INTRODUCTION Planning is an important step towards effective teaching. As a mathematics teacher, we need to be able to plan our lesson systematically.

The New Primary School Curriculum [(Kurikulum Baru Sekolah Rendah (KBSR)] was first implemented in 1982 as a pilot project. It was fully implemented in all schools at all levels by 1988. In 1994, the curriculum was revised and renamed the Primary School Integrated Curriculum for Mathematics (Kurikulum Bersepadu Sekolah Rendah) where moral values were emphasized and taught across the curriculum. In the year 2000, steps were taken to review the curriculum in line with the information age. Changes were made to the topics where deemed necessary. This reviewed syllabus has yet to be implemented fully in the primary schools. The syllabus is still being fine-tuned to cater to expected problems arising from the change in the medium of instruction from Bahasa Melayu to English in Year 1 in all schools, beginning 2003. The Secondary School Integrated Curriculum was first implemented in Form 1 in 1989 and in Form 5 in 1993 to ensure continuity of the contents taught in the primary school syllabus. In the year 2000, the curriculum was revised and necessary changes were made. It was implemented in 2002 and recently, the syllabus was again reviewed in preparation for the expected problems accompanying the change in the medium of instruction from Bahasa Melayu to English in Form 1 in the year 2003. The aims and objectives stated below are taken from the latest version of the syllabus (2003), translated from Bahasa Melayu to English, prepared by the Curriculum Development Centre of Malaysia. (a) Aims of KBSR Mathematics The Primary School Mathematics Curriculum aims to build pupils understanding of number concepts and their basic skills in computation that they can apply in their daily routines effectively and responsibly in keeping with the aspirations of a developed society and nation, and at the same time to use this knowledge to further their studies. (b) Objectives of KBSR Mathematics The Primary School Mathematics Curriculum objectives will enable pupils to:

1. know and understand the concepts, definitions, rules and principles related to : numbers operations space measures data representation ;

2. master the basic operations of mathematics, namely : addition subtraction multiplication division ;

3. master the skills of combined operations; 4. master basic mathematical skills, namely : making estimates and approximates, measuring, handling data, representing information in the form of graphs and charts;

5. Use mathematical skills and knowledge to solve problems in everyday life effectively and responsibly; 6. Use the language of mathematics correctly; 7. Use suitable technology in concept building, acquiring mathematical skills and solve problems; 8. Apply the knowledge of mathematics systematically, heuristically, accurately and carefully; 9. Participate in activities related to mathematics; and 10. Appreciate the importance and beauty of mathematics.

LESSON PLAN Subject : Mathematics Class : 2 Bestari Date : 23 Oktober 2011 Time : 10.15 - 11.15 a.m Number of Pupils : 40 Topic : Whole Numbers Learning Area : Multiplication Within 2, 3, 4 and 5 Times-Tables Learning objectives : Pupils will be taught to understand multiplication as repeated addition. (2, 3, 4 and 5 times- tables.) Learning Outcomes : (a) When a repeated-addition picture is shown, pupils will be able to write the corresponding multiplication sentence. (b) When a repeated-addition sentence is shown, pupils will be able to change the sentence into a multiplication sentence and vice verse. Previous Knowledge : Pupils have studied the addition of whole numbers within 100. Moral Value: Collaborating and helping each other. Thinking Skill : Compare and Contrast Teaching-Learning Resources : (a) Tortoise-Shoe Problem (Appendix 1) (b) Picture-Cards (Appendix 2) (c) Pocket Chart (d) Lucky Stars (72 pieces for each pair of pupils) (e) Rubber Bands (12 pieces for each pair of pupils) (f) Dice (1 piece for each pair of pupils) (g) A4-size paper (1 piece for each pair of pupils)

Procedure / Allocation of Time Introduction [5 minutes]

Teaching-Learning Activities 1. Teacher poses the Tortoise-Shoe problem based on the pictures. 2. Pupils will suggest as many answers as possible and the teacher will ask pupils to explain the methods used to find their answers. When repeated addition is suggested as the method, the teacher will introduce todays lesson as learning a short cut for repeated addition. Class Activity [25 minutes] 3. Three frog picture-cards will be placed in the pocket chart. The teacher will discuss the method to find the total number of frogs eyes with the pupils. 4. The teacher will introduce multiplication as repeated addition and write the sentence : 2 + 2 + 2 = 3 x 2 at the side of the pocket chart. 5. Referring to the sentence 3 x 2, the teacher will explain that 3 is the number of groups (frogs), and 2 is the number of things in each group(eyes). 6. Step 3 will be repeated with 5 frog picturecards and pupils will be asked to write the corresponding repeated-addition sentence as well as the multiplication sentence. 7. Step 3 to 6 will be repeated for other picturecards. Group Activity (10 minutes) 8. Pupils will carry out Circle and Lucky Stars activity in small groups. Class Practice (15 minutes) 9. Pupils will complete worksheet as class practice. 10. The teacher will lead the class to compare and contrast (4 x 3) and (3 + 3 + 3 + 3) and hence conclude the lesson with the statement When a number is added repeatedly, it can be replaced by multiplication.

Remarks Appendix 1

multiplication

Lesson Development [50 minutes]

Appendix 2 (a)

Appendix 2 (b), 2(c), & 2(d)

Appendix 3

Appendix 4

Closure [5 minutes]

Homework: Appendix 5

APPENDIX 1 Picture of Tortoise-Shoe Problem "One day, mother tortoise brought her 5 children tortoises to buy new shoes. Mother tortoise did not know how many shoes to buy. Please help her to find the answer."

APPENDIX 2 PICTURE CARDS

(a)

(b)

(c)

(d)

APPENDIX 3 Circle & Lucky Stars Activity Materials Player : Rubber Bands, Lucky Stars, Dice : For two players Procedures: 1. Each pair of pupils is given a dice, 12 pieces of rubber bands, 72 pieces of lucky stars and 2 pieces of A4-size papers. 2. Two players will take turns to throw the dice two times. The first throw shows the number of rubber bands whereas the second throw shows the number of lucky stars in each rubber band. 3. After each first throw, each player will put rubber bands corresponding to the outcome of the throw on his/her A4-size paper. After each second throw, each player will put lucky stars corresponding to the outcome of the second throw in each rubber band. 4. At the end of each second throw, each player will write his/her corresponding multiplication sentence. The player with the higher product will be the winner for the round. 5. Steps 2 to 4 will be repeated for as many rounds as possible within the time allocated

APPENDIX 4 CLASS WORKSHEET Name : __________________________ Class : _____________ 1. Write the repeated-addition sentence and multiplication sentence for each picture: (a) Find the number of legs of the cows.

(b) Find the number of balls.

Repeated Addition: + + =

Multiplication: ______________________________________

2. Draw pictures and find the answers. (a) 4 x 2 = ___________________

(b) 3 x 5 = __________________

APPENDIX 5 HOMEWORK SHEET Name : ________________________________ 1. Find the number of legs of the cats. Class : ___________________

2. Change repeated addition to multiplication. (a) 4 + 4 + 4 + 4 + 4 (b) 3 + 3+ + 3 + 3 + 3 + 3 + 3 + 3 (c) 1 + 1 + 1 (d) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = ____________________________ = ____________________________ = _____________________________ = ____________________________

3. Change multiplication to repeated addition. (a) 6 x 3 = ___________________________________ (b) 2 x 5 = ___________________________________ (c) 9 x 4 = ___________________________________ (d) 8 x 6 = ___________________________________

REFERENCES Curriculum Development Centre (2002). Integrated curriculum for secondary schools. curriculum specifications mathematics. Kuala Lumpur: Ministry Of Education, Malaysia.

Curriculum Development Centre (2003). Integrated curriculum for primary schools. curriculum specifications mathematics. Kuala Lumpur: Ministry Of Education, Malaysia.

Mok Soon Sang (2003). A mathematics course for diploma of education semester 1. 1st ed.Subang Jaya: Kumpulan Budiman Sdn. Bhd.

Seow Siew Hua (1995). Pengajaran matematik KBSR. Shah Alam : Fajar Bakti Dolan, D. Implementing The Standards: Making Connections In Mathematics Arithmetic Teacher. 38(6):57-60(February 1991)

Ellis, A. K. (1992). Planning for mathematics instruction. In Post, T. R. (Eds) Teaching Mathematics in Grades K-8: Research-Based Methods (2nd ed). Boston: Allyn & Bacon.

Freiberg, H. J. & Driscoll, A. (1992). Universal teaching strategies. Needham Heights, MA: Allyn & Bacon. Kennedy, L.M. & Tipps, S. 1988. Guiding Childrens Learning Of Mathematics. 5th Ed. Belmont, california: Wadsworth Publishing Co.

Mager, R. F. (1984). Preparing instructional objectives (Revised 2nd edition). Belmont, CA: Pitman Learning Inc.

Principles and Standards for School Mathematics. National Council of Teachers of Mathematics, Reston, VA: Key Curriculum Press