COPYRIGHT © LOLA JACOBS, 2022
TPF3703
Full lessons
ASSIGNMENT 51 2022
, TPF3703/104/0/2022
Lesson
Lesson plan: Grade 2: Lesson 1 – EMA1501 – Face-to-face lesson – Ms E Maboe
, TPF3703/104/0/2022
Use the following lesson plan template to plan an Emergent Mathematics lesson in SHAPES
AND SPACE.
i. Cut a piece of A4 paper into small pieces, so as to make 3D shapes.
ii. Ensure that there are enough pieces of paper for the whole class to be able to make a
shape.
iii. Design a lesson in which you teach the learners different properties and examples of
3D shapes.
iv. Ensure that your lesson follows the developmental sequence for teaching shapes.
v. The lesson should provide different learning opportunities for the learners, in terms of:
visual skills
tactile (touching) skills
movement skills
verbal skills
Student name & number Grade & date
Content area Shapes and space Subject Mathematics
Type of lesson Class lesson/Group Theme of the Solid shape sort
work/Outdoor/Fieldwork week
Name of school Name of teacher
Outcomes Students will be able to identify different 3D solids given their
characteristics.
Concepts and new
knowledge taught by Faces
means of the lesson
Edges
Vertices
Differentiation provided
(enrichment/learner Enrichment: Advanced students may write a more
support/concerns) detailed entry in their math journals.
Support: Allow struggling students to continue to
use the 3D shapes as they complete the lesson.
3
, TPF3703/104/0/2022
LESSON PRESENTATION
Introduction of
lesson
Introduction
(10 minutes)
Pass out a set of 3D shapes to each group as well as the 3D
Shapes worksheets to each student.
Define a shape's faces as its flat sides, a shape's edges as the
line where two faces meet, and a shape's vertices as the
point where two edges meet.
Having students stay in their groups, have them examine the
3D shapes together to identify the number of faces, edges,
and vertices each has.
Have students then look at the 3D Shapes worksheet to
determine the names of the solids shown.
Body of lesson
Explicit Instruction/Teacher modeling
(10 minutes)
Ask students to think about the characteristics of each shape
and how it determines how the shape could move. For
example, can the shape roll? Can it be stacked?
Have students volunteer their thoughts and test them with the
set of 3D shapes.
Review the number of sides, edges, and vertices each shape
has once more.
Guided Practice
(15 minutes)
With a partner, invite children to use the characteristics of the
shapes to play I Spy.
In this game, students should take turns identifying solids by
listening to clues such as, “I spy with my little eye something
that can stack.”
Children get three guesses before another attribute is added,
such as “I spy with my little eye something that can stack and
has 6 faces.”
The student who guesses will have to explain how he or she
knows. They will then give clues for the next object.
Independent working time
(10 minutes)
Students will work independently to complete the 3D Shapes
worksheet.
4
TPF3703
Full lessons
ASSIGNMENT 51 2022
, TPF3703/104/0/2022
Lesson
Lesson plan: Grade 2: Lesson 1 – EMA1501 – Face-to-face lesson – Ms E Maboe
, TPF3703/104/0/2022
Use the following lesson plan template to plan an Emergent Mathematics lesson in SHAPES
AND SPACE.
i. Cut a piece of A4 paper into small pieces, so as to make 3D shapes.
ii. Ensure that there are enough pieces of paper for the whole class to be able to make a
shape.
iii. Design a lesson in which you teach the learners different properties and examples of
3D shapes.
iv. Ensure that your lesson follows the developmental sequence for teaching shapes.
v. The lesson should provide different learning opportunities for the learners, in terms of:
visual skills
tactile (touching) skills
movement skills
verbal skills
Student name & number Grade & date
Content area Shapes and space Subject Mathematics
Type of lesson Class lesson/Group Theme of the Solid shape sort
work/Outdoor/Fieldwork week
Name of school Name of teacher
Outcomes Students will be able to identify different 3D solids given their
characteristics.
Concepts and new
knowledge taught by Faces
means of the lesson
Edges
Vertices
Differentiation provided
(enrichment/learner Enrichment: Advanced students may write a more
support/concerns) detailed entry in their math journals.
Support: Allow struggling students to continue to
use the 3D shapes as they complete the lesson.
3
, TPF3703/104/0/2022
LESSON PRESENTATION
Introduction of
lesson
Introduction
(10 minutes)
Pass out a set of 3D shapes to each group as well as the 3D
Shapes worksheets to each student.
Define a shape's faces as its flat sides, a shape's edges as the
line where two faces meet, and a shape's vertices as the
point where two edges meet.
Having students stay in their groups, have them examine the
3D shapes together to identify the number of faces, edges,
and vertices each has.
Have students then look at the 3D Shapes worksheet to
determine the names of the solids shown.
Body of lesson
Explicit Instruction/Teacher modeling
(10 minutes)
Ask students to think about the characteristics of each shape
and how it determines how the shape could move. For
example, can the shape roll? Can it be stacked?
Have students volunteer their thoughts and test them with the
set of 3D shapes.
Review the number of sides, edges, and vertices each shape
has once more.
Guided Practice
(15 minutes)
With a partner, invite children to use the characteristics of the
shapes to play I Spy.
In this game, students should take turns identifying solids by
listening to clues such as, “I spy with my little eye something
that can stack.”
Children get three guesses before another attribute is added,
such as “I spy with my little eye something that can stack and
has 6 faces.”
The student who guesses will have to explain how he or she
knows. They will then give clues for the next object.
Independent working time
(10 minutes)
Students will work independently to complete the 3D Shapes
worksheet.
4
