LESSON PLAN

SCHOOL: Flamingo Primary School DATE: 08/AUG/2023

NAME: Shaun Wittes STUDENT NUMBER: 201900309 SUBJECT: GRADE: 7
Mathemat
ics

Lesson topic: geometry 2D triangles

1. Situation analysis of the classroom context
Develop positive relationships and attitudes with other peers. Engage learners and share their
knowledge. Develop skills, understandings and attitudes. Develop team work skills. Reflect on their
individual experiences

2. Draw a X over the intended aim(s) for your lesson:

(a)identify and solve
problems
(b)engage in critical and
creative thinking
(d)work effectively as
individuals and with others as
members of a team
(e)collect, analyse, organise and
critically evaluate information
g)demonstrate an
understanding of the world
as a set of related systems

(c)communicate effectively (f)science and technology effectively

using visual, symbolic and/or and critically showing responsibility
language skills in various towards the environment and the
modes health of others

3. Indicate the specific aims for your subject as it relates to your lesson:
• Develop a positive attitude toward mathematics and to appreciate its practical
applications in life.
• Develop problem solving skills and the ability to use mathematics in everyday life.
• Use mathematical language effectively and accurately.

4. Objective(s) for the lesson:

At the end of the lesson, the learners will be able to
Classify the angles the triangles and the angle sizes of triangles.
5. Teaching strategy:
I will use direct teaching strategy through problem solving. I will do this through exposing
the learners to the different sorts of question for preparing them to understand the
different levels of questions and their standard. I will apply inducive reasoning to my
lessons too because inducive reasoning is a way of taking general reasoning and uses it to
 make more specific examples, it is more like of drawing facts from previous known facts
& definitions and that is what mathematics is all about

6. Introduction to the lesson:

When two lines point in different directions, we say they are at an angle to each other. If the
directions are almost the same, we say the angle between them is small. If the directions are very
different, we say the angle between them is big.

Words we use to describe angles:

• Arms of the angle: the two lines that are at an angle to each other
• The vertex: the point where the two arms meet
• Vertices: plural of 'vertex

7. Body:

Learning content Sequencing of Learning activities (List the activities learners will be
(See the CAPS) content engaged in) and pacing
REVISION FROM Drawing and Angles are classified into types. Complete the table. The
GRADE 6 classify the size first one has been done as an example for you
The types of angles and type of angle
Size of the Sketch of the
and the shapes of (15min) Angle
angle angle
angles
 Between 0°
Acute angle
and 90°

Right angle

Obtuse
angle

Straight
angle

8. Assessment

Complete the following table when planning for assessment:

Teaching and Assessment Assessment Assessment Assessment Assessment Assessment
learning topic task purpose (Form approach method instrument tool
of
assessment)

ANGLES diagnostic diagnostic diagnostic Self- Self- diagnostic

assessment assessment

Include the questions that you will ask during the lesson to formatively assess learners:

9. Alignment
• What should learners be able to demonstrate at the end of a learning experience?
The type of triangle it is and the size of the angled triangle
• Which most suitable teaching and learning activities will enable learner engagement to attain
the learning objectives?
The media that I will use. The learners will be given the media that I made for them to
remember and understand the type of triangle it is. I made shapes, that will be part of the
introduction and the learners will be given the clean papers to do the very same shapes as I
did after my explanation
• How will the successful attainment of the learning objectives be determined
When the learners are able to know describe the type of triangle and the size of which the
angle lies in

10. Teacher-learner participation

Plot (“X”) and motivate the teacher-learner participation as you envisaged in your planning of the
lesson on the continuum below.

Teacher- centred Learner- centred

11. Conclusion of the lesson

• Angles and lines are present in all geometric shapes.

• A line is a one-dimensional shape with no width that stretches infinitely in both directions.
• These are the lines that start at one end and go to infinity at the other.
• Angles are formed with these.
• When two rays intersect at a point, an angle is made