LESSON PLAN OF TWO DIMENSIONAL FIGURES

 

LESSON PLANNING OF TWO DIMENSIONAL FIGURES

Subject Mathematics

Grade 2^nd

Students` Learning Outcomes

• Students will be able to:
• Identify the figures like square, rectangle, triangle, circle, semi-circle and quarter circle.
• Identify vertices and sides of a triangle, rectangle and square.

Information for Teachers

• Students already have a good idea of different basic shapes so start the lesson by using these ideas.
• The shapes having only length and width are called two dimensional (2D) shapes e.g. square, rectangle, triangle etc.
  
• The shapes having length, width and height as well are called three dimensional (3D) shapes e.g. book, box, geometry box, cupboard, door etc.
  
• Circle and oval shapes have no corners and four sides.
  
• Triangle has three corners and three sides.
  
• A vertex is the corner of any shape. Its plural is called vertices.
  
• It is necessary for teacher to understand comprehensively the mathematical terms e.g. e.gcorners or vertices, sides, circle, semi-circle, quarter circle.
• During this lesson teacher should concern the textbook where and when needed.

Material / Resources

Writing board, chalk / marker, duster, glass, card sheet, scissors, 2D shapes model (triangle, rectangle and square), sign board, electric board, charts, cover of lunch boxes, slate, bed sheets, doppatta, plastic sheet, textbook

Introduction

• Ask following questions from the whole class:

What is the shape of the board of classroom?

• Identify the corners of this board.                (4)
• How many sides does this board have?       (4)
• Show them one note book, ask about its shape, corner and the number of sides it has.
  
• Repeat the same with different objects of different shapes.
• Give them few cutouts of square, rectangle and triangles and ask them to sort out similar shapes.
  

Development

Activity 1

• Show the students cut outs of different shapes like square, rectangle and triangle.
  
• Ask them to tell the names of these shapes.
• Help them in telling name of shapes.

• Ask them to give examples from their surroundings of the objects similar to these shapes.
• Draw a “shapes house” and ask them to identify shapes.
  

Activity 2

• Demonstrate to the students how they can make a circle, semi-circle, and quarter circle by using a card sheet or piece of paper.
• Take a card sheet or piece of paper and draw a circle with the help of a glass. Cut this circle with the help of scissors. 
  
• Show and tell them that this is called circle.
• Ask one of the students to fold this circle into two halves. Now open the circle and cut it into two equal parts along the folding line.
• Show both half`s circle and tell them that each part is called a semi-circle.
• You may refer back to the concept of fractions at this point.
• Tell the students that each semi-circle is ½ or half of the original circle.
• Ask two of the students to take a semi-circle and fold it into two halves. Cut each semicircle into two equal parts along the folding line. Show cut part of a semicircle to students and tells them that each part is known as a quarter circles.
• You may remind them of fractions at this point.
• Remind them that in fraction term “a quarter” is written as ¼.
• Sum up the activity by explaining that a circle is equally divided in two parts.
• Each part is called semicircle and each of those two semicircles is further divided into two quarter circles and hence / there are four quarters in a circle. 
  

Activity 3

• Divide the class in groups of four.
• Provide each group with different shapes cards e.g.
• Tell each group to highlight / colour the corners of each shape.
• Give them some time for discussion within groups.
• Ask any two groups to present their work for whole class and point out corners in each shape.
• Encourage other students to ask different questions from presenters to clear the concept further.
• Sum up the activity by explaining that a corner of any shape is called vertex, explain about the sides of shapes as well. Be sure about the use of Mathematical vocabulary. 
  

Activity 4

• Show a plate of square shape to the student. (Carton)
• Ask students to tell sides and vertices of the plate.
• Put a mark or a line on the vertex which they have already counted to avoid from second time counting.
• Facilitate if they find difficulty in identification of vertices and sides.
• Repeat the same procedure by showing them different 2D objects e.g. sign board, electric board, charts, cover of lunch boxes, slate etc.

Activity 5

• Divide the class in four groups.
• Provide each group different 2D objects e.g. paper, plastic sheet, bed sheet, doppatta etc.
• Ask them to identify and explain the sides and vertices of these objects to each other within group.
• Sum up the activity by asking following questions:
• How many sides and vertices does a square and a rectangle has?
• How many sides and vertices does a triangle has?

Activity 6

• Provide them a work sheet with different shapes drawn on it, or draw these on the board for the students to copy on their notebooks.
• 
  
  

Sum up / Conclusion

• Square and rectangle have four corners and four sides.
• Triangle has three corners and three sides.
• A vertex is the corner of any shape. Its plural is vertices.
• If we divide whole circle in two parts, the two semi-circles are formed and if a semi-circle is divided in two parts, two quarter circles are formed.

Assessment

• Draw different shapes on board and label them with the help of students.
• Ask following questions from students:
• What is the appropriate word for corner? (Mathematical vocabulary)
• How many sides and vertices does your class room wall have?
• Teacher is also required to involve the students in solving the problems given in the exercise at end of unit / chapter.

Follow up

• Ask students to draw different shapes e.g. square, rectangle, triangle, circle, semi-circle and quarter circle in their note nooks.
• Ask them to colour their vertices and write how many sides each shape have?
• Ask the students to solve the questions given in their textbook.
• Ask the students to draw things which are found in kitchen.