Department: Natural Science
MINISTRY OF EDUCATION
Kasempa Day Secondary
LESSON PLAN
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Rationale: Arrow diagrams help Zambian Grade 4 pupils represent one-to-many whole-number relations accurately.
Specific Outcome(s): Illustrate one-to-many relation using arrow.
Prerequisite Knowledge: Comparing whole numbers up to 100,000 using 'greater than', 'less than' and 'greater or equal to'.; Recognising a set of whole numbers and drawing simple arrows between numbers.
References: Zambian OBC Mathematics Grade 4 Syllabus, Topic 4.12 Relations and Mappings.
Knowledge: One-to-many relations ('is greater than', 'is less than', 'is greater or equal to') using arrow diagrams — with domain: up to 100,000 (only whole numbers)
Skills: Drawing arrow diagrams; Interpreting one-to-many relations
Values: Accuracy; Cooperation
Teaching / Learning Aids: Chart 1: 'Is greater than' one-to-many arrow diagram; Chart 2: 'Is less than' and 'is greater or equal to' arrows
Approach: Guided discovery
Methods / Strategies: Exposition; Demonstration; Guided Practice; Think-Pair-Share; Board Work
LESSON PROGRESSION:
| PHASE/ TIME | METHOD/STRATEGY | TEACHER ACTIVITY | PUPIL ACTIVITY | CONTENT |
|---|---|---|---|---|
| Introduction - 10 min | Exposition | 1. Greets pupils; asks whether 9 is greater than 4 and 2. 2. Displays Chart 1; states the lesson goal to show one-to-many relations with arrows. | 1. Answer yes and explain that 9 is greater than both 4 and 2. 2. Observe the chart and identify one starting number joined to several numbers by arrows. | Prior knowledge: compare whole numbers up to 100,000 using 'greater than', 'less than' and 'greater or equal to'. Lesson goal: draw arrows from one element to more than one element in a relation. |
| Lesson Development Step 1 - 30 min | Exposition; Demonstration; Think-Pair-Share | 1. Displays Chart 1; explains that a one-to-many relation has one element in the first set joined by arrows to more than one element in the second set. 2. Demonstrates drawing arrows for '5 is greater than 1, 2, 3 and 4'; asks pupils to count the arrows from 5. | 1. Listen, observe the arrows and state why the relation is one-to-many. 2. Follow the demonstration, count four arrows and explain that 5 is greater than each listed whole number. | Definition: A one-to-many relation joins one element in the first set by arrows to more than one element in the second set. Example: 5 → 1, 5 → 2, 5 → 3, 5 → 4 shows '5 is greater than 1, 2, 3 and 4'. Check: four arrows leave 5 to different whole numbers. |
| Lesson Development Step 2 - 30 min | Demonstration; Guided Practice; Think-Pair-Share; Board Work | 1. Writes two tasks on the board: draw arrows for '8 is less than 9, 10 and 11' and for '12 is greater or equal to 12, 10 and 8'; assigns pupils in pairs to draw them. 2. Checks selected diagrams; asks pupils to explain how each shows one-to-many. | 1. Draw the arrow diagrams in pairs, then compare and correct each other's arrows. 2. Explain that one starting number has several arrows to the listed whole numbers and correct any missing arrows. | Task 1: 8 → 9, 8 → 10, 8 → 11 for '8 is less than 9, 10 and 11'. Task 2: 12 → 12, 12 → 10, 12 → 8 for '12 is greater than or equal to 12, 10 and 8'. Check: one left-hand element has three arrows to different whole numbers. |
| Evaluation and Conclusion - 10 min | Guided Practice; Exposition; Board Work | 1. Writes assessment task on the board: draw arrows for '20 is greater than 5, 10 and 15'; asks pupils to complete it individually. 2. Checks answers; summarises one-to-many relation and notes that future work will continue with arrow diagrams for whole-number relations. | 1. Draw arrows from 20 to 5, 10 and 15 and write the relation. 2. Correct answers, state that one element maps to several elements, and note the future focus. | Assessment answer: 20 → 5, 20 → 10, 20 → 15; 20 is greater than 5, 10 and 15. Summary: one element can have more than one arrow in a one-to-many relation. Next step: continue practising arrow diagrams for whole-number relations. |
SELF EVALUATION: