TERM: 3^{rd} Term
WEEK: 11
CLASS: Primary 2
AGE: 7 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: 3D shapes
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical
INSTRUCTIONAL MATERIALS: Different sized spheres, prisms and cylinders, old magazines/newspapers/adverts.
PERIOD 1: Comparing 3D shapes
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 10 more than 1 51 2 43 3 77 4 63 5 48 6 37 7 71 8 40 9 23 10 54  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher Plays this game with the learners, using objects in your class shaped like cylinders, balls and boxes. (If you have enough time (and objects) the learners can play the game in groups of four.) • Tells the learners the mathematical names of the objects – cylinders, spheres and prisms. • Says: A sphere is the mathematical name for a ball shape. • Practises saying the shape name ‘sphere’. Write the word on the board. • Says: A prism is the mathematical name for a box shape. • Practises saying the shape name ‘prism’. Write the word on the board. • Calls two learners to the front of the class. • Blindfolds them. • Gives each one of them same object, either ball – or boxshaped. They now feel what the object feels like. They explain to the other learners what they feel. (They should talk about the type of surfaces they have – are they flat or curved (or both curved and flat)? Is the object big/small?) • Sees which one of the two learners can identify first if it is a cylinder prism or sphere. Encourages them to use the mathematical names for the shapes • Repeats the game, allowing as many learners as possible to participate and identify 3D objects.
ACTIVITY II The teacher • Moves on to this activity when the class has played the identification game for enough time. • Asks the learners to identify objects shaped like cylinders in the classroom, e.g. a drinking glass, dustbin, chalk, etc. • Talks about the sizes of the different objects that they identify – which are bigger/smaller/ the same size? • Gives the learners magazines, newspapers and advertisements to find and cut out objects shaped like a ball (sphere), shaped like a box (prisms) and shaped like a cylinder. Learners should cut out at least 4 of each kind of object (cylinder, sphere, prism) and sort them into piles of the same object. The learners can stick these in their classwork books. (They will do this in question 2 of the classwork activity.) If you don’t have magazines/newspapers/advertisements let the learners draw the objects, cut them out and stick them in their classwork books.  Pupils pay attention and participate 
STEP 3 CLASSWORK  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.
 Pupils attempt their class work 
STEP 4 HOMEWORK  1 Look in your kitchen cupboard and draw a picture of a prism shape that you can find.
2 Are there any cylinder shapes in the kitchen?
3 Which one of these two vegetables is shaped like a sphere:
4 Which one of these objects can you roll to your friend: book bag, apple, homework book?  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that in this lesson we learnt to describe, sort and compare 3D objects.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 24: Comparing 3D objects
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1 51 + 10 = 2 51 + 10 + 1 = 3 43 + 10 = 4 43 + 10 + 1 = 5 77 + 10 = 6 77 + 10 + 1 = 7 63 + 10 = 8 63 + 10 + 1 = 9 48 + 10 = 10 48 + 10 + 1 =  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher • Takes the learners outside to where there is a flat, smooth surface or to the school hall. • Takes different sized balls/spherical objects, boxes/prism objects and cylinders out with you. • Divides the class into three groups. • Lets each group sit in a circle. • Gives each group a mixture of different objects. (From the objects that you took outside with you.) • Asks: Which of the objects do you think you can roll? (Ball shaped objects) • Asks: What are these objects called? (Spheres.) • Asks: Why do spheres/ball shapes roll? (Because they are curved.) • Takes the ballshaped/spherical objects out and roll them to one another. • Asks: Which of the objects do you think you can slide? (Box shaped objects) • Asks: What are these objects called? (Prisms.) • Asks: Why do box shapes slide? (Because they have flat sides.) • Takes the boxshaped/prism objects out and slide them to one another. • Asks: Which of the objects do you think you can slide and roll? • Asks: What are these objects called? (Cylinders.) • Takes the cylinders out and first slide and then roll them to one another. • Asks: Why do cylinders roll and slide? (Because they have curved and flat faces.)
CLASS ACTIVITY The teacher • Asks each group to take their objects back to the class. When back in class each group will sort their objects according to which can: roll slide and roll slide. Make three groups of objects in the front of the class. • Asks if there are any objects in the class that can be added to any of these three groups of objects. • Discusses – using the extra examples learners find by looking around the class. • Encourages the learners to name the shapes using the mathematical word names –cylinders, spheres and prisms
 Pupils pay attention and participate  
STEP 3 CLASSWORK  NOTE: Answers will vary. Check that learners cut out at least 3 of each kind of shapes(of different sizes) and paste them in order of size – from the smallest shape to the biggest shape. 1 Use an old magazine/newspaper to find three pictures that each look like one of the following shapes: a Prism b Sphere c Cylinder
2 Stick the pictures into the table in size order – from the biggest shape to the smallest shape
3. Complete the table.
 Pupils attempt their class work  
STEP 4 HOMEWORK 
 The pupils writes it in their homework book  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that in today’s lesson we have learnt to recognise 3D objects.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 5: Assessment
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on mental maths treated so far  Pupils respond and participate 
STEP 2 DISCUSSION  The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen  Pupils pay attention and participate 
STEP 3 WRITTEN ASSESSMENTS  1. Do these shapes roll, slide or roll and slide?
2. What is the correct name of the below objects 3 Draw two prisms (box shapes) of different size. Circle the smaller one.
4 Draw two spheres (ball shapes) of different size. Circle the bigger one.
 Pupils attempt their class work 
STEP 4 SUMMARY  The teacher marks the written assessments, corrects were necessary and commends the pupils 

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