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Lesson Plan Ronald

The lesson plan outlines teaching vectors in 2 dimensions including representing vectors as directed segments, calculating magnitude using the formula, and drawing and solving for components of column vectors. Key learning outcomes are using vector notations, representing vectors, calculating magnitude, and drawing/solving column vectors. Teaching methods include explanation, examples, student practice on a digital platform, and collaborative problem solving.

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daniel.christianto
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24 views2 pages

Lesson Plan Ronald

The lesson plan outlines teaching vectors in 2 dimensions including representing vectors as directed segments, calculating magnitude using the formula, and drawing and solving for components of column vectors. Key learning outcomes are using vector notations, representing vectors, calculating magnitude, and drawing/solving column vectors. Teaching methods include explanation, examples, student practice on a digital platform, and collaborative problem solving.

Uploaded by

daniel.christianto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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SPK BPK PENABUR LESSON PLAN

School: Subject: Mathematics Semester/Month:


SPK SMPK/SMAK PENABUR KELAPA GADING 2nd Sem / May
Grade/Level: Name: Topic: Grade/Level:
9 Ronald Aniana Datan Vectors in 2-dimension 9
Lesson Aims (Based on Syllabus)
1. Represent vectors by directed segments.

2. Calculate the magnitude of a vector as .

Learning Outcomes - by the end of the session the students should be able to:
1. Use vector notations;
2. Represent (Write) vectors as directed segment;
3. Represent (Write) vectors in column form.
4. Solve for the magnitude of a vector.
5. Draw a column vector in a cartesian plane.
6. Solve for x and y of the given column vectors
Christian Values and Characters Learning: Additional notes:
Obedience, Perseverance, Wisdom, Knowledge To give importance on understanding how to follow directions leading
to the correct destination.

God’s direction will never go wrong.

Resources:
1. New Syllabus Mathematics 4, 6th edition, Textbook,
2. Ace Learning
Teaching Competence 1: 21st Century Skills (Write the skills included in the whole series of lessons)
Critical Thinking Collaboration Communication Creativity
Students will be able to make Students will discuss with each Students will be given conflicting Students will be given open-
sound judgement on identifying other on how to efficiently answer situation and make collaborative ended questions on solving
efficient methods on getting questions decision despite different real-life problems.
vectors and magnitudes opinions.

Teaching Competence 2: Teaching and Learning Approach / Strategy (tick as applicable or add more strategies)
Cooperative learning  Active Learning  Problem-based Learning 
Blended learning  Inquiry-based instruction  Project-based learning 
Practical Activities Visualization/Presentation  Integrating technology 
Others:............. Others:........... Others: ............
Formative Assessment Strategies (tick as applicable or add more strategies)
Question and Answer  Group/Individual presentation 
Individual Learner Review  Focus Group Task 
Observation  Others:
Project Based Others:

Meeting 2 Sub Topic: Week:

Profit Personal and Household Finances 7


Expected Duration Activity Resources
Outcomes:
 Greet the students.
1. Students can  Check students attendance.
learn how to write 10 mins.  Explain today’s learning objectives.
vectors in different  Recall topics : Pythagoras Theorem and Absolute Value
forms.
 Show two kinds of segments , scalar and vector and ask the
2. Students may be students to identify. Provide real life examples as to why
able to solve for the they are different.
magnitude of a
vector.
 Explain how to displacement of vector are denoted.  New Syllabus
3. Students may  Ask some students to answer questions provided on the Mathematics 4 6th
be able to graph jamboard. Edition.
a column vector  Explain how column vectors are acquired using graphs.  Jamboard
showing x and y  Let students think how to find the length of the side using  Canva
component their previous knowledge.  IFPD
movements  Explain the relationship of magnitude with Pythagoras
theorem after.
 Discuss how to graph a column vector using the movement
of the x and y components.
 Ask the students to collaborate and answer questions on
jamboard.
60 mins.  Explain equal vectors and discuss how to solve for

i. the missing vectors of x and y component.


ii. Expressing a vector as its negative value.
iii. Proving equal magnitudes.
iv. Expressing y in terms of x for equal magnitude.
v. Explaining whether vectors are equal or not.
vi. Student answers a question similar to the given problem.\
vii. Show a real-world problem and ask students to answer.
viii. Ask a student to showcase his answer and verify in the
class how many of them got the correct answer.

 Teacher generalize the topic and ask students, on their


own words, the benefit of today’s lesson.
10 mins  Emphasize how God values
 Provide homework (GC) to enhance students’
understanding.

Jakarta, 8-04-2024

Ronald Datan Daniel Christianto


Subject Teacher VP - Curriculum

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