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TPF3703 Assignment 51 2024[ distinction Guarante]
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- University Of South Africa (Unisa)
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TPF 3703ASSIGNMENT 51
2023
,GRADE 2 LESSONS - 2 WEEK
LESSON 1: MFP1501 - GRADE 2 (FACE-TO-FACE LESSON)
Indigenous knowledge is very important within learning as it embraces the ontological and epistemological
aspects of the learner.
Think of any indigenous game in your culture that you can use for learners to internalise the multiplicative
reasoning of fives (5s).
You are allowed to draw to show how the game can be embedded in your lesson.
Remember to use the lesson template available to you for this lesson.
LESSON PLAN
LESSON 1:
Name and student Grade and date 2
number
Content area Subject Mathematics
Type of lesson Class lesson/group Theme of the week
work/
outdoor/fieldwork
Name of school Name of teacher
Outcomes Learners are able to:
Recall a variety of multiplication facts based on repetition and peer support.
Concepts and new Multiplication facts
knowledge of the
lesson
Differentiation Enrichment: Keep the face cards in the deck for more advanced learners. In
provided this modified version of the game, the king triples the next number, the
(enrichment/ learner queen doubles the next number, and the jack represents a zero.
support/concerns) Support: Give learners a printable multiplication chart to refer to.
LESSON PRESENTATION
Introduction of lesson Explain to learners that they will refresh their multiplication skills with a
game.
Have volunteers call out various multiplication facts that they know to get
warmed up.
Provide a learner-friendly definition of the term “multiplication facts” with
examples and images. Provide the definition in learners' home language also.
Have learners brainstorm some multiplication facts with a partner before
sharing out with the whole group.
Body of lesson Model to learners how to play the game with die and cards. Roll the die and
state the number. Then, count out the number of cards that the die lands on
, and flip the last card face up. Multiply the dice number and the card number
together and write down the equation and say the product aloud.
Take the face cards out of the decks before playing the game. Hand out
an Assessment worksheet to each learner.
Place them into groups. To determine who starts the game, have each learner
roll the dice. The person with the largest number will go first.
Instruct someone in each group besides the roller to begin the timer as soon
as the learner rolls for his turn.
When the first learner rolls the dice, have them write down the number on
their sheet. Then, direct them to count out the number of cards that the dice
lands on and flip the last card face up. For example, if a learner rolls a dice
and it lands on 5, the fifth card will be flipped up to reveal the number.
Then, instruct the learner to multiply the dice number and the card number
together. Ask them to write down the equation and say the product aloud to
the group. Have the timekeeper stop keeping time.
Now, have learners work independently on the same activity, and encourage
them to beat their time. Provide a word bank of key terms that pertain to the
lesson and display it for learners to see as they complete the game with the
classmates and discuss their answers.
Consolidation/ Play the game as a class to review.
conclusion Have one volunteer roll the dice, flip the card, and multiply it quickly to fill in
the worksheet. Keep time for the learner.
Instruct the first volunteer to be the timekeeper for the next volunteer, and
continue this until the worksheet is complete.
Ask them the following discussion question and have them discuss as a class:
How was your experience playing the slap and roll timed multiplication game?
ASSESSMENT
1) Assessor Did the student involve the learners by asking a learner/s to repeat a Self-assessment
sentence, word or action? Yes Peer assessment
Teacher assessment
Pair learners to do or complete an action or activity Yes
Was there evidence of inclusion? Yes
2) Type of activity Participation – answering questions, reading activities, dialogue, role play
Written work (e.g. writing exercises, essays, making models, drawings, painting)
Demonstrations (e.g. physical demonstrations, performing actions, experiments)
Models (e.g. collages, artwork, constructions)
3) Strategy/ Questioning Writing Reading Reviewing
Listening Observation Interpreting Watching video
methods Listening
comprehension
4) Assessment Checklist Analytical rubric Other (give details)
Assessment scale Holistic rubric
instrument
REFLECTION Lesson was successful and learning outcomes were met.
RESOURCES Dice
Timer
, Deck of cards
worksheet
Pencils
Multiplication table
Did you assist the student with the planning? Yes
Did the student provide the completed lesson to you before the start of the class? Yes
Planning Question to be answered Not yet Almost Achieved Excellent
achieved achieved
Outcomes Were the outcomes achieved? 1 2 3 4
Comments
Concepts and Were concepts and new knowledge explained? 1 2 3 4
new knowledge Comments
of the lesson
Differentiation Were the types of questions posed to learners 1 2 3 4
provided sufficient, directed to the content and adequate?
Comments
(enrichment/
learner support/
concerns)
LESSON PRESENTATION 1 2 3 4
Was the introduction relevant?
Comments
Was the introduction interesting and did it capture the learners’
attention?
Introduction of lesson
Comments
Was prior knowledge included?
Comments
Was it an interesting introduction?
Comments
How did the student present the content?
Comments
Conclusion Body of lesson
What activities were the learners required to do?
Comments
Did the student use rhymes/poems/songs/ listening
comprehension/art activities to consolidate the lesson?
Comments
Was the lesson learner centred?
Comments
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