Lesson Plan
Lesson Plan Number: 07
Name of Student-Tr: Sonam Wangchuk
Class: IX
Period: 3rd
Subject: Mathematics.
Topic: Scientific Notations with Large Numbers
Time: 15 minutes
Previous Knowledge of the Students: Exponents and Scientific notation.
Teaching Methods/Skills: Differentiated Instructions (DI)
Teaching Learning Materials: Lesson plan, marker pen, and white-board, laptop, projector and
worksheet.
Lesson Objectives
Assessment
By the end of the lesson, the student should be able to;
Cognitive;
❖ explain scientific notation in their own words after
reading the handout provided by the Teacher or
Asking question. (Why we
use short forms?)
after the Teachers supplementary notes.
Psychomotor;
❖ write given numbers in scientific notation using
exponents after Teachers explanation,
Question and answer
(solving questions in group)
❖ compare numbers which have exponents after group
activity,
❖ writing numbers in scientific notation
Affective;
 apply of scientific notation in real-life problems.
 understanding the measurement of multidimensional quantities.
Activities. (Quiz)
Teachers Activity
Student’s Activity
Time
(Students greets the Tr)
03
mins
Lesson Introduction
[Teacher enter the class and greets the
students]
Tr: “Good morning students”
Tr: “You can sit”
Std: “Good morning sir.”
Std: “Thank you, sir.”
Std: “No, sir.”
Tr: “Hope all are present?”
Tr: “Okay, I am happy to see no absentees.
Student: “Yes, sir.”
Tr: “So, are you all ready for today’s lesson?”
Tr: “Do you know the net worth of Mr. Elon
Student: “No, sir.”
Musk?
Tr: “His net worth is 192 billion dollars.”
Tr: “If you are asked to write this in expanded
numbers, how will you write?”
Tr: “If you convert this amount into Ngultrums
how much it will be?”
Tr: “At present 1 dollar is equal to Nu. 81”
Expected response:
Student: “192,000,000,000 billion
dollars.”
Expected response:
Student: “192,000,000,000 ×
Tr: “Are you all able to write the numbers? Since
81 =
it is a large number it takes time to write, isn’t
15,552,000,000,000(𝑁𝑔𝑢𝑙𝑡𝑟𝑢𝑚)"
it?”
Tr: “To overcome such challenges, today we will
Std: “Yes, sir.”
learn scientific notation so that we are able to
easily write and remember such a large number.”
Std: “Okay, sir.”
“So, what is the topic that we are going to learn
today?”
Sonam: “Scientific notation, sir”
Tr: “Thank you, Sonam.”
Tr: “So, today we are going to learn;
(Students patiently listens)
1. definition and the representation of very
large and small numbers in scientific
notation,
2. comparing numbers which are in
scientific notation, and
3. writing numbers in scientific notation.”
Lesson Development
Tr: “So, these are the contents we are going to
(Students listens with excitement)
learn today.” (Teachers reiterates the objectives)
Tr: “In order to learn and complete these things,
we will carry out series of activities but do not
feel burden I am sure you all are going to like it.” Std: “Okay, sir.”
Activity 1:
(Content of the handout)
Tr: “Firstly we are going to learn the definition
Scientific notation: It is a special
and some important information on Scientific
way of representing a very large
Notation.”
and a very small numbers in
Tr: “For this I have handout for each of you.”
scientific notation which is written
Tr: “You will read it and discuss it with your face in the form;
partner.”
𝑚 × 10𝑎 With the multiplier, m,
(Tr provides the handout)
being at least 1 but less than 10.
(CONTENT)
For example,
8,000,000 = 8 × 10^6
3,700,000 = 3.7 × 106
It is important to know that the
multiplier must be at least 1 and
less than 10.
9
mins
Follow up:
Tr: “Did you all finish reading?”
Std: “Yes sir.”
Tr: “Then what is Scientific Notation?”
Chimi stands up and responds “It is
a unique way of representing very
large and very small numbers.”
Tr: “Good, it is a way of representing numbers.”
Tr: “How is it being represented?”
Tr: “Very good Sonam. Where m is the multiplier
and 10𝑎 is the exponent part.”
Sonam volunteers “𝑚 × 10^a”
Tr: “Is there any important information we
missed out?”
Tr: “Yes excellent, that is very important.”
That is “m is greater than or equal to 1 but less
than 1.”
Tr: “Are you all clear till now?”
Tr: “Great.”
Tsheten “The multiplier is such that
it is greater than or equal to 1 but
less than 10”
Student: “Yes sir.”
Tr: “Now we are going to watch a short video”
(CONTENT)
Tr: “May I have your attention and look on the
screen?”
(Students looks on the screen)
Tr: “After you are done watching the video, we
will do an activity.” (Tr shows the video)
Follow up:
Tr: “Are you clear what’s in the video?
Shall I play it again?”
Tr: “Okay, then we will do an activity.”
Std: “Yes, sir.”
Std: “No, sir.”
Activity 2 (Peer sharing)
Tr: “Alright now, if you are done with watching
(Students discusses about
multiplication and dividing of the
scientific notation)
videos. Each of you will share your
understanding of the topic in pair.
Tr: “Make sure you discuss and take a note as
well, because you have to present your
discussion to the class once you complete.”
(teacher monitors)
(Student shares what they understood from the
video).
Tr: “Now, you are going to solve these questions
using the ideas you got from the video;
But you have the choice to do the activity
whether you want to do it pair or individual.”
Questions:
Expected answer:
1.The Earth weighs
1. 6.588 × 1024
2. 1.5 × 108
6,588,000,000,000,000,000,000,000 tons. Write
it in scientific notation.
2. The distance of Earth from the Sun is about
150 million kilometers. Write the distance in
scientific notation.
[Expecting some hand rising]
Tr: “I will give you a choice to do this activity.
Tr: “Can you raise your hands, those who want to
do it pairwise?”
Tr: “Now may I have those who want to do it
individually? (PROCESS)
[Expecting some hand rising]
(Teachers go with the majority)
Instruction: (PROCESS)
1. You will be in 2 groups with 2 members
(Students listen carefully)
each.
2. Since I have two questions, first find a
partner that you feel comfortable.
3. Consider this as a home group and give a
number to yourself either 1 or 2.
4. Do not forget your partner.
5. Now all 1’s will be team A and 2’s will
be Team B.
6. Team A will do question 1 and Team B
question 2.
7. When you finish discussing you can go
back to home group and share with your
partner.
8. I will ask anyone to share about the
discussion.
9. It can be verbal explanation or use board
to present your work.” (PRODUCT)
Student: “Yes, sir.”
Tr: “Are you all clear?”
Tr: “Good, you may start your work now.”
(Teachers monitors and helps those who are
weak)
Follow up:
Tr: “Can we have someone to share the solution
of question 1 to the class?”
Tr: “Very Good.”
Question 1
Tr: “Now may I have volunteer who wants to
Sonam tells the answer verbally.
share the solution of question 2?”
Tr: “Yes, Excellent. Both groups have done a
fabulous job. It means you have understood the
video and discussed it very well. Keep it up!”
Question 2
Tshering writes the solution on the
board.
03
mins
Lesson Closure
Tr: “Now we will end the lesson for today with
an activity.”
Tr: “Okay, in order to check whether you have
understood the topic I want you all to attempt the
online quiz.”
Activity 3
Instructions;
1. I will share the link in the telegram group.
2. You will attempt each question and
submit your solution.
3. You will get 2 minutes to do it.
Tr: “Did you get my instructions?”
Tr: “okay, then let us start.”
Questions in the quiz:
1. The multiplier is always greater than 1. (True
Student: “Yes, sir”
Ans:
or False).
2. The correct scientific notation of 324 is
3. We cannot compare numbers which are in
scientific notation. (True or False)
1. False
2. 3.24 × 102
3. False
Tr: “That's all.”
Tr: “Okay.”
Tr: “Moreover, when you come for the next
class, read about the volume of the cone.”
Tr: “Take care and stay safe.”
Tr: “Thank you class.”
Student: “Thank you, sir.”