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Assignment number: 51PORTFOLIO
Year: 2023
, SECTION B
GRADE 2 LESSONS – TWO WEEKS
LESSONS TO BE TAUGHT CONTRIBUTION
Lesson 1 – MFP1501 – Face-to-face lesson 5%
Lesson 2 – MFP1501 – Face-to-face lesson 5%
Lesson 3 – RFP2601 – Face-to-face lesson 5%
Lesson 4 – RFP2601 – Face-to-face lesson 5%
Lesson 5 – HLT3701 – Face-to-face lesson 5%
Lesson 6 – HLT3701 – Face-to-face lesson 5%
Lesson 7 – RDF2601 – Face-to-face lesson 5%
Lesson 8 – RDF2601 – Face-to-face lesson 5%
Lesson 9 – IFP3701 – Face-to-face lesson 5%
Lesson 10 – IFP3701 – Face-to-face lesson 5%
Subtotal 50%
GRADE 3 LESSONS – ONE WEEK
LESSONS FOR TEACHING CONTRIBUTION
Lesson 1 – MFP1501 – Face-to-face lesson 10%
Lesson 2 – RFP2601 – Face-to-face lesson 10%
Lesson 3 – HLT3701 – Face-to-face lesson 10%
Lesson 4 – RDF2601 – Face-to-face lesson 10%
Lesson 5 – IFP3701 – Face-to-face lesson 10%
Subtotal 50%
2
, TPF3703/ASSESSMENT 51/0/2023
GRADE 2 LESSONS - 2 WEEKS
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 & Student Grade & Date
Number
Content area Multiplicative reasoning Subject
Mathematic
s
Type of lesson Class Lesson/Group Theme of the week Indigenous
work/Outdoor/Fieldwork games and
multiplicativ
e reasoning
Name of school Name of teacher
Outcomes Learners are able to: Learners
are able to
understand and apply the concept of
multiplicative reasoning for fives (5s)
through the game of Mancala.
Concepts and new Concepts and new knowledge of the lesson from the
knowledge of the lesson
from the curriculum curriculum:
Multiplicative reasoning for fives (5s)
Indigenous knowledge and its importance in learning
Differentiation provided Differentiation provided:
(enrichment/learner
support/concerns) Enrichment: Providing additional challenging
3
, questions or tasks for advanced learners.
Learner support: Providing extra guidance and
support for struggling learners.
Concerns: Identifying and addressing any specific
concerns or challenges related to individual students'
learning needs.
LESSON
PRESENTATION
Introduction of lesson INTRODUCTION OF THE LESSON:
Begin the lesson by discussing the importance of
indigenous knowledge and its relevance in learning.
Explain to the learners that they will be exploring an
indigenous game called Mancala, known as
"Skaalpennen" in Afrikaans or "Isishimane" in Zulu,
which can help them understand and internalize the
concept of multiplicative reasoning for fives (5s).
Show the learners a visual representation of the
Mancala board drawn on the board or presented as a
printed handout.
Explain the rules of Mancala and how it relates to
multiplication by fives.
Body of lesson BODY OF THE LESSON:
Divide the class into pairs or small groups.
Provide each pair/group with a Mancala board and
game pieces (pebbles, seeds, or beads).
Guide the pairs/groups in setting up the game board
and distributing the game pieces evenly among the
pits.
Demonstrate a few turns of the game, explaining the
objective and the rules.
Instruct the learners to take turns playing the game,
following the rules of Mancala.
Encourage the learners to think strategically,
observing the patterns and making connections to
multiplication by fives.
Circulate among the pairs/groups, providing support,
addressing any questions or concerns, and observing
their understanding of the game and its relation to
4
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