# Lesson Notes By Weeks and Term - Primary 2

3-D shapes

TERM: 3rd Term

WEEK: 11

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: 3-D shapes

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

1. Recognise, describe, sort and compare 3-D objects (cylinders, spheres and prisms).
2. Build 3-D objects from materials (experiment with ball and box shapes).
3. 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: Different sized spheres, prisms and cylinders, old magazines/newspapers/adverts.

PERIOD 1: Comparing 3-D shapes

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhat is 10 more than1 51   2 43  3 77  4 63  5 48  6 377 718 409 2310 54 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacherPlays 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 ingroups 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 box-shaped.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 3-D objects. ACTIVITY IIThe 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 havemagazines/newspapers/advertisements let the learners draw theobjects, cut them out and stick them in their classwork books. Pupils pay attention and participate STEP 3CLASS-WORK 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 4HOME-WORK 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, homeworkbook? The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in this lesson we learnt to describe, sort and compare 3-D objects. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 2-4: Comparing 3-D 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 ball-shaped/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 box-shaped/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

CLASS-WORK

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

 Objects Shapes in order from the biggest to the smallest Prism Sphere Cylinder

3. Complete the table.

 Object Flat/curved sides Roll/slide/roll and slide Prism Sphere Cylinder

Pupils attempt their class work

STEP 4

HOME-WORK

 Object Draw the object Prism Sphere Cylinder

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 3-D 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 1ORALASSESSMENTS The teacher asks questions on mental maths treated so far Pupils respond and participate STEP 2DISCUSSION 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 3WRITTEN ASSESSMENTS 1. Do these shapes roll, slide or roll and slide? 2. What is the correct name of the below objects3 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 4SUMMARY The teacher marks the written assessments, corrects were necessary and commends the pupils