NAME: TEMITAYO ODUNAYO.E.

DEPARTMENT: MATHEMATICS

MATRIC NO: 2012/3/0013ME

LEVEL: 400

A **teaching method** comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration,
recitation, memorization, or combinations of these. The choice of teaching
method or methods to be used depends largely on the information or skill that
is being taught, and it may also be influenced by the aptitude and enthusiasm
of the students.

However, other types of teching methods include the following.

1. Discovery method: discovery method, otherwise known as problem solving method, allows the learner to find out facts for themselves. It enhances the intellectual capacity of learner.i.e cognitive, effective and psychomotive ability of the learner

2. Group Method: this method develops the inter-personal relationship of learner. The method has to do with grouping of learner(i.e) re-arrangement of learners into groups depending on the size of the class

3. Demonstration Method: Here, the instructor passes information by demonstration as. This method is time consuming because the teacher have to demonstrate as he teaches. Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning

4. Discussion Method: This is an organized, unique, logically related, step by step procedure of teaching specific aspect of subject or topic aimed at achieving specific instructional objectives.

5. . Field Trip: This method allows the learners to have a direct contact with what is to be learnt. Which makes the lesson memorable

6.
**Explaining Method: **Explaining,
or lecturing, is the process of teaching by giving spoken explanations of the
subject that is to be learned. Lecturing is often accompanied by visual aids to
help students visualize an object or problem. Explaining
may meet the needs of auditory or visual learning preferences^{[clarify]} but often fails to meet
the needs of individuals with other learning
preferences^{[clarify]}, such as kinesthetic or social learners^{[clarify]}.^{[citation needed}

LESSON PLAN NAME: TEMITAYO ODUNAYO.E.

MATRIC NO: 2012/3/0013ME

LEVEL: 400

CLASS: SS 1

SUBJECT: MATHEMATICS

TOPIC: SOLID SHAPES

SUB-TOPIC: CUBOID

DATE: 12-4-2014

DURATION: 45 MINUTES

TIME OF LESSON: 10:00 – 10:45

AVERAGE AGE OF LEARNERS: 14 YEARS

OUTLINE OF INSTRUCTIONAL CONTENT:

(1) Revision of previous lesson (2) Definition of cuboids (3) Properties of cuboid (4) Summary and Evaluation (6) Assignment

AIMS AND GENERAL OBJECTIVE: To teach the students hoe to slove problems involving cuboid

SPECIFIC OBJECTIVE: At the end of the lesson,the students should be able to

(i) Define cuboid

(ii) State the properties of a cuboid

ENTRY BEHAVIOUR: Students are familiar with kinds of cuboid (e.g) a match box INSTRUCTIONAL MATERIAL: A match box.

CONTENT: A **cuboid** is a box-shaped object.

It has six flat sides and all angles are right angles.

And all of its faces are rectangles.

It is also a prism because it has the
same cross-section along a length. In fact it is a **rectangular prism**

**Examples**
of Cuboids

Cuboids are very common in our world, from boxes to buildings we see them everywhere. You can even fit them inside other cuboids!

. |

**Examples**
of Cuboids

Cuboids are very common in our world, from boxes to buildings we see them everywhere. You can even fit them inside other cuboids!

A box with a slot cut as a handle |
Cuboids in a cuboid room |
Boxes for model trains |
Now that's just silly! |

**Volume**
and Surface Area

The volume of a cuboid is found using the formula:

Volume = Length × Width × Height

Which is usually shortened to:

V = l × w × h

Or more simply:

V = lwh

**Surface**
Area

And the surface area is found using the formula:

A = 2wl + 2lh + 2hw

**Example:**
Find the volume and surface area of this cuboid.

V = 10×5×4 = 200 A = 2×4×5 + 2×5×10 + 2×10×4 = 40+100+80 = 220 | |||||

Prism When at least two of the lengths
are equal it can also be called a (Note: this doesn't stop it from also being called a rectangular prism if you want!) | |||||

If
all three lengths are equal it can be called a and each face will be a square. A cube is still a prism. And a cube is one of the Platonic Solids. |

So:

- A cube is just a special case of a square prism, and
- A square prism is just a special case of a rectangular

prism, and

- They are all cuboids!

Note: The name "cuboid"
comes from "cube"** **and * -oid* (which means
"similar to, or resembling") and so indicates "it is

*like*a cube".

Another use of ** -oid **is
when we talk about the Earth being a spheroid (not exactly a sphere, but
close).

** **

**PRESENTATION:**

STEP 1: The teacher revises the previous topic/lesson with the students by asking them few questions in other to determine their level of understanding

STEP 2: Teacher introduces the lesson by asking students questions based on previous lesson to ascertain their understanding

STEP 3: The teacher defines the term ‘CUBOID’ to students while the student listen and repeat after him

STEP4: The teacher explains the meaning of cuboid in detail with the use of diagram chart and

SUMMARY/ EVALUATION: the teacher evaluates the lesson by asking the students questions in orther to determine their level of understanding (e.g) (i) define a cuboid (ii) mention the properties of cuboid (iii) state the formula for calculating the area and Volume of cuboids

ASSIGNMENT:

Calculate the (i) Surface area

(iii) Diagonal

(iv) (iii) volume of the cuboid above

REFERENCE BOOK: New General Mathematics for Senior Secondary School 1. Chapter 5 Page 53