Mathematics - Primary 4 - Plane shapes

Plane shapes

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Term: 3rd Term

WEEK 7: Plane Shapes

Class: Primary 4

Age: 9 years

Duration: 40 minutes of 5 periods

Subject: Mathematics

Topic: Plane Shapes

SPECIFIC OBJECTIVES:

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

  1. ) Describe the symmetry of a shape.
  2. ) Identify the lines of symmetry in plane shapes like squares, rectangles, and triangles.
  3. ) Locate lines of symmetry in real-life objects around them.
  4. ) Recognize right angles, acute angles, and obtuse angles in plane shapes.
  5. ) Apply knowledge of plane shapes and symmetry to solve problems.

 

INSTRUCTIONAL TECHNIQUES:

  • Demonstration
  • Group activities
  • Hands-on practice
  • Real-life applications
  • Visual aids (posters, drawings)

INSTRUCTIONAL MATERIALS:

  • Shapes (cut-outs of squares, rectangles, triangles, etc.)
  • Rulers
  • Protractors
  • Worksheets with symmetry-related exercises
  • Visual aids (charts or pictures showing different shapes and their lines of symmetry)

 

INSTRUCTIONAL PROCEDURES

PERIOD 1 and 2:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Introduces the topic of plane shapes and symmetry. Asks pupils to identify different shapes in the classroom.

Pupils share the shapes they see around them and identify their properties.

STEP 2 – EXPLANATION

Explains symmetry and how it relates to shapes (e.g., fold a paper to show symmetry). Introduces the concept of lines of symmetry.

Pupils observe and identify shapes with lines of symmetry (e.g., fold a rectangle in half).

STEP 3 – DEMONSTRATION

Demonstrates how to draw lines of symmetry in a square, rectangle, and triangle. Uses real-life objects to demonstrate.

Pupils draw lines of symmetry in shapes like squares and rectangles.

STEP 4 – EXERCISES

Provides examples for pupils to draw lines of symmetry in various shapes (e.g., square, rectangle).

Pupils draw lines of symmetry in given shapes using rulers.

EVALUATION:

  • Draw two lines of symmetry in a square.
  • Draw the line(s) of symmetry in a rectangle.
  • Draw the line of symmetry in an equilateral triangle.

CLASSWORK:

  • Draw a square and identify its lines of symmetry.
  • Draw a rectangle and find its lines of symmetry.

ASSIGNMENT:

  • Draw an isosceles triangle and identify its line of symmetry.
  • Find lines of symmetry in your home using cut-out shapes.

 

PERIOD 3 and 4:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Revisits symmetry and introduces the concept of identifying angles in plane shapes (e.g., right angles, acute angles, obtuse angles).

Pupils discuss what they know about angles and where they have seen them in real life.

STEP 2 – EXPLANATION

Explains the different types of angles (right angle, acute angle, obtuse angle) and shows examples.

Pupils observe examples of right angles, acute angles, and obtuse angles in real-life objects.

STEP 3 – DEMONSTRATION

Demonstrates how to measure angles using a protractor. Explains how to identify angles in plane shapes.

Pupils practice identifying angles in shapes and measuring with protractors.

STEP 4 – EXERCISES

Provides angle-related exercises where pupils identify different angles in shapes (e.g., 90°, less than 90°, greater than 90°).

Pupils work individually or in pairs to identify and label angles in shapes.

EVALUATION:

  • Identify if the following angles are acute, obtuse, or right: 45°, 120°, 90°.
  • Identify the angle type in an equilateral triangle.

CLASSWORK:

  • Identify and label the angles in a square.
  • Identify and label the angles in a rectangle.

ASSIGNMENT:

  • Identify the types of angles in a triangle (equilateral, scalene, isosceles).
  • Identify angles in real-life objects around you (e.g., door frames, books).

 

PERIOD 5:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Introduces a review of the entire week’s topic: symmetry, plane shapes, and angles.

Pupils recall what they’ve learned and discuss it with a partner.

STEP 2 – EXPLANATION

Reinforces how symmetry and angles apply to real-life situations (e.g., building designs, art).

Pupils give examples of how symmetry and angles are used in everyday life.

STEP 3 – DEMONSTRATION

Demonstrates solving problems that involve finding angles and lines of symmetry in complex shapes.

Pupils try solving the problems as a group or individually with teacher assistance.

STEP 4 – EXERCISES

Provides real-life word problems related to symmetry and angles (e.g., “Find the angle in the corner of your classroom” or “How many lines of symmetry does a butterfly have?”).

Pupils solve the real-life word problems related to shapes, symmetry, and angles.

EVALUATION:

  • How many lines of symmetry does a square have?
  • Is the angle between two walls in a room an acute, right, or obtuse angle?

CLASSWORK:

  • Draw a house and label all the lines of symmetry.
  • Measure and label the angles in a triangle you draw.

ASSIGNMENT:

  • Find and label all lines of symmetry in a rectangular window frame.
  • Draw an object (e.g., book, door) and label the angles.

 

CONCLUSION:

  • Review the concepts of plane shapes, symmetry, and angles.
  • Emphasize the practical use of these concepts in everyday life (e.g., in architecture, art, nature).
  • Encourage pupils to continue identifying shapes and angles around them.

 

EVALUATION FOR THE WHOLE WEEK:

  • Oral questions on symmetry, lines of symmetry, and angles.
  • Classwork and homework completion.
  • Real-life problem-solving using plane shapes, symmetry, and angles.

Group exercises and individual practice on plane shapes.