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ood the concept properly and are able to convert decimals into percent equivaslent and pecent equivalent to decimals, he will assign more 10 questions for indidual practice.
The teacher will end the lesson by saying, “Today we learnt about conversion of decimals into percent equivalents and percent to decimals”. Then he wil ask the students to explain the process to him.
As the students are doing the 10 questions, the teacher will move around the class evaluating each student’s understanding of the concept. He will review the concept with students who have not understood properly and arrange for further coaching.
Out of the 20 students in the class, 17 students met the lesson objective i.e. they were able to solve 8 out of 10 questions correctly. However, 3 students performed below expectation with two scoring 7/10 and the third one scoring 6/10.
Use of more interactive website such as http://www.aaamath.com would help the 3 student understand the concept properly. Extra coaching time should be allocated to ensure the 3 students properly understand the concept.
Hard outs and charts were very useful tools for teaching decimals and percentages. After introducing the topic, the students had some difficulties compreheading how to convert decimals into percentage and vice versa. By just using numbers and doing some examples on the chalk board, some students could not clearly comprehend the concept. The hard out came in hardy as it explained concept in word while the chart gave examples that were also explained in words. The chart explained simple problems first then progressed to complex ones thereby enhancing the flow of the lesson. In addition to just having problem written in numbers, the chart explained the numbers in words which made it easier for students to understand.
To make the concept well understood, I showed the student a complete fraction circle. Then I devided the circle into two halves. Since the students had a clear understanding of
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The paper also highlights improvements made on the post-test as compared to the pre-test for each IPPR lesson. It also explains whether the student(s) met the stated objective for each lesson. In addition, the article analyzes students’ problem-solving strategies as well as giving recommendations based on evaluations and observations of the three lessons.
The activity will be done in three modes; first the tutor should be able to demonstrate the activity to the students. Secondly, the students should be divided into equal groups and tasked with doing the same activity and lastly each student should be asked to do the same individually either as a class assignment or as homework.
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