Lesson Plan Chapter 7: Shapes and Patterns Objectives Expected learning outcomes Materials required Key words/terms Warm up Teaching the lesson •
To distinguish between straight and curved lines • To explore 2D and 3D shapes and their properties • To recognize and create simple patterns with shapes, alphabet and numbers Students should be able to: • recognise simple 2‐dimensional and 3‐dimensional shapes • count the number of sides, corners, faces in 2‐ and 3‐
dimensional objects • distinguish between a curved and a straight line • draw a line of a given length using a ruler and pencil • identify and draw simple patterns large cut‐outs of square, triangle, rectangle, circle, sets of shape cut‐outs (square, rectangles, circles, triangles, half‐moons, ovals) common real life objects (in the shape of a cylinder, cone, sphere, cuboids, cone) solid shapes Straight lines, curved lines, square, rectangle, circle, triangle, sphere, cube, cuboid, cylinder, cone, patterns Display large cut‐outs of four basic 2D shapes. Point towards each shape and ask the students to identify the shapes. Start with the Let’s begin activity. Straight and Curved lines (Page 109): Hope a rope tightly and explain to students that it is straight. Now, curve the rope a little tell students that it is a curve line. Divide the class into groups and give a set of shape cut‐outs and other 3D objects to the students. Make a table on the board. Ask the students to make the table in their notebooks and distinguish the objects/ shapes that have curved lines/ shapes. They can identify the straight and curved lines by tracing their fingers on the edges of the shape. Ask the students to do Check What You Know exercise on page 110. Plane Shapes (Page 111): Draw plane shapes on the board and ask students to identify how these shapes are the same or different. This will lead to a conversation about how some shapes have different sides and corners.
Solid Shapes (page 112): Display models of solid shapes and introduce each shape as given on page 112. Show different 3D shapes to students. Let the students touch and feel each shape and identify its faces, edges and corners. Let them sort shapes according to the shapes of their faces, number of edges and corners. Give different real‐life objects such as a book, coke can, dice, a birthday cap, etc. to each student. Let them trace these objects with a finger and find out its shape. Let them predict the shape first before tracing the shape. Rolling and Sliding (Page 115): Bring different objects to the class which can only roll, slide and both roll and slide. Make an inclined plane with a wooden plant and Demonstrate to students that some object only roll, some only slide while some can slide and roll. Divide the class in three groups and give one type of object to each group. Ask them to analyse and find out what is the difference in the sides and corners of these objects. Conclude that objects with flat surfaces can slide and objects with curved surfaces can roll. Patterns (Page 116): Create patterns on the board with different shapes. Ask the student to watch carefully the patterns the teacher is creating. Ask them to analyse what is common in the pictures. Explain that patterns are formed by repeating a line, shape, object, numbers and alphabets, etc. Now, create sequences of shapes that are not patterns throughout the demonstration to make sure students comprehend what a pattern is. Throughout the teacher should be asking the students is this a pattern? Why or why not? Let the students use shape cut‐outs to create different patterns. Use everyday objects such as Suggestions for follow up and further activities Practice Time leaves, flowers, pebbles, beads, crayons, pencils, etc. to create concrete patterns. Shape scavenger hunt‐ students will look for objects in the classroom that match the shape they are given. They can make a list of the object and the shape it contains (foam shape, pattern block, shape card, etc.). As a follow up take the students on a walk around the school premises and ask them to identify different 2D and 3D shapes. Give a shape cut‐out to each child and play a game of ‘Simon says’. Draw a big circle on the floor in the classroom. Give instructions as follows: • Simon says ‘All students who have shapes with straight sides come into the circle’. • Simon says ‘All students who have shapes with three corners come into the circle’. After each instruction, wait for the students to come into the circle. Once they are in the circle, check if the students are correct. The objective of this activity is for the students to relate the properties with the shapes. The practice time has though provoking questions, MCQs, HOTS questions and a fun activity. Most of these questions involve thinking and cannot be answered correctly if students have not understood the concepts. The worksheet therefore can be used to assess if the students have understood the necessary concepts and can apply the knowledge and skills gained