Lesson Notes By Weeks and Term - Primary 3

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

1. 115 – __ = 12     

2. 114 – __ = 4       

3. 113 – __ = 12     

4. 120 – __ = 13      

5. 101 – __ = 1       

6. 104 – __ = 1  

7. 112 – __ = 6

8. 120 – __ = 15

9. 114 – __ = 6

10. 115 – __ = 10

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

 • Gives each group of learners as many of the following 3-D geometric solids as you can (or give them pictures):

−− cubes

−− pyramids

−− balls

−− cones

−− cylinders

−− spheres.

• Draws 2-D shapes – circles, squares and triangles on the board.

• Asks the learners to identify the 2-D shapes they can see on the faces of the 3-D objects that they have

collected:

−− cones: circles, parts of a circle – looks like a triangle but with a curved edge

−− cylinders: circles, rectangles (but curved)

−− cubes and prisms: squares, rectangles, triangles

−− pyramids: triangles, squares, rectangles.

CLASS ACTIVITY

The teacher

• Discusses these questions with your learners. Learners can give the name of the shape or draw it when they answer the questions.

Asks:

The faces of a pyramid are ____ (1 square and four triangles).

The faces of a prism are ____ (6 rectangles).

A ____ (sphere/ball shape) has only one round surface.

• Explains to learners that in mathematics we use the word face when we talk about the sides of a 3-D object.

Sam (use the name of one of your learners) has one of each of these objects: a triangular prism, a rectangular prism, a cube, a triangular-based pyramid and a square-based pyramid.

• Writes the names of the shapes on the board, then discuss the following with your class:

−− You are looking at one object. Altogether it has four triangular sides/faces.

−− What objects are you looking at? (A triangular-based pyramid.)

−− You are looking at two objects. Altogether they have twelve sides/faces.

−− What objects are you looking at? (A cube and a rectangular prism.)

−− You are looking at two objects. Both have five sides/faces.

−− What objects are you looking at? (A triangular prism and a square based pyramid.)

• Makes up other questions that call on learners to visualise 3-D objects about which they should know.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Draw a cone.

a) Draw the shapes that make up a cone.

b) Are the shapes curved or flat?

2. Draw a cube.

a) Draw the shapes that make up a cube.

b) Are the shapes flat or curved?

c) Draw decorations onto the cube to make it look like a container for sweets.

Pupils attempt their class work

STEP 4

HOME-WORK

1. Draw a cylinder.

2. Draw the shapes that make up a cylinder.

3. Draw decorations onto the cylinder to make it look like a container for biscuits.

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to and draw 3-D shapes

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. 2 x 10 =      

2. 20 x 2 =      

3. 32 x 2 =      

4. 48 x 2 =      

5. 15 x 3 =     

6. 25 x 4 =  

7. 3 x 30 =

8. 10 x 5 =

9. 32 x 1 =

10. 12 x 0 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

* Places a variety of objects on the table. As you discuss each object draw it on the board. (Point out the connection between the drawing of the object and the real examples of the object to the class. The drawing is an abstract representation of the object. The drawing is flat but is drawn to show the 3-D nature of the object.)

• Asks the learners to show her objects in the class or on the table that look like a ball or have a ball shape.

* Revises with them that a ball in mathematics is called a sphere.

*Asks: Is a tennis ball a sphere? (Yes, it is perfectly round.)

−− What about a rugby ball? (No, it is not a sphere, it is shaped more like an egg.)

• Asks the learners to show you objects in the class or on your table that look like a box or have a box shape.

* Revises with them that a box shape in mathematics is called a prism.

* Asks: What are the things we know about prisms? (The opposite faces are the same.

The sides are rectangles. All the surfaces are flat.)

−− Name some prisms you know. (Triangular prism, rectangular prism, cube.)

• Asks the learners to show you objects in the class or on your table that look like a pyramid or have a

pyramid shape.

* Asks: What are the things we know about pyramids? (The bases can be any shape with straight sides. The sides/faces are triangles. All the surfaces are flat. They join at a point at the top.)

• Asks the learners to show you objects in the class or on your table that look like cylinders.

* Asks: What are the things we know about cylinders? (They have circles as the base and the top. The side is curved.)

• Asks the learners to show you objects in the class or on your table that look like cones.

−− Asks: What are the things we know about cones? (They have a circle as the base. The side joins at a point at the top.)

CLASS ACTIVITY

Learners work in groups of four.

The teacher

* Gives learners toothpicks/straws, cut out 2-D shapes, clay. Ask learners to build the

shapes discussed in Activity 1 above.

As they do this go from group to group asking questions such as:

- Show me the triangles on the sides of the pyramid.

- Do the opposite sides of this prism have to be the same size? Why? (No, cubes have all the same size square faces but other rectangular prisms can have different rectangular faces.)

- Can a pyramid have a square face? (Yes – a square pyramid has a square base.)

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Find/draw pictures of objects that look like balls, boxes, cones cylinders and pyramids.

Label the shapes.

Pupils attempt their class work

STEP 4

HOME-WORK

1. Draw each of these shapes in three different positions.

a) Rectangle

b) Triangle

c) Square.

2. Write down the number of 3-D objects that you can see in the block.

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to recognize and draw 3-D shapes

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. 90 ÷ 10 =    

2. 40 ÷ 10 =    

3. 30 ÷ 10 =    

4. 20 ÷ 10 =    

5. 50 ÷ 10 =   

6. 10 ÷ 10 =

7. 80 ÷ 10 =

8. 60 ÷ 10 =

9. 70 ÷ 10 =

10. 100 ÷ 10 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Revises names and properties of the following shapes (hold up a model of each one as you talk about it, pointing

to the faces, edges and vertices as you speak about them):

• Pyramid: All the surfaces are flat, has a pointed top.

• Cylinder: Two flat round surfaces of the same size, one curved face.

• Prism: Base and top are the same size and shape, all faces are flat.

• Cone: One flat round surfaces, one curved face, and pointed top.

• Sphere: Curved all around, one surface.

CLASS ACTIVITY

The teacher

* Holds up each 3-D object and discuss the shapes that make the surfaces of the object. Discuss what kind of shapes the surfaces are and whether the surfaces are curved or flat.

- Which shapes make up the surfaces of a box/cube? (Squares; flat)

- Which shapes make up the surfaces of a cylinder? (Circles and rectangles; circles are flat, rectangles are rounded/curved)

- Which shapes make up the surfaces of a pyramid? (Triangles, square/rectangle/triangles; all flat)

- Which shapes make up the surfaces of a cone? (Circles, semicircles; semicircles are curved and one circle is flat)

- Which shapes make up the surfaces of a prism? (Rectangles, triangles, rectangles, squares; all flat)

ACTIVITY II

The teacher

Gives each group of learners the following 2-D shapes to use to build their 3-D shapes. If you do not have enough shapes each group can build just 1 or 2 objects – they can then compare their built objects when they have completed the activity:

• Six identical squares – build a cube.

• Four equilateral (identical) triangles – build a triangular pyramid.

• One square and four identical triangles that can be joined to the sides of the square – build a square

pyramid.

• One rectangle and two identical circles – build a cylinder.

• Two identical triangles and three identical rectangles – build a triangular prism.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Draw and name the following shapes: a cube, a sphere, a cylinder, a cone, a pyramid.

2. Match 3-D object with its surfaces.

Pupils attempt their class work

STEP 4

HOME-WORK

Write down the number and shapes of the faces for each 3-D object.

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to sort, compare and describe the 3-D shapes

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. 2 x 6 =     

2. 3 x 6 =      

3. 4 x 6 =      

4. 5 x 6 =      

5. 10 x 6 =   

6. 2 x 7 =

7. 3 x 7 =

8. 4 x 7 =

9. 5 x 7 =

10. 10 x 7 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Shows learners a variety of 3-D objects.

• Revises curved and fl at surfaces with the learners. Asks

1. Does this ball have a flat or curved surface? (Curved)

2. Does this box have a flat or curved surface? (Flat)

3. Does this cylinder have a flat or curved surface? (Curved and fl at)

4. Show me 2 objects with flat surfaces. (Prism/box shape)

5. Show me 2 objects with curved surfaces. (Cylinder, sphere/ball)

6. Show me 1 object with flat and curved surfaces. (Cylinder/cone)

CLASS ACTIVITY

The teacher

• Shows learners two types of pyramids (triangular and rectangular bases).

• Asks: Where will we find pyramids in real life? (Toys, pyramids in Egypt, etc.)

• Lets learners examine and discuss:

− Number of faces. (4 or 5)

− Shapes of faces. (Triangles/rectangles/squares.)

− Discuss whether the surfaces of a pyramid are fl at or curved. (Flat)

• Shows learners a cone:

− Where will we find cones in real life? (Ice-cream cones, party hats, etc.)

− Show them that a cone has one fl at and one curved surface.

ACTIVITY II

The teacher

• Gives each group of learners a copy of the Roll or slide worksheet and the following objects:

− a variety of objects with curved and fl at surfaces, e.g. cube, cone, prism, cylinder, pyramids.

• Asks learners to experiment with rolling and sliding each object to fill the table.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Complete this table in your books.

Pupils attempt their class work

STEP 4

HOME-WORK

Draw and write a paragraph about any 3-D object. Write about the following:

1. Name of object.

2. Flat or curved sides.

3. Shapes of sides.

4. Roll or slide.

5. Number of sides.

6. Drawing of object.

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to recognize, describe, compare and sort 3-D objects

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