A good explanation of a topic can give a better understanding to pupils. That is why the skill of explaining in micro-teaching is practiced in teacher training institutions. If you are pursuing B.Ed. you probably know that to practice micro-teaching you will need to make a micro lesson plan for that subject. Here you will learn how to make a micro-teaching lesson plan for the skill of explaining in mathematics. So, that you will be able to make your own lesson plan on any topic.

**Micro-Teaching Lesson Plan of Mathematics for The Skill of Explaining – Skill 7**

There are 10 major skills of micro-teaching practiced in teacher training institutions or B. Ed. colleges. The skill of explaining is one of them. In this post, we will learn to make a microteaching lesson plan of mathematics for the skill of explaining. For other micro plans please refer to our “B.Ed. lesson Plan” category.

Micro-teaching is practiced in the 3rd semester of the B.Ed. course in B.Ed. colleges under Dibrugarh University. To practiced micro-teaching for a particular subject, you have to make a micro lesson plan for all skills of micro-teaching. In this case, we will be making a micro lesson plan for the skill of explaining in mathematics for the pedagogy of mathematics.

Each skill of micro-teaching has its own components which are very important. They describe the activities which you will need to do while presenting that skill of micro-teaching. Before we start our lesson plan for the skill of explaining you should know its components.

**Components of the Skill of Explaining:**

There are seven components of the skill of explaining. These are –

*Initial Statement**Using explaining link**Brevity**Interpreting pupil’s cues, verbal, no-verbal**Use of illustration examples, analysis**Continuity**Fluency**Concluding statement*

Remember that before you start making your micro lesson plan for the skill o explaining you have to understand all of these components. Because you will need to use all these components of the skill in your lesson plan in the proper place. Otherwise, your micro lesson plan may get rejected.

You will learn the use of components of the skill of explaining from this micro lesson plan of mathematics. Observe carefully and you will get to know. Also, you will be able to use these components in any other subject.

**Mathematics Micro Lesson Plan on “Cyclic Quadrilateral” – Class 9**

This micro lesson plan is for the skill of explaining in mathematics. This lesson plan will be very helpful for practicing micro-teaching in your B.Ed. college. The preview may not work properly on all devices so I recommend you view the attached PDF of this maths micro plan for explaining skills.

**Identification of Data:**

Subject: General Mathematics Topic: Cyclic Quadrilateral Class: IX | Teacher: Time: 7 min Date: |

__Teaching Aids:__

**General Aids:**Chalk, Blackboard, Duster, Pointer

Step | Teacher’s Activities | Pupils’ Activities | Components of the skill |
---|---|---|---|

I N T R O D U C T I O N | After welcoming the pupil, the teacher will say that by comparing the properties, we can say all rectangles are parallelograms but all parallelograms are not rectangles. He / She will continue, “A Cyclic parallelogram is a rectangle.” | The pupils will listen attentively and try to grasp. | Initial Statement |

D E V E L O P M E N T D E V E L O P ME N T | He / She will pause for a while and continues. “Let us draw a cyclic parallelogram ABCD (fing:1) with interior angles ∠1, ∠2, ∠3 and∠4. As we know, the sum of opposite angles of a cyclic quadrilateral is 180 ^{0}. Therefore, ∠1 + ∠3 = 180 ^{0}, and ∠2 + ∠4 = 180^{0} Also, ABCD is a parallelogram. Consequently, AB=CD and AD=BC, because opposite sides of a parallelogram are equal. Also, ∠1 = ∠3, and ∠2 = ∠4, because opposite angles of a parallelogram are equal. Since, ∠1 + ∠3 = 1800 ⇒ ∠1 + ∠1 = 1800 ⇒ 2∠1 = 180° ⇒ ∠1 = 180°/2 = 90° Also, ∠2 + ∠4 = 1800 ⇒ ∠2 + ∠2 = 1800 ⇒ 2∠2 = 180° ⇒ ∠2 = 180°/2 = 90° Similarly, we can find that ∠3 = 90° and ∠4 = 90°. Above we have seen that each angle of the cyclic quadrilateral ABCD is 90 ^{0}. The teacher will ask the following questions to test the pupils’ understanding. 1. Tell one property of cyclic quadrilateral. 2. A Cyclic rectangle is always a parallelogram. Why? From the above, we can say that the cyclic parallelogram ABCD possesses all the properties of a rectangle i.e., opposite sides are equal and each interior angle 90 ^{0}. Therefore, a cyclic parallelogram is a rectangle. | The pupils will listen attentively and draw the diagram on their blackboard. The pupils will note down the calculation. The pupils will note down the calculation. The pupils will answer the questions. | Interpreting pupils’ cues, maintaining brevity. Explaining links used Continuity and fluency Explaining links used. Use of explaining links. Test pupils understanding Concluding statement |

C O N C L U S I O N | The teacher will thank students for their attentive and cooperative behavior and rub the blackboard before leaving the class. | The pupils will listen attentively. |

**PDF of Sample Micro Lesson of Mathematics for Explaining** **– Skill 7**

The following micro-teaching lesson plan is on the topic – “Cyclic Quadrilateral” of class IX. You may choose your own topic. This is just a sample of a mathematics micro lesson plan for explaining in your micro-teaching.

Please note that the format of this micro lesson plan is based on the format provided by Dibrugarh University. There might be a slight difference in the format to yours. So please ensure before your final submission. Please let us know if there are any mistakes in our micro plan.