Mathematics Didactics
Module Code: ED4 – MATH2C (FP)
Assignment 3
_________________________________________
In partial fulfilment of the requirements in Post Graduate
Certificate in Education (Foundation Phase) (PGCE
FP) at Cornerstone Institute.
_________________________________________
By Laura M. Jaffe
SN: 38483
_________________________________________
2 September 2019
, Section A:
WEEK 1 (SPACE & SHAPES):
LESSON PLAN 1
Name: Mrs J. School: KJ Elementary Grade: 1
(24 learners)
Date: Week 8 / Term 1
(27/03/2019 – 31/03/2019)
CAPS Topic: Space and Shapes
Learning area: Mathematics
(3D objects)
(DoBE, 2011:117)
Duration of lesson: 35 minutes
Lesson Aims: (DoBE, 2011:26)
- - Application of mathematics to physical, social and mental abilities
- - Investigate, analyse, represent and interpret objects
- - Recognise and name 2-D shapes (circles, triangles, squares)
- - Identifying and describing features of 2-D shapes (colours, sizes, straight sides, round sides)
- - Enhance mathematical language of size and position (biggest, smallest, shortest, tallest, on top,
below, right, left, under…)
Teaching approaches (Naude & Meier, 2019): Required resources:
Play-based approach, Cognitive development Flashcards with 3D shapes, 3D objects
approach, Constructivism approach, Communicative around the classroom, matchboxes, bigger
Language Approach, Inquiry-based Approach with boxes (maybe cereal boxes or shoe boxes)
whole group guided discussion with small group and tennis balls and smaller bouncy balls, big
play-based games. box with “Sphere” and “Cubes” written on
them.
Est. time:
Introductory activity/warmer:
Whole Group-guided:
All learners sitting on the mat. Begin the lesson by watching the YouTube video – 15 min
“How to describe 3D Shapes” (https://www.youtube.com/watch?v=3-QwWFkz5hw).
Make sure to pause the video and ask learner’s to identify the shapes or answer the
questions before the answers are given on the video. Play the teddy bear hug game
to eventually get learners’ into groups of four. “Teddy bear teddy bear groups of 2,
groups of 6 … and end with groups of 4.
, Each group will get a tennis ball / bouncy ball, matchbox / shoebox. The teacher give
each learner a direction (place the tennis balls behind your back, place the bouncy
ball on top of your head, place the shoe box underneath your foot… ask learner’s
questions like which is bigger, the match box or the shoebox and the same for
smaller objects. Once each learner have all had a turn, the teacher will ask learners,
group by group, to place their objects in the correctly labelled box in front of the class
(Sphere box and Cube box). Learners will then return to the mat and sit in their
groups of 4.
Stages of lesson/learning activities:
15 min
Small Group Play-based activities:
Each group of 4 learners will get a pack of flashcards with 3-D shapes and objects
and flashcards with names of 3-D shapes. Some cards have questions learners can
read and follow the riddle to get answers as a team. Learners will sort their
flashcards, as a team, to match the words with each object. The teacher will walk
around and ask each group member to count the faces, edges and vertices of
different 3D shapes.
Group’s whom finish quickly should be encouraged to find objects around the
classroom that are spheres or cubes.
Last 5 minutes of the lesson is allocated to tidy up time. 5 min
Informal Formative Assessment (Oral & Practical)
- Make notes in teacher’s observation book while learners’ play matching game. (Note: ability to
communicate using thoughts and understanding mathematical 3D shapes and names as part
of informal assessment)
- Use a checklist to observe and identify if learners’ understand different positions or views and
observe learners’ listening skills during the warmer activity.
Reflection / barriers to learning:
- Possibility of the lack of resources (Systematic barrier to learning (CWCS, n.d.)). Therefore, if
the teacher is unable to get / have the resources needed for this lesson plan it might pose a
struggle to conduct this lesson plan.
- The teacher can use building blocks around the classroom or ask learner’s (a week before the
lesson will take place) to bring objects from home.
Module Code: ED4 – MATH2C (FP)
Assignment 3
_________________________________________
In partial fulfilment of the requirements in Post Graduate
Certificate in Education (Foundation Phase) (PGCE
FP) at Cornerstone Institute.
_________________________________________
By Laura M. Jaffe
SN: 38483
_________________________________________
2 September 2019
, Section A:
WEEK 1 (SPACE & SHAPES):
LESSON PLAN 1
Name: Mrs J. School: KJ Elementary Grade: 1
(24 learners)
Date: Week 8 / Term 1
(27/03/2019 – 31/03/2019)
CAPS Topic: Space and Shapes
Learning area: Mathematics
(3D objects)
(DoBE, 2011:117)
Duration of lesson: 35 minutes
Lesson Aims: (DoBE, 2011:26)
- - Application of mathematics to physical, social and mental abilities
- - Investigate, analyse, represent and interpret objects
- - Recognise and name 2-D shapes (circles, triangles, squares)
- - Identifying and describing features of 2-D shapes (colours, sizes, straight sides, round sides)
- - Enhance mathematical language of size and position (biggest, smallest, shortest, tallest, on top,
below, right, left, under…)
Teaching approaches (Naude & Meier, 2019): Required resources:
Play-based approach, Cognitive development Flashcards with 3D shapes, 3D objects
approach, Constructivism approach, Communicative around the classroom, matchboxes, bigger
Language Approach, Inquiry-based Approach with boxes (maybe cereal boxes or shoe boxes)
whole group guided discussion with small group and tennis balls and smaller bouncy balls, big
play-based games. box with “Sphere” and “Cubes” written on
them.
Est. time:
Introductory activity/warmer:
Whole Group-guided:
All learners sitting on the mat. Begin the lesson by watching the YouTube video – 15 min
“How to describe 3D Shapes” (https://www.youtube.com/watch?v=3-QwWFkz5hw).
Make sure to pause the video and ask learner’s to identify the shapes or answer the
questions before the answers are given on the video. Play the teddy bear hug game
to eventually get learners’ into groups of four. “Teddy bear teddy bear groups of 2,
groups of 6 … and end with groups of 4.
, Each group will get a tennis ball / bouncy ball, matchbox / shoebox. The teacher give
each learner a direction (place the tennis balls behind your back, place the bouncy
ball on top of your head, place the shoe box underneath your foot… ask learner’s
questions like which is bigger, the match box or the shoebox and the same for
smaller objects. Once each learner have all had a turn, the teacher will ask learners,
group by group, to place their objects in the correctly labelled box in front of the class
(Sphere box and Cube box). Learners will then return to the mat and sit in their
groups of 4.
Stages of lesson/learning activities:
15 min
Small Group Play-based activities:
Each group of 4 learners will get a pack of flashcards with 3-D shapes and objects
and flashcards with names of 3-D shapes. Some cards have questions learners can
read and follow the riddle to get answers as a team. Learners will sort their
flashcards, as a team, to match the words with each object. The teacher will walk
around and ask each group member to count the faces, edges and vertices of
different 3D shapes.
Group’s whom finish quickly should be encouraged to find objects around the
classroom that are spheres or cubes.
Last 5 minutes of the lesson is allocated to tidy up time. 5 min
Informal Formative Assessment (Oral & Practical)
- Make notes in teacher’s observation book while learners’ play matching game. (Note: ability to
communicate using thoughts and understanding mathematical 3D shapes and names as part
of informal assessment)
- Use a checklist to observe and identify if learners’ understand different positions or views and
observe learners’ listening skills during the warmer activity.
Reflection / barriers to learning:
- Possibility of the lack of resources (Systematic barrier to learning (CWCS, n.d.)). Therefore, if
the teacher is unable to get / have the resources needed for this lesson plan it might pose a
struggle to conduct this lesson plan.
- The teacher can use building blocks around the classroom or ask learner’s (a week before the
lesson will take place) to bring objects from home.
