TPF3703 Portfolio Assignment 51 2022.
Differentiation
provided
(enrichment/learner
support/concerns)
Enrichment: Advanced students may write a more
detailed entry in their math journals.
Support: Allow struggling students to continue to
use the 3D shapes as they complete the lesson.
LESSON...
Lesson plan: Grade 2: Lesson 1 – EMA1501 – Face-to-face lesson – Ms E Maboe
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 Grade
name & & date
number
Content area Shapes and space Subject Mathematics
Type of lesson Class lesson/Group Theme of Solid shape sort
work/Outdoor/Fieldwork the week
Name of school Name of
teacher
Outcomes Students will be able to identify different 3D solids given their
characteristics.
Concepts and new • Faces
knowledge taught by
• Edges
means of the lesson
• Vertices
2
Downloaded by emmanuel manyaka (VARSITYPRO90@GMAIL.COM)
, lOMoARcPSD|16012696
TPF3703/104/0/2022
Differentiation Enrichment: Advanced students may write a more
provided detailed entry in their math journals.
(enrichment/learner
Support: Allow struggling students to continue to
support/concerns)
use the 3D shapes as they complete the lesson.
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 modelling (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.
3
Downloaded by emmanuel manyaka (VARSITYPRO90@GMAIL.COM)
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller SOLUTIONS2024. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $3.20. You're not tied to anything after your purchase.
