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    5E Lesson Plan in Mathematics 5E Approach To Constructivist Learning

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    ERWIN MORGIA
    The 5E lesson plan in mathematics introduces students to finding the length of a segment using coordinates on a graph. In the Engage phase, students are shown straws and asked to find their length without a ruler, leading them to discover graph paper. In Explore, students plot points on the board and derive that the length of a segment parallel to an axis can be found by taking the absolute difference between the coordinates. In Explain, students explain this relationship between coordinates and length in their own words. In Elaborate, students are prompted to think where this formula could be useful. Finally, in Evaluate, students work in pairs using point coordinates to calculate segment lengths.

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    5E Lesson Plan in Mathematics 5E Approach To Constructivist Learning

    Uploaded by

    ERWIN MORGIA
    283 views17 pages
    The 5E lesson plan in mathematics introduces students to finding the length of a segment using coordinates on a graph. In the Engage phase, students are shown straws and asked to find their length without a ruler, leading them to discover graph paper. In Explore, students plot points on the board and derive that the length of a segment parallel to an axis can be found by taking the absolute difference between the coordinates. In Explain, students explain this relationship between coordinates and length in their own words. In Elaborate, students are prompted to think where this formula could be useful. Finally, in Evaluate, students work in pairs using point coordinates to calculate segment lengths.

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    The 5E lesson plan in mathematics introduces students to finding the length of a segment using coordinates on a graph. In the Engage phase, students are shown straws and asked to find their length without a ruler, leading them to discover graph paper. In Explore, students plot points on the board and derive that the length of a segment parallel to an axis can be found by taking the absolute difference between the coordinates. In Explain, students explain this relationship between coordinates and length in their own words. In Elaborate, students are prompted to think where this formula could be useful. Finally, in Evaluate, students work in pairs using point coordinates to calculate segment lengths.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    283 views17 pages

    5E Lesson Plan in Mathematics 5E Approach To Constructivist Learning

    Uploaded by

    ERWIN MORGIA
    The 5E lesson plan in mathematics introduces students to finding the length of a segment using coordinates on a graph. In the Engage phase, students are shown straws and asked to find their length without a ruler, leading them to discover graph paper. In Explore, students plot points on the board and derive that the length of a segment parallel to an axis can be found by taking the absolute difference between the coordinates. In Explain, students explain this relationship between coordinates and length in their own words. In Elaborate, students are prompted to think where this formula could be useful. Finally, in Evaluate, students work in pairs using point coordinates to calculate segment lengths.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 17

    5E Lesson Plan in Mathematics

    5E Approach to Constructivist
    Learning
    The 5 E Approach This approach was
    introduced by Roger Bybee, of The
    Biological Science Curriculum Study
    (BSCS). The 5 Es are Engage, Explore,
    Explain, Elaborate and Evaluate.
    Engage
    This stage assess the previous knowledge of
    the learner and helps them become
    engaged in a new concept through the use
    of short activities that promote curiosity and
    elicit prior knowledge. The aim is to
    organize students’ thinking toward the
    learning outcomes of the current activities.
    Show pieces of straws to the class and ask them how they can find
    the length of the same. Obviously they will want to use a
    measuring scale. Ask them for methods to find the length of a
    straw without using a measuring scale. Show them different types
    of paper as plain paper, graph paper, craft paper and see if the
    length of the straws can be measured. Apparently a graph paper
    comes in handy. That is because there is a relationship between the
    co-ordinates of points and the length of the segment determined by
    two such points. Here the teacher announces that the class is going
    to discover this relationship to find the length of a segment.
    Explore
    Expose the students to a variety of experiences at
    this stage. These experiences may involve
    observations of events or objects, manipulations of
    materials, work with simulations, examinations of
    representations, viewing a short video, or reading.
    These experiences provide a common basis for all
    students that the teacher can use to assist them in
    identifying and developing concepts and skills.
    Have points and their co-ordinates put up on the chalkboard as
    follows:
    Group I: (i)A(3, 6) B(5,6) (ii)T(5, 8) V(1,8) Group II: (i)X(7, 14)
    Y(7,10) (ii)M(3,2) N(3,8) Is their any common characteristic of
    each group? Where would the pair D(8, 8) and E(8,4) go?
    Students are encouraged to plot one pair on their graph papers.
    All students of group I compare their segments and derive one
    common property. The same is done by Group II. Can the length
    of the segment be found out? Is there a relationship between the
    co-ordinates of the endpoints and the length of the segment?
    Explain
    Students are provided with opportunity to
    explain their understanding of their
    experiences from the explore phase. The
    questions and discussion lead students to
    patterns, regularities, and/or similarities
    and prompt them to describe concepts or
    skills in their own words.
    The students are encouraged to explain this
    relationship in their own words. On basis of
    their work they devise a formula to find the
    length of the segment parallel to X axis.
    Similarly find the length of the segment parallel
    to y axis.
    Elaborate
    The next phase challenges students to extend
    their understandings or skills and/or to practice
    them. Through new experiences at this time,
    students develop deeper understanding, an
    extended conceptual framework, and improved
    skills. Some of the tasks, such as reading an
    article, may be done as homework and
    discussed during the following class period.
    Where will this formula be useful? Here
    the teacher can probe for an answer.
    Evaluate
    The final phase of the instructional model encourages
    students to assess their understanding and abilities
    and provides opportunity for the teacher to evaluate
    student progress toward achieving the learning
    objectives for the activity. The tasks may involve
    writing summaries, applying concepts and skills to
    novel situations, constructing a concept map, or
    taking a quiz.
    Give each student a card with co-ordinates of a
    point. Students pair up and try to find the length
    of the segment formed. Be sure that the co-
    ordinates are such that the segment formed must
    be parallel to one of the two axes. Pair up with a
    different student and now find the length of the
    new segment.

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