DAILY PLAN

Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Topic: NUMBER PATTERNS AND SEQUENCES
Objective/Learning Outcome:
Students should be able to:
1. perform multiplication of numbers ending with digit 5 by itself.
2. identify patterns.
3. construct, extend and complete number sequences.
Steps of Activities:
1. The teacher discuss the usage of Abang method to multiply numbers that
end with a digit 5by itself. Students will do worksheet 4-1 Question 1.
2. The teacher discuss the term patterns.
3. The teacher explains the meaning of the term sequences. One of the students
will be ask to give an example of a number sequence.
4. The students will then proceed with worksheet 5-2. The teacher discuss the
answers.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Day
Date
Time
Venue
Attendance
Title/Theme:
NUMBER PATTERNS AND SEQUENCES.
Objective/Learning Outcome:
Students should be able to:
1.
2.
3.
4.
5.

perform multiplication of numbers ending with digit 5 by itself.

identify patterns.
construct, extend and complete number sequences.
recognize odd and even numbers.
states the general properties of odd and even numbers.

Steps of Activities:
1. The teacher discuss the usage of Abang method to multiply two equal
numbers that end with a digit 5. Students will do worksheet 4-1 Question 1.
2. The teacher discuss the term patterns.
3. The teacher explains the meaning of the term sequences. One of the students
will be ask to give an example of a number sequence.
4. The students will then proceed with worksheet 5-2. The teacher discuss the
answers.
5. The teacher discuss the general properties of odd and even numbers.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
NUMBER PATTERNS AND SEQUENCES.
Objective/Learning Outcome:
Students should be able to:
1.
2.
3.
4.

recognize odd and even numbers.

states the general properties of odd and even numbers.
identify and determine all prime numbers less than 100
complete sequences involving prime numbers.

Steps of Activities:
1. The teacher discuss the general properties of odd and even numbers
2. The teacher uses the method of Sieve of Erasthothenes to introduce the prime
numbers which are less than 100. The teacher will ask students to complete
sequences and list down sequences involving prime numbers.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
NUMBER PATTERNS AND SEQUENCES.
Objective/Learning Outcome:
Students should be able to:
1. identify and determine all prime numbers less than 100
2. complete sequences involving prime numbers.

Steps of Activities:
1. The teacher uses the method of Sieve of Erasthothenes to introduce the prime
numbers which are less than 100. The teacher will ask students to complete
sequences and list down sequences involving prime numbers.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
NUMBER PATTERNS AND SEQUENCES.
Objective/Learning Outcome:
Students should be able to:
1. solve all the questions given in the PBS Test.
Steps of Activities:
1. The students will the do the PBS test on Number Patterns and Sequences up to
B3D2E2.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Lesson 6: MATHS FM
Objective/Learning Outcome:
Students should be able to:
1. list factors of whole numbers
2. identify, find and determine prime factors.
Steps of Activities:
1. The teacher explains the sentence numbers that divide 24.
2. Students are asked to complete Worksheet 6-1. Then, the teacher discuss the
answers. The teacher explains that the list of numbers they have written is
called factors.
3. Students are asked to solve problems in Worksheet 6-2 for number 12, 15 and
28. The teacher asks three students to read out the factors for each of the
number. Then the teacher explains the meaning of prime factors.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:
Homework: Complete Worksheet 6-2

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Lesson 6: MATHS FM
Objective/Learning Outcome:
Students should be able to:
1. list factors of whole numbers
2. identify, find and determine prime factors.
3. find the common factors and highest common factor of two or three numbers
by the method of listing.
Steps of Activities:
1. The teacher explains the sentence numbers that divide 24.
2. Students are asked to complete Worksheet 6-1. Then, the teacher discuss the
answers. The teacher explains that the list of numbers they have written is
called factors.
3. Students are asked to solve problems in Worksheet 6-2 for number 12, 15 and
28. The teacher asks three students to read out the factors for each of the
number. Then the teacher explains the meaning of prime factors.
4. The teacher discuss how to find the common factors of two numbers. Then the
teacher extends the discussion to three numbers.
5. The teacher shows how to find the HCF using the method of listing.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Lesson 7: LCM & HCF
Objective/Learning Outcome:
Students should be able to:
1. find the common factors and highest common factor of two or three numbers
by the method of listing.
2. find the HCF of two or three numbers by using the algorithm method.
Steps of Activities:
1. The students will list down the factors of two numbers given by the teacher.
Then the teacher list down the common factors of the two numbers. Then the
teacher extends the discussion to three numbers.
2. The teacher discuss how to find the HCF using the method of listing.
3. The teacher discuss the usage of algorithm method to find the HCF of two and
three numbers. The students will do worksheet 7-3.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Lesson 7: LCM & HCF
Objective/Learning Outcome:
Students should be able to:
1. find the HCF of two or three numbers by using the algorithm method.
2. find the common multiples and lowest common multiples of two or three
numbers by using the listing method.
3. find the common multiples and lowest common multiples of two or three
numbers by using the algorithm method
Steps of Activities:
1. The teacher discuss the usage of algorithm method to find the HCF of two and
three numbers. The students will do worksheet 7-3.
2. The teacher discuss the meaning of the term multiples of a number. Students
will list down the multiples of two numbers given by the teacher.
3. The teacher discuss how to find the LCM of the two numbers by the method
of listing. Then the teacher discuss the algorithm method to find the LCM of
the same two numbers.
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes:

DAILY PLAN
Week:
Form
Day
Date
Time
Venue
Attendance
Title/Theme:
Lesson 7: LCM & HCF
Objective/Learning Outcome:
Students should be able to:
1. find the common multiples and lowest common multiples of two or three
numbers using the listing method.
2. find the common multiples and lowest common multiples of two or three
numbers using the algorithm method.
Steps of Activities:
1. The teacher discuss the meaning of the term multiples of a number. Students
will list down the multiples of two numbers given by the teacher.
3. The teacher discuss how to find the LCM of the two numbers by the method
of listing. Then the teacher discuss the algorithm method to find the LCM of
the same two numbers. .
Pedagogy:
Thinking skills, problem-solving skills
Values:
Dedicated, hard- working, responsible
Reflection:

Notes: