2. What are contrived
experiences?
These are the second band of experiences in
Dale’s Cone of Experience.
These are “edited” copies of reality and are
used as substitutes for real things when it is
not practical or not possible to bring or do
the real thing in the classroom.
3. What is a model?
It is a reproduction of a real thing in a
small, or a large scale, or exact size.
It is a substitute for a real thing which may
or may not be operational.
5. Why do we make use of
model?
Overcome limitations of space and time
To “edit” reality for us to be able to focus on
parts or a process of a system that we
intend to study
To overcome difficulties of size
To understand the inaccessible
Help the learners understand abstractions
6. Advantages:
Models provide motivation and enhance
learning.
Oversized objects can be reduced in size
and can be studied in the classroom.
Some models can be purchased from
commercial firms.
The parts can be built as to scale and can
appear exactly like the real object.
8. Guidelines:
Emphasize the size of the real object while
being used.
Use of moving models can catch attention
and interest easily.
Encourage students to construct simple
models with parts in correct proportion.
Some models can be kept for display for a
long time depending on the materials used.
9. The most important thing to
remember when we make use
of models are:
to make them as we could to the real things
that represent.
If for one reason or another they could not
replicate the real things in size and
color, and
10. we should at least cautions the user or the
reader by giving the scale.
11. Criteria For Evaluation:
Is the model necessary on case you make
use of the original?
Could some other device portray the idea
more effectively?
Is the idea appropriate for representation in
a model?
Is each part of the model made to the same
scale proportionate in size?
12. Are the important details of construction
correct?
Could wrong impressions of size, color and
shape result from using this model?
Does the model oversimplify the idea?
If it is workable, will at standup under
frequent use?
If it is made locally, is the model likely to be
13. worth the time, effort and money involved?
If it is purchased, will the model be used
often enough to justify the cost?
14. Aims:
To give the students an exact picture of the
thing that being discussed.
To aid the questions of the students about
the lesson being presented.
17. What is the total surface area
of a geometric solid?
it is the sum of the areas of all its polygonal
faces or sides.
18. Surface Area of a Pyramid
its total surface is equal to the area of the
square base, plus the area of the four
triangles
Let us say each triangle has an altitude a
and a base b. Then the total surface area is
T.S.= 1/2ab(4)+b^2
= 1/2a+b^2
20. Level: First Year High School
Subject: Mathematics, Concepts and Operations,
Surface Areas of Geometric Solids
I. Objectives:
A. To know the formula in getting the surface area of a
pyramid.
B. To recognize pyramid through the model.
C. To solve the surface area of a pyramid through the
formula given.
II. Subject Matter:
Concept: Surface Area of a Pyramid
Book: Math I (page 228)
21. III. Materials:
model of a pyramid
chalkboard
ruler
IV. Teaching Strategies:
A. Review
B. Motivation
I have some problems written on the board then
they will answer it by using the formula on how to
get the surface area of a pyramid.
C. Lesson Proper
a.) Presentation
22. -Showing on how to make a model of a pyramid.
-Getting the surface area of a pyramid by using the
formula given.
b.) Development
Discussion of the lesson is given by the teacher.
c.) Classroom Interaction
-Oral Participation
-Board work
V. Evaluation:
Quiz
VI. Assignment:
Concept: Area of the Surface of a Cylinder(page 228)
