of the Mathematics curriculum 2018.
1. Concepts
- Experience: Students approach concepts through visual symbols or
practical experience
- Form the new knowledge: Recognizing the essential signs of the concept
 Understand key terms and symbols  State it verbally  Memorize
concept definitions
- Reinforce: Identify the concept in some simple cases, Demonstrate the
concept in different contexts
- Application: Students apply concepts they have just learned in indirect,
more complex situations and solve some practical problems.
2. Theorems
- Experience: Students approach the assumption and conclusion of theorems,
needs of proof or rejection
- Form the new knowledge: Identify the assumption and conclusion  Guess
and state the theorems  Identify the arguments of proving theorems 
Identify the proof and be able to prove  Understand the logical structure of
theorems
- Reinforce: Practice applying the theorem in simple cases with characteristic
properties
- Application: Apply theorems to solve some mathematical or practical problems
3. Rules and methods
- Experience: Students approach rules and methods
- Form the new knowledge: Identify “component” skills and “linear” order 
State rules and methods  Understand the logical structure of rules and
methods
- Reinforce: Practice applying rules, methods in simple cases with characteristic
properties
 - Application: Apply rules, methods to solve some mathematical or practical
problems
4. Problem solving
- Investigate the content of problems
- Find the solution
- Present the solution
- Assess and reseach deeply the solution
Question 9: Present new points about objectives, forms, methods and assessment
techniques from the point of view of the Mathematics Curriculum 2018
1. Objectives
- Provide accurate, timely, and valuable information on student capacity
development and progress based on of standard requirements in each class
and grade level.
- Adjust teaching activities, ensure the progress of each student and improve the
quality of education
- From that, make a plan to promote the next learning process
2. Forms, methods and techniques
- Applying a diverse combination of assessment forms (process assessment,
periodical assessment), many assessment methods and techniques
(observation, multiple-choice questions,…) at appropriate times
- In the content, form and assessment methods and techques, it is necessary to
focus on assessing the elements of mathematical competences. This process
includes:
 Clearly define the purpose of the assessment;
 Identify the required evidence;
 Select appropriate assessment methods and tools;
 Collect evidence;
 Explain evidence and make comments
- Teachers need to design and organize problem situations, so that through
handling and solving those problem situations, learners can express and
demonstrate their capacity.
Question 10: Present the concept and meaning of building the school educational
plan.
1. Concept
School educational plan is the plan for organizing educational activities of the
educational institution implementing the general educational curriculum
published by the Minister of Education and Training
2. Meaning
 - Help to meet requirements of the general educational curriculum,
including:
 Show the objectives of the general educational curriculum
 Requirements of qualities and competences students need to
obtain
- Help the school effectively and appropriately exploit the facilities and
teaching equipment, meet the requirements of implementing teaching and
assessing methods
- Help to promote the autonomy of teachers and professional groups
- Help mobilize different educational resources and powers to participate in
the development of the school's educational plan
- Help to innovate the organization and management of professional
activities in the school in the direction of school administration
Question 11: Present the requirements in building the school educational plan in the
direction of developing students; quality and competencies.
- Ensure legality in the development of the school's educational plan.
- Ensure the implementation of educational objectives of the educational
curriculum published by the Ministry of Education and Training
- Ensure the scientific and pedagogical natures of the school's educational
plan
- Ensure effective and appropriate exploitation of the school's facilities and
teaching equipment; suitable with the cognitive capacity of students and
school administrators and teachers
- Ensure effective mobilization and exploitation of resources in the
development and implementation of the school's educational plan
Question 12: Present the schools educational planning framework in the direction of
developing students’ quality and competencies.
Question 13: Present the role of teachers in the development and implementation of
the school educational plan.
(1) Teachers contribute ideas to develop the school's educational plan
(2) The teacher is the person who directly implements the school's educational plan;
(3) The teacher is the person who coordinates with the educational forces to effectively
implement the issued educational plan;
(4) Teachers directly assess the effectiveness of the educational plan each year, and
propose changes accordingly
Question 14: Present the concept and meaning of building the educational plan of the
expert/professional group.
1. Concept
The education plan of the professional group is the tentative plan to implement
all the activities of the professional group in a school year, in order to achieve the
development goals of the professional group and the school, ensuring the
requirements of implementing GEC
2. Meaning
- For the management, building the education plan of the professional
group helps to ensure the consistency between the professional groups in
the school
- For the implementation of the program, the plan of the professional group
is an important basis for assigning tasks to the subject group teachers,
especially the task of teaching and organizing educational activities
Question 15: Present the requirements in building the educational plan of the
professional group in the direction of developing the quality and capacities of
students.
- Ensure legality: The educational plan of the professional group should be
developed based on specific legal bases and higher-level plans.
- Ensure feasibility: Building the educational plan of the professional group
should be based on the analysis of the characteristics of the situation of
the professional group and the school.
- Ensure logic: It is necessary to ensure the logic of the knowledge discipline
and the consistency within and between subjects and educational
activities.
- Ensure flexibility: Based on the actual situation, this plan may be adjusted,
both in terms of content and implementation time.
Question 16: Presenting the role of teachers in developing and implementing the
educational plan of the professional group.
- Developing: Each teacher of the professional group must contribute to the
build of the group's educational plan. In which:
 The Head of the professional group is the person who is mainly
responsible for organizing the build of the educational plan of the
professional group.
 Other members under the organization and assignment of the Head
will participate in this process.
- Implementing: Teachers need to grasp the work and tasks set out in the
plan, and can concretize the plan of the professional group into a detailed
 individual plan. During this process, the Head of PG must monitor and
check the implementation of the plans to ensure that the tasks are carried
out.
Question 17: Present the structure of the educational plan of the professional group.
Question 18: Present the process of developing the educational plan of the
professional group.
1. Analysis of the situation: Include
1.1. Situation of students
1.2. Situation of teachers
1.3. Situation of teaching equipments of the subject
1.4. Situation of Classroom/labouratory/playground…
2. Develop a teaching plan and a plan to organize educational activities of the
professional group
2.1. Build programmes for grades
2.1.1. Determine the length of time to teach the main disciplines in the
program
2.1.2. Identify and list the lessons and standard outcomes correspondingly in
chronological order of implementation
2.1.3. Determine the length (number of periods) used to teach specific
lessons
2.2. Build lesson plans for selected themes
2.3. Build a plan for periodic assessments
2.3.1. Determine the length of each test, time to organise
2.3.2. Determine the standard outcomes
2.4. Build a plan for other contents (if any)
2.5. Build a plan to organize educational activities
3. Review and finalize the draft and approve the professional group
4. Approving and organizing the implementation of the education plan of the
professional group
Question 19: Present the concept and role of the teacher’s educational plan.
1. Concept
The teacher's educational plan is the concretization of the content and how to
implement all the work that will be done in the school year of each teacher in
order to meet the development goals of the professional group and the school.
2. Role
- Individual educational plan is a tool to coordinate the efforts of teachers
with school administrators
 - Individual educational plan has the effect of reducing the instability of
teachers in the process of performing educational tasks
- Planning forces educational administrators and teachers to look ahead,
anticipate changes, weigh their effects, and devise appropriate responses.
- Planning reduces overlap and minimizes resource-wasting activities for
individual teachers and the school.
- Planning establishes standards that facilitate highly effective testing
Question 20: Present the requirements when building the teacher’s educational plan.
- Ensure legality: Developing a teacher's educational plan needs to be in
accordance with the guiding documents of the industry, ensuring the
regulations
- Ensure practicality: When building an individual education plan, teachers
need to analyze the actual conditions of high schools to determine goals,
implementation methods and find sources of support.
- Ensure the specificity and clarity of the mission, goals and action plan: The
plan must be determined with high goal orientation, that is, it must be
created very clearly, consistently for each time, each specific stage
- Ensure fitness: Fitness is reflected in the analysis of strengths, drawbacks
and other factors of individual teachers. Then teachers can review the
overall tasks, the ability to complete the, the level of completion, hence
arranging work with suitable order, submit a request to reduce the tasks
- Ensure science: The proposed plans need to be based on the principles of
science education
- Ensure consistency and specific history: The teacher's educational plan
must be consistent with the general educational plan of the school and the
professional group. Besides, teachers need to base on the specific history
of each school year to have an appropriate plan
Question 21: Present the structure of the teacher’s educational plan.
Question 22: Present the process of developing the teacher’s educational plan.
1. Determine tasks/content of work
- There are 3 main groups:
 Teaching/Organising educational activities
 Class leading
 Other tasks/content of work such as Foster good students
- Other groups
2. Develop a teacher education plan
- Develop lesson plans and selected themes: including identifying lessons,
number of periods, teaching time, teaching equipment, teaching location.
 - Develop a plan to perform other tasks (if any)
- Review, edit and submit to the Head of the professional group for approval
3. Organise implementation
4. Assess and finalize the plan
Question 23: Presenting the basic elements of the methodology:  Activities and partial
activities, motivations, knowledge in activities, activity differentiation. Give illustrative
examples of: detecting activities that are compatible with the teaching content; ways
to construct beginning, middle, and ending motivative activities; the levels of
methodological knowledge transmission; activity differentiation bases.
1. Activities and partial activities
1.1. Detect actions that are compatible with content
- A learning activity is said to be compatible with a teaching content if it
contributes to the creation or reinforcement, or practicing, formation of
skills and attitudes related to the content.
- The detection of activities that are compatible with the content is based on
understanding the contents and teaching paths of each content type such
as concepts, theorems or methods.
1.2. Break down activities into components
Breaking down an activity into its component activities helps to know how
to do the whole activity, hence teachers can let students practice
separatingly the component activities as needed.
1.3. Select activities based on objectives
It is necessary to filter detectable activities to focus on certain objectives,
thus avoiding spreading, confusing students.
1.4. Focus on mathematical activities
2. Motivation: There are three main moments when teachers can motivate students
2.1. Start motivation
The start motivation can come from:
 Reality (problems in the society arround students, problems arising
in other scientific subjects)
 Within mathematics (Clear a limitation, Make the work more
comfortable, Make a concept be more exact, Make knowledge more
complete and systemmatic, Reverse the problem, Consider a similar
problem, Generalize a problem)
2.2. Middle motivation
- Lean to the aims
- Change from strange knowledge to known knowledge
- Consider a similar problem
- Generalize a problem
 - Find relations and dependences
2.3. Ending motivation
Ending motivation can be done by emphasizing the effect, meaning of the
content or activity on the problem posed at the beginning.
3. Knowldege in activities (knowledge method)
3.1. Teaching clearly the knowledge method, state this method in a general
way. In this level:
- Teachers need to train students in activities based on the stated knowledge
method. Students not only know how to practice according to the pattern,
but also need to understand the language that describes the steps
- This level is suitable fore knowledge method introduced in the curriculum
3.2. Inform the knowledge method during performing activities.
This level is suitable for the knowledge method not in the curriculum
which is easy for students to conduct and the informing is understandable
3.3. Practice activities that relate to the knowledge method.
This level is suitable for both knowledge method in the curriculum (for
students at low level) and not in the curriculum (if the informing is difficult
to understand)
4. Activities differentiation (Bases of activities differentiation)
4.1. The complexity of the object: The more the complex object is, the more
difficultly we do the activity
4.2. The abstraction, generalization of the object.: The more abstract,
generalised the object is, the higher the requirements are
4.3. The content of the activity: The more the activity’s content is, the more
difficultly we do it
4.4. The complexity of the activity: The more components in the activity are,
the higher the requirements are
4.5. The quality (independence, level of competence) of the activity
4.6. Combine various aspects
Question 24: Present the stages of the teaching process: ensuring the beginning
capacity, motivation, working with new content, consolidation, assessment, and
guiding for homework. Give illustrative examples.
1. Ensuring the beginning capacity
- First, teachers must grasp the content and volume of necessary knowledge
and skills as starting premises.
- Second, teachers need to know to what extent the necessary knowledge
and skills already exist in students.
- Third, teachers recall, reproduce the necessary knowledge and skills, which
include:
  Explicit recall or reproduction
 Latent reall or reproduction
2. Motivation
- (Present Q23.2)
- Teachers need to cover both complete objectives and partial objectives,
long-term and short-term objectives
- Teachers need to avoid some mistakes such as using unknown
terminologies, do not show the relationship between objectives and
existing knowledge
- Teachers must motivate both specific topics/activities and long-term
effective activities
3. Working with new content
- Teachers create situations that elicit activities that are compatible with the
content and teaching objectives.
- Students are self-disciplined, active, proactive and creative, there is an
exchange between students, between teachers and students.
- Teachers have a corrective effect, such as helping students overcome
difficulties or providing students with some knowledge method.
- Teachers help students confirm the knowledge gained during the activity,
giving necessary comments
4. Consolidation
- The most popular form of consolidation is practice. It aims to train skills of
students such as computation, sketching graph, solve equations, …
- Other forms of consolidation: deepen, apply, systematise, review
5. Assessment
- Level of assessment:
 Regular assessment
 Periodic assessment
 Summative assessment
- Forms of assessment:
 Oral test
 Written test
 Multiple-choice test
6. Guiding for homework, including:
- Theory study guide;
- Instructions for homework;
- Prepare for the next lesson in terms of knowledge, tools, etc.
Question 25: Present the concept and rule of lesson plans.
1. Concept
 The lesson plan is the teacher's classroom scenario with specific students and
content in a certain space and time. It is a detailed description of the objectives,
aids and learning materials, the process of organizing teaching activities of a
lesson in order to help learners meet the requirements to achieve the
corresponding competencies and qualities in the subject curriculum
2. Role
- Set up an appropriate teaching environment: In a lesson plan, the teaching
objectives are fixed and the teaching strategies, methods, teaching
techniques and supporting means... are decided in advance.
- Psychological orientation of teaching: Factors related to students such as
students' interests, aptitudes, needs, abilities... when teaching are also
noted and considered in the lesson plan.
- Limiting factors related to the topic of instruction: In a lesson plan, issues
related to the lesson may become limited or unnecessary due to the
classroom context or the domination of time...
- Effective use of existing knowledge: In preparing lesson plans, teachers
develop new knowledge on the basis of students' previous knowledge.
- Developing teaching skills: Lesson plans play an important role in
developing teachers' teaching skills
- Effective use of time: Planning helps teachers balance time for activities,
aiming to improve teaching effectiveness.
Question 26: Present the requirements when developing a lesson plan in the direction
of developing qualities and competencies of students.
1. Requirement for preparation
Planning needs to be prepared carefully and flexibly
2. Requirements for meeting the goals of the 2018 GEC
3. Requirements for ensuring the process of organizing teaching activities
- Lesson plan needs to ensure the appropriateness of the sequence of
learning activities and the appropriateness of the elements in each activity
- In the lesson plan, each activity needs to be shown: Name of activity,
implementation time, objectives, content, products and how to organize
teaching activities
- The sequence of steps to organize each teaching activity: Transfer of tasks;
perform learning tasks; report the results and discuss; conclusion, opinion
4. Requirements for diversity in forms, methods, techniques of teaching and
assessment
- The lesson plan needs to ensure the application of teaching methods and
techniques in order to actively engage students' learning activities, in
accordance with the specific characteristics of the subject.
 - In the lesson plan, it is necessary to determine the form and method of
testing and assessment, and to build an assessment tool
5. Requirements on showing the leading role of teachers and active learning of
students:
The lesson plan needs to ensure the active participation of students, which is
shown by the teacher's focus on students' activities.
6. Requirements for the suitability of equipment, learning materials and school
conditions
The lesson plan needs to ensure the suitability of teaching aids, equipment, and
learning materials with the process of organizing students' learning activities, the
suitability with conditions of the school, the students and professional
competence of the teachers.
Question 27: Present the structure of a lesson plan in the direction of developing
qualities and competencies of students.
Question 28: Present the process of constructing a lesson plan.
1. Determine the objectives of the lesson
1.1. Determine standard outcomes and content knowledge of the lesson
- Base on the teaching plan of the professional group, Mathematical GEC
- Determine the content of knowledge that needs to be organized for
students to learn within the lesson
1.2. Define competency objectives
1.3. Define quality objectives
2. Determine the sequence of learning activities of the lesson plan and the
objectives of each activity
2.1. Identify the main content of the lesson
2.2. Determine the objectives of the activities
2.3. Orientation on forms, methods, teaching techniques and assessment plans
2.4. Determine the duration
3. Build specific teaching activities
3.1. Collect and design teaching data
3.2. Compile the content
3.3. Determine the standard products
3.4. Design the process of organizing specific teaching activities:
3.4.1. Transfer of duties;
3.4.2. Perform duties;
3.4.3. Report and discussion;
3.4.4. Conclusion, comments.
4. Finalize the lesson plan
Question 29: Present the bases to identify the objectives of a lesson, the requirements
when writing the lesson objectives, and ways to write the lesson objectives. Give
illustrative examples in teaching mathematics.
1. Bases
- Based on the required requirements of the lesson (from GEC 2018; or from
the results of developing the Mathematical Education Plan).
- Based on the current quality and capacity of the students in the class
- Based on the characteristics of building knowledge content, teaching
means, equipments and forms, methods and techniques
2. Requirements
2.1. Present the objectives according to the expression of qualities and
capabilities.
- For specific competencies: it is necessary to specify the components and
behaviors
- For core capacities and qualities: Only name and prominent expression of
core capacities and qualities in which Mathematics has the advantage to
develop; closely related to the content of the lesson
2.2. Competency objectives are expressed by specific, quantifiable verbs and
must cover the standard outcomes of the lesson.
3. Process (presented in Q28)
Question 30: Present  the structure of a plan for experiential activities in a school year.
Give illustrative examples.