TERM: 3^{rd} Term
WEEK: 7
CLASS: Primary 2
AGE: 7 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Symmetry
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical
INSTRUCTIONAL MATERIALS: Bottle tops and matchsticks/sticks
PERIOD 1: Symmetry
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 CLASSWORK  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 HOMEWORK  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 

PERIOD 2: Geometric patterns
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 CLASSWORK  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 HOMEWORK  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 

PERIOD 3: Geometric patterns
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 CLASSWORK  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 HOMEWORK  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 

PERIOD 4: 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 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 

PERIOD 5: Weekly Test/consolidations
TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 14 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
1 Draw the next set of shapes in the given patterns.
2 Draw the next set of shapes in the given pattern.
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