Mathematics

WHAT IS MATHEMATICS?

Mathematics is a language that makes use of symbols and notations for describing numerical, geometric and graphical relationships.

CAPS - MATHEMATICS

Mathematics (maths) is an important part of learning for all children in the early years and receiving a good grounding in maths is an essential life skill. Introducing maths to children from an early age helps to develop their understanding of all elements of problem solving and reasoning in a broad range of contexts. Math helps us think analytically and have better reasoning abilities. Analytical thinking refers to the ability to think critically about the world around us.

The curriculum covers five content areas at the primary level: Number; Shape and Space; Measurement; Data Handling; and Algebra.

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GROUP ASSIGNMENT 2 - completed by group member

Mathematics Lesson Plan

Aim:

· For children to understand the concept of length and how it applies to everyday things

Overall objectives:

· To have learners be able to differentiate between different lengths.

· To have learners fully understand the concept of measurement and to have them understand that almost anything can be measured.

· Develop communication skills amongst each other and follow instructions.

· To show learners that mathematics can be integrated into almost everything.

· For learners to apply their mathematical skills (counting) in measurement

· To integrate play into teaching

Resources:

· Day chart

· Chalk board

· Weather chart

· Absenteeism book

· Two rulers (one big, one small)

· Two bottles (one big, on small)

· Two books (one big, one small)

· Ten size 5 shoe boxes

Introduction (10 minutes):

Morning ring:

· Greet

· Sing the seven days of the week and the twelve months of the year.

· Write down on the chart which day it is and the date.

· The month on the board should be underlined.

· Do absenteeism (say names on class list and the learners must indicate their presence by putting up their hands[AJM[1] )

· Revise term 1 measurement by comparing two different sized rulers, bottles and books

Activity and Purpose of Activity (10 minutes):

Small group teaching:

There will be three groups each consisting of ten students. Each group will get an opportunity to go onto the mat at different times. The other groups will have Lego’s to occupy themselves with[AJM[2] . The group on the mat will have to arrange themselves from tallest to shortest while the teacher counts till five. After that, each child will have to lay on the mat so that he/she can be measured by their peers using shoe boxes.

Independent work:

After all three groups finished the small group activity they will go to their desks. The teacher will hand out a work sheet with three exercises that the learners will have to complete.

Exercise 1 – there will be pictures of children with a certain amount of shoe boxes next to them. The boxes are there to measure the children. The learners will have to indicate how tall the children are in terms of boxes ( they will have to count the boxes[AJM[3] ).

Exercise 2 – there will be a bunch of items placed at random and the learners will have to circle the short items.

Exercise 3 – there will be 5 items. One will be tall and one will be short. Each item will have tick boxes next to them. The learners will have to tick which item is taller.

Purpose:

· To make sure that learners can measure anything with any object.

· To incorporate play into learning.

· For learners to be able to follow instructions and work under pressure.

· To have learners apply what they learned during small group teaching to an activity.

· To broaden their understanding of measurement. Anything has length.

Exposition (10 minutes):

There will be three groups each consisting of ten students. Each group will get an opportunity to go onto the mat at different times. The other groups will have Lego’s to occupy themselves with. The group on the mat will have to arrange themselves from tallest to shortest while the teacher counts till five. After that, each child will have to lay on the mat so that he/she can be measured by their peers using shoe boxes.

Conclusion (10 minutes):

The teacher will hold up the same six items she introduced to the children during morning ring. She will hold up the two identical items and the children will have to say “big” or “small” as a class to whichever one she holds up the highest.

Group Work (25 minutes):

Instructions

There will be three groups each consisting of ten students. Each group will get an opportunity to go onto the mat at different times. The other groups will have Lego’s to occupy themselves with. The group on the mat will have to arrange themselves from tallest to shortest while the teacher counts till five. After that, each child will have to lay on the mat so that he/she can be measured by their peers using shoe boxes.

Group Penguins (beginner)

Group Turtles (intermediate)

Group Monkeys (advanced)

Mathematics Lesson Plan - Grade 1

Aim:

Students will be able to:

Compare, identify, and describe 2D and 3D shapes by locating and sorting shapes in the classroom

Overall Objectives

Show students what 2D and 3D shapes are

Define how they are identified

Quiz students to identify if they are able to identify different shapes

Introduction (15 minutes) On Mat (All activities, Questions etc.)

· Tell students that today they're going to learn about shapes. Ask the students what shapes they know. You can even have students go up to the board one by one and draw the shapes.

· Show the everyday objects gathered to the class. First hold up the ball. Ask the learners what they can tell you about the ball. Guide them to discussing the shape of the ball. Is it a flat circle? (2D) Is it a sphere? (3D)

Exposition (20 minutes)

· Review the 2D shapes and 3D shapes to the class. If this has not been taught or needs to be revisited, visit the prerequisite lesson, “Teaching Solid Shapes.” During the review use key words such as flat triangle, square, rectangle, or circle for 2D and sphere, cube, pyramid, and cylinder for 3D.

· Introduce the other everyday items to the class. When you show each one to the class, have the students tell a friend what shape the object most closely represents. After telling a friend, lead the learners in what shape the object looks like, using the attributes of the 3D shape.

· Once all items have been shared and discussed, challenge the students to help you identify objects in the classroom are shaped like one of the 3D shapes introduced earlier. In pairs, distribute the white boards and markers. Challenge the students to identify an object from the classroom and what shape it represents. They should record the object, what shape it represents, and if it is 2D or 3D. To check for understanding, ask for student volunteers to name the shapes they found. 2D and 3D shapes in the room can be identified.

Students then return to their seats. Distribute one of the following resources, depending on student skill level. Select an appropriate practice sheet.

Conclusion (15 minutes)

· Once everyone has completed one of the independent practice choices, gather the class back together. Review and discuss 3D shapes that were found the most and least often. Challenge the students to compare examples of each type of 2D/3D shapes that were found.

· Ask students to think of the different shapes that make up different objects. Example: A house is made up of triangles, squares, and rectangles. Have students volunteer to share their ideas.

Group work

· Observe learners as they work with their partners and through their assigned activity. Take note of those in need of extra support. Plan for small group intervention based on observations. If assigned, collect worksheets. Review student answers for completion, accuracy, and mastery of standards.

Activities (at tables, give proper instructions, correct register)

Each group is meant to complete activity based on the specified instruction; the teacher then walks around the class to ensure everyone is completing their specified activity.

Group Cheetahs (Advanced)

Learners are meant to complete activity by using their previous whole class activity as a baseline.

Learners are meant to colour in and identify different shapes and how they are not all uniform.

They are then meant to identify how many of each shape there are in the activity.

Group Rabbits (Intermediate)

(At tables, give proper instructions, proper register)

Learners are given an activity and instructions that are repeated twice once before the activity and then during to ensure they are completing it correctly.

Group Turtles

(At tables, give proper instructions, proper register)

Learners are given an activity and instructions that are repeated twice once before the activity and then during to ensure they are completing it correctly. Learners are grouped together in pairs where they are given sheets of shapes that need to be grouped together – all circles together and all squares are grouped together.

Focus Group Dolphins (On mat)

Learners are brought to the mat - where they are asked to identify different shapes and their characteristics.

They are then guided through an activity and then are handed out it to complete.

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