# Lesson Notes By Weeks and Term - Primary 2

Ball and box shapes

TERM: 3rd Term

WEEK: 10

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Ball and box shapes

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

1. Describe, sort and compare 3-D objects (balls and boxes) in terms of size, objects that roll and objects that slide.
2. Build 3-D objects from materials (experiment with ball and box shapes).
3. Identify and describe geometric and everyday objects that look like cylinders, spheres and prisms.
4. Recognise, name and work with 3-D objects in the classroom and in pictures, e.g. ball shapes (spheres), box shapes (prisms) and cylinders.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical

INSTRUCTIONAL MATERIALS: A range of balls, books, boxes, marbles (all different sizes & colours), pictures of boxes, balls and bricks from old magazines/advertisements for cutting out pictures (collect), A range of cardboard boxes, building blocks, books, empty matchboxes

(collect beforehand, asking learners to bring too), Ball-shaped objects, box-shaped objects, cylinder-shaped objects that you have collected, 3-D objects, toilet roll inners.

PERIOD 1: Ball and box shapes

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWrite the numbers from smallest to biggest1 8, 5, 9  2 14, 11, 15  3 21, 19, 23  4 40, 14, 41  5 24, 42, 41  6 39, 9, 297 34, 43, 338 29, 11, 379 50, 38, 4710 24, 31, 9 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Displays the 3-D objects that you have collected in front of the class. If you did not collect shapes, show learners pictures of shapes. However, it is MUCH better if you can show them real examples of shapes.• Compares and describes 3-D objects; learners compare the sizes of similar objects.• Asks the learners to order two different balls according to size.For example: The ball on the left/right is bigger than the ball on the right/left.• They should use the language of size to compare objects, namely: big, bigger, biggest, small, smaller and smallest.• Reinforces this language by using other objects that can be compared, e.g. books ofdifferent sizes and pencils of different lengths.• Asks the learners to compare the colours of similar objects and then sort the colouredballs/boxes.They should practise identifying and naming both the objects and their colours, as well as comparing sizes of objects, e.g. the red ball is bigger than the blue ball.Learners name the balls as spheres and the boxes as cubes/prisms.A ball is called a sphere in mathematics.A box can be called a cube/prism in mathematics.• Discusses the properties of a sphere and a cube/prism.• Compares the edges. (The cube has straight edges and the sphere has round edges)• Considers if they will roll or slide. (The cube can slide and the ball can roll. The cube cannot roll and the sphere does not slide.)ACTIVITY IIThe teacher• Puts your collection of different sized 3-D objects into a plastic or material bag.This bag is your Mystery Bag.• Chooses a learner to come to the front of the class.The learner picks an object out of the bag without looking.The learner the looks at the object and describes the object to the class in terms of size, colour, types of surfaces and whether it rolls or slides.• Allows as many learners as possible to participate in the game. Return the shapes to the bag once they have all been taken out of the bag if you want to reuse them in order to play the game for longer. Pupils pay attention and participate STEP 3CLASS-WORK 1 Draw a picture of a box shape and a ball shape. 2 Give the names of two 3-D objects you can see in the classroom 3 Do they have round or straight edges? 4 Say if the following will roll or slide:a a ballb a box Pupils attempt their class work STEP 4HOME-WORK NOTE: Learners’ answers will vary. Check that they have answered the questions correctly and discuss as needed.1 Find 3 different objects in your kitchen at home that are ball shaped.2 Put the objects in order from the smallest object to the biggest object and then draw them.3 Find 3 different box shaped objects in your bedroom/any room at home.4 Put the objects in order from the biggest object to the smallest object and draw them. The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in this lesson we have learnt about ball and box shapes. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 2: Building with 3-D objects

PERIOD 3: Cylinders

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWrite down the following numbers in order from the biggest number to the smallest number:1 8, 5, 9  2 14, 11, 15 3 21, 19, 234 12, 14, 105 67, 50, 826 134, 136, 1357 156, 158, 1578 134, 143, 1239 179, 199, 18910 129, 130, 131 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Gives the learners different kinds of 3-D objects randomly at their desks, e.g.• Gives the learners the opportunity to discuss and touch these objects.• Asks them to sort these objects into three different groups: balls and ball-like objects; boxes and box-like objects; cylinders and cylinder-like objects. You will need to explain each 3-D shape.The ball-like objects are round – they are called spheres.The box-like shapes have flat surfaces – they are called prisms.The cylinder shapes have two flat circular surfaces and one curved surface.• Points to each object and ask the learners to name it. (This is a box/ball/cylinder.)ACTIVITY IIThe teacher• Asks the learners if they can remember what roll and slide mean?• Asks them:Will a ball roll or slide? (Roll.)Will a box roll or slide? (Slide.)What do you think will happen with a cylinder? (When on its side it will roll, when standing upright it will slide.)• Shows the learners how a cylinder can roll and how it can slide:It will roll on the curved side. It will slide on the flat side.• Discusses what shapes will roll/slide and why.• Discusses how the type of surface determines whether the shape can roll or slide:Curved surface – rolls.Flat surface – slides. Pupils pay attention and participate STEP 3CLASS-WORK 1 Name these objects:2. Do these shapes roll or slide? Pupils attempt their class work STEP 4HOME-WORK 1 Find and cut out or draw pictures cylinders and cylinder-like objects.2 Sort and stick the objects you found from smallest to biggest The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in today’s lesson we have learnt to about cylinders, spheres and prisms.She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4 and 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.

PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually

CONSOLIDATION

NOTE: In question 3 of the classwork learners should draw their own pictures of a house

using 3-D shapes.

1 Name these shapes – sphere, prism or cylinder:

2 Paste or draw pictures of objects in the correct column:

3 Draw a house using prisms, spheres and cylinders.