ASSIGNMENT 3
GRADE 1 LESSON PLAN AND MATHEMATICAL APPLICATIONS
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
MATHEMATICS DIDACTICS (ED4-MATH2C) (FP)
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
30 AUGUST 2021
, TABLE OF CONTENTS
1. RATIONALE……………………………………………………………………………………………………………………………………….………3
2. SECTION A: LESSON PLAN…………………………………………………………………………………………………………………………...3
3. SECTION B: MATHEMATICAL APPLICATIONS…………………………….……………………………………………………………….…….16
3.1 SplashLearn……………………………………………………………………………………………………………………………………………16
3.2 Khan Academy…………………………………………………………………………………………………………………………………………17
3.3 Math Morning…………………………………………………………………………………………………………………………………………..18
3.4 Math Kids……………………………………………………………………………………………………………………………………………….19
REFERENCES
APPENDIX A – M
2
,1. RATIONALE
In this Grade 1 lesson plan, the focus will be on the mathematical content area of Space and Shape. According to the Curriculum and Assessment
Policy Statement (2011: 10), this content area should focus on developing and consolidating learners' understanding of 2-dimensional shapes
and 3-dimensional objects as well as describing the position of objects and following directions. Unfortunately, this content area is not allocated
a significant amount of time in Grade 1 although many of the concepts can be difficult for young learners to grasp. It is therefore essential for the
teacher to structure the learning environment in a way that supports incidental learning and allows learners to explore these complex concepts
independently (Naudé & Meier, 2018: 58). The mathematics curriculum should be integrated into the different subjects/learning areas throughout
the day and should involve fun, engaging teacher-guided and learner-centred activities. This way teachers can maximise the limited time available
for content areas such as Space and Shapes (DBE, 2011: 38). The wonderful thing about Space and Shapes is that it is all around us and in
everything we see and do. It is in our bodies, nature, and concrete objects such as cars, buildings, and houses, etc. Learning to become aware
of this means that we will gain a deeper understanding of our world and navigate life in a more meaningful way.
2. SECTION A: LESSON PLAN
Subject: School: Date:
Mathematics - Space and Shapes (CAPS aligned) Cornerstone Institute Monday - 30 August 2021
Theme: Term: Week: No of learners:
Our World 4 5 24
Lesson Aims: Resources (LTSM):
❖ The aim is for learners to become confident with the concepts of space and ❖ The Shapeshifter big book.
shapes within everyday life. ❖ A large cardboard box and inflatable shapes.
❖ To develop and consolidate learners understanding of position and directions. ❖ SplashLearn interactive board shape game.
3
, ❖ To develop learners’ competence with identifying and describing the features of ❖ Magic box filled with different shaped objects and shape
2D and 3D objects using concrete material. outlines.
❖ To deepen learners’ understanding of the specific mathematical language used ❖ Playdough, toothpicks, and playdough shape work cards.
when working with space and shapes. ❖ Glue for each learner, a recipe worksheet, hard card paper,
❖ Build a critical awareness of how shapes can be identified and used in everyday different colour, shape, and size paper for pizza making.
life. ❖ Six small magic shape bags, graphing worksheets, and
❖ Assist learners in acquiring the skills and knowledge needed to work colour pencils.
independently and as a group. ❖ A portable tablet.
(DBE, 2011: 49 - 51). ❖ Numbered paper bags 0 – 6.
❖ Tangram work cards and various shape stickers.
Objectives: ❖ Fruit, snacks, and cookie cutters.
❖ Learners will be able to follow instructions to place objects in relation to
themselves or others. (Most material will be reused or rotated with different learner
❖ Learners will be able to describe the position of objects in relation to themselves groups throughout the week).
or others using prepositions e.g., next to, on top of, right, left, behind.
❖ Learners can recognise, name, and describe 2D and 3D objects in the classroom.
❖ Learners will be able to sort and compare 2D and 3D objects according to their
features.
(DBE, 2011: 200 - 202).
4
GRADE 1 LESSON PLAN AND MATHEMATICAL APPLICATIONS
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
MATHEMATICS DIDACTICS (ED4-MATH2C) (FP)
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
30 AUGUST 2021
, TABLE OF CONTENTS
1. RATIONALE……………………………………………………………………………………………………………………………………….………3
2. SECTION A: LESSON PLAN…………………………………………………………………………………………………………………………...3
3. SECTION B: MATHEMATICAL APPLICATIONS…………………………….……………………………………………………………….…….16
3.1 SplashLearn……………………………………………………………………………………………………………………………………………16
3.2 Khan Academy…………………………………………………………………………………………………………………………………………17
3.3 Math Morning…………………………………………………………………………………………………………………………………………..18
3.4 Math Kids……………………………………………………………………………………………………………………………………………….19
REFERENCES
APPENDIX A – M
2
,1. RATIONALE
In this Grade 1 lesson plan, the focus will be on the mathematical content area of Space and Shape. According to the Curriculum and Assessment
Policy Statement (2011: 10), this content area should focus on developing and consolidating learners' understanding of 2-dimensional shapes
and 3-dimensional objects as well as describing the position of objects and following directions. Unfortunately, this content area is not allocated
a significant amount of time in Grade 1 although many of the concepts can be difficult for young learners to grasp. It is therefore essential for the
teacher to structure the learning environment in a way that supports incidental learning and allows learners to explore these complex concepts
independently (Naudé & Meier, 2018: 58). The mathematics curriculum should be integrated into the different subjects/learning areas throughout
the day and should involve fun, engaging teacher-guided and learner-centred activities. This way teachers can maximise the limited time available
for content areas such as Space and Shapes (DBE, 2011: 38). The wonderful thing about Space and Shapes is that it is all around us and in
everything we see and do. It is in our bodies, nature, and concrete objects such as cars, buildings, and houses, etc. Learning to become aware
of this means that we will gain a deeper understanding of our world and navigate life in a more meaningful way.
2. SECTION A: LESSON PLAN
Subject: School: Date:
Mathematics - Space and Shapes (CAPS aligned) Cornerstone Institute Monday - 30 August 2021
Theme: Term: Week: No of learners:
Our World 4 5 24
Lesson Aims: Resources (LTSM):
❖ The aim is for learners to become confident with the concepts of space and ❖ The Shapeshifter big book.
shapes within everyday life. ❖ A large cardboard box and inflatable shapes.
❖ To develop and consolidate learners understanding of position and directions. ❖ SplashLearn interactive board shape game.
3
, ❖ To develop learners’ competence with identifying and describing the features of ❖ Magic box filled with different shaped objects and shape
2D and 3D objects using concrete material. outlines.
❖ To deepen learners’ understanding of the specific mathematical language used ❖ Playdough, toothpicks, and playdough shape work cards.
when working with space and shapes. ❖ Glue for each learner, a recipe worksheet, hard card paper,
❖ Build a critical awareness of how shapes can be identified and used in everyday different colour, shape, and size paper for pizza making.
life. ❖ Six small magic shape bags, graphing worksheets, and
❖ Assist learners in acquiring the skills and knowledge needed to work colour pencils.
independently and as a group. ❖ A portable tablet.
(DBE, 2011: 49 - 51). ❖ Numbered paper bags 0 – 6.
❖ Tangram work cards and various shape stickers.
Objectives: ❖ Fruit, snacks, and cookie cutters.
❖ Learners will be able to follow instructions to place objects in relation to
themselves or others. (Most material will be reused or rotated with different learner
❖ Learners will be able to describe the position of objects in relation to themselves groups throughout the week).
or others using prepositions e.g., next to, on top of, right, left, behind.
❖ Learners can recognise, name, and describe 2D and 3D objects in the classroom.
❖ Learners will be able to sort and compare 2D and 3D objects according to their
features.
(DBE, 2011: 200 - 202).
4
