Lesson Notes By Weeks and Term - Primary 2

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

What is 2 less than

1 100?  

2 50?  

3 12?  

4 40?  

5 45?  

6 13?

7 24?

8 35?  

9 38?

10 66?

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Draws the following shapes on the board:

• Asks them to draw lines of symmetry in their shapes.

(They can use horizontal lines and vertical lines.)

• Allows the learners to compare their pictures with one another and discuss their

different answers.

• Discusses with the whole class:

• Asks: For which shape can we use a vertical line to show a line of symmetry? (All of the shapes.)

• Asks: For which shape can we use a horizontal line to show the line of symmetry? (All of the shapes BUT NOT the triangle.)

• Asks: For which shape can we use a sloping line to show a line of symmetry? (The triangle and the circle. A sloping line is not horizontal or vertical.))

• Asks: Which shapes have more than one line of symmetry? (All of the shapes.)

• Asks: Which shape has the MOST lines of symmetry? (The circle.)

• Asks: Which shape has the LEAST lines of symmetry? (The rectangle – it has 2 lines of symmetry.)

• Asks: Which shape has 4 lines of symmetry? (The square.)

• Asks: Which shape has 3 lines of symmetry? (The triangle.)

• Asks: Have you made any other observations? Discuss. (Have an open discussion – keep it focused on shapes and symmetry.)

ACTIVITY II

The teacher

• This is a question from a national test. Write it on the board and ask learners to draw the shape and the line of symmetry. (A vertical line can be used.)

Were the learners able to answer the question? Go over more examples (draw more shapes on the board) if necessary to consolidate the concept of symmetry.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Draw the following objects in the correct column of the table, using symmetry to make your choices: shoe, circle, banana, triangle, square, rectangle, knife, car.

2 Draw the lines of symmetry on the objects in the column.

3 Draw in the lines of symmetry in these letters.

Pupils attempt their class work

STEP 4

HOME-WORK

 1 Write your name in capital letters.

2 Which letters in your name are symmetrical?

3 Draw the letters which you think are symmetrical and draw in the lines of symmetry for these letters.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we have learnt about symmetry.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Complete the pattern

1 2, 4, ___

2 6, __, 10  

3 0, 3, 6, ___  

4 15, ___, 25  

5 12, 9, ___  

6 20, ___, 16

7 4, 8, __

8 30, 35, __

9 10, __, 30

10 24, 28, ___

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

All learners stand up.

• Clap a pattern with them (clap, clap, clap, clap, clap, clap). Discuss the pattern.

• Claps using different counts and discuss the pattern in the clapping each time.

• Calls on a few individual learners to clap the pattern out on their own. Repeat with

different patterns.

• Repeats with clicking fingers (click, click, click, click, click, click).

• Calls on a few individual learners to click the pattern out on their own. Repeat with

different patterns.

• Discusses the pattern each time, focusing on what is repeated.

CLASS ACTIVITY

The teacher

• Gives each group of learners 20 bottle tops and 20 matchsticks.

• Asks the learners to design patterns, using the bottle tops and the matchsticks. (Learners’ patterns will vary depending on the colours and bottle tops they have. They must make a pattern that repeats and be able to describe the pattern to you. For example: One bottle top, two bottle tops or One green bottle top, one silver bottle top, one matchstick or two matchsticks, two bottle tops or one bottle top, three matchsticks, etc.)

• Asks each group to describe at least one of the patterns they have made to the whole

class. The key to these patterns is that the number/colour and/or type of shapes is

changing and repeating.

ACTIVITY II

The teacher

• Asks the learners to draw a pattern of circles that changes in a regular way in their

classwork books.

For example, learners could draw circles that get smaller or bigger.

For example: The next shape in this pattern would be an even bigger circle.

• BUT in another example: The next shape in this pattern would be the tiny circle – starting a new group of 4 circles.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Draw the next set of shapes in the patterns given below:

2 Extend these patterns.

3 Draw your own pattern of squares that grows in a regular way.

Pupils attempt their class work

STEP 4

HOME-WORK

Draw your own pattern using shapes.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we learnt about geometric patterns.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1 50, 40, ___

2 12, __, 20  

3 0, __, 8  

4 35, ___, 45  

5 15, 18, ___  

6 21, ___, 15  

7 20, __, 28

8 50, 45, __  

9 50, __, 70

10 20, 24, ___

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Patterns in nature.

• Asks: Can you guess where we would find patterns like these? (In nature – animal skin.)

• Asks: What animals are these? (Leopard, zebra, giraffe.)

• Asks: What type of pattern can you see? (Irregular (not regular) lines or shapes.)

ACTIVITY II

The teacher

Patterns in everyday life.

Refer to the pictures of patterns

• Asks: How can we describe patterns that we see around us?

There are different ways to describe the patterns we see around us.

Most patterns around us are made up of lines, shapes or objects.

What we see is what is repeated, e.g. repeated dots, lines or any kind of shape.

• Discusses other patterns learners can think about that they have seen around them.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Match the animal to the animal skin pattern 

2 Describe the following patterns. Use the key words to help you.

Pupils attempt their class work

STEP 4

HOME-WORK

 Design your own geometric pattern using squares and triangles.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we learnt about geometric patterns around us.

She marks their class works, makes corrections where necessary and commends them positively

She marks their class works, makes corrections where necessary and commends them positively

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 Draw the next two shapes in this pattern:

2 Draw a pattern using one triangle and two squares. Repeat the pattern two times.

_____ _____ _____ _____ _____ _____ _____ _____ _____

3 Draw the first three steps of a pattern using circles. The number of circles must increase each time.

______________________________________________________________________

NOTE: Pattern must be made of circles with changing numbers,

three steps in the pattern are drawn and the correct three consecutive steps are drawn.

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils