2D+shapes+Second+Sem

|| QT Elements
 * Space and Geometry: Two-DimensionalSpace **
 * DK  ||  DU   ||  PK   ||  HOT   ||  M   ||  SC   ||  EQC   ||  E   ||  HE   ||  SS   ||  SSR   ||  SD   ||  BK   ||  CK   ||  KI   ||  <span style="font-family: "Century Gothic","sans-serif"; font-size: 13.33px;">I   ||  <span style="font-family: "Century Gothic","sans-serif"; font-size: 13.33px;">C   ||  <span style="font-family: "Century Gothic","sans-serif"; font-size: 13.33px;">N   ||
 * **<span style="font-family: "Calibri","sans-serif"; font-size: 18.66px;">Outcome **
 * <span style="font-family: "Calibri","sans-serif";">SGS2.2a **<span style="font-family: "Calibri","sans-serif";">Manipulates, compares, sketches and names two-dimensional shapes and describes their features.


 * <span style="font-family: "Calibri","sans-serif";">SGS2.2b **<span style="font-family: "Calibri","sans-serif";"> Identifies, compares and describes angles in practical situations **<span style="font-family: "Calibri","sans-serif";">. **


 * <span style="font-family: "Calibri","sans-serif";">Indicators: **
 * Identifies and names pentagons, octagons, trapeziums and parallelograms.
 * Finds lines of symmetry for a given shape.
 * Identifies and names perpendicular lines
 * Identifies angles with two arms in practical situations e.g. corners
 * Identifies angles in two-dimensional shapes.
 * Describes the features of quadrilaterals.
 * Compares angles using an angle tester. ||

__<span style="font-family: "Calibri","sans-serif";">Introductory Activity __
 * **<span style="font-family: "Century Gothic","sans-serif";">Lesson 1 ** ||  <span style="font-family: "Century Gothic","sans-serif";">Register   ||
 * **Two- Dimensional Objects**

<span style="font-family: "Calibri","sans-serif";">Pull out plastic 2D shapes out of a bag. Students need to write down the name of the shape they believe it is. When all the shapes have been pulled out, go through each shape calling out the name. Students need to check whether they wrote down the right name for the shape. <span style="font-family: "Calibri","sans-serif";">Revise the 2D shapes and Identify the properties of each shape, edges, corner etc (revise properties of shapes if needed). Complete one shape and identify its properties as a class. Short Activity Students complete worksheet of 2D shapes (this can be done in pairs). (Worksheet 1) Show students a picture of a quadrilateral shape. Pose questions such as: <span style="font-family: "Calibri","sans-serif";">Organise the students into groups and provide each group with, scissors, rulers and pencils. <span style="font-family: "Calibri","sans-serif";">Have the groups cut out and sort examples of quadrilaterals and non quadrilaterals. (Worksheet 3) Ask each group to select from its collection some examples and non examples of quadrilaterals. <span style="font-family: "Calibri","sans-serif";">Have them paste them onto the concept chart. (worksheet 2) <span style="font-family: "Calibri","sans-serif";">As a class, discuss the placement of the shapes. Relocate any shapes that the class decides have been placed incorrectly.
 * What is a quadrilateral?
 * What do you know about quadrilaterals?
 * When is a shape not a quadrilateral?
 * Describe the sides of a quadrilateral.
 * Describe the angles of a quadrilateral.
 * Can a quadrilateral be an open shape?
 * Why do you think that?
 * If the orientation of a quadrilateral changes, can it become a non-quadrilateral? Why?

//__<span style="font-family: "Century Gothic","sans-serif"; font-size: 13.33px;">Resources: __//<span style="font-family: "Century Gothic","sans-serif"; font-size: 13.33px;">Worksheet 1, Worksheet 2, Worksheet 3, 2D Shapes || ||

**<span style="font-family: "Century Gothic","sans-serif";">Lesson 2 ** ||  <span style="font-family: "Century Gothic","sans-serif";">Register   || <span style="font-family: "Calibri","sans-serif";">Revise angles- What is an angle? Angles are formed when two lines meet. (A line connects two points and can go on forever in two directions) <span style="font-family: "Calibri","sans-serif";">Explain that we measure the size of an angle in degrees. <span style="font-family: "Calibri","sans-serif";">Revise right, acute and obtuse angles.
 * **<span style="font-family: "Calibri","sans-serif";">Angles **

|| <span style="color: #000000; font-family: "Calibri","sans-serif";">[|__Acute Angle__] <span style="font-family: "Calibri","sans-serif";"> (sharp) || <span style="font-family: "Calibri","sans-serif";">an angle that is less than 90° ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif";">[|__Right Angle__] || <span style="font-family: "Calibri","sans-serif";">an angle that is 90° exactly ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif";">[|__Obtuse Angle__] <span style="font-family: "Calibri","sans-serif";"> (blunt) || <span style="font-family: "Calibri","sans-serif";">an angle that is greater than 90° but less than 180° ||

<span style="font-family: "Calibri","sans-serif";">On the board draw different acute, obtuse and right angles. Ask students if they can name these angles. (students record in their book)

<span style="font-family: "Calibri","sans-serif";">The corner point of an angle is called the **vertex.** <span style="font-family: "Calibri","sans-serif";">The two straight sides are called **arms.** <span style="font-family: "Calibri","sans-serif";">The angle is the amount of turn between each arm.
 * <span style="font-family: "Calibri","sans-serif";">Revise parts of an angle: **

<span style="font-family: "Calibri","sans-serif";">Angle tester: <span style="font-family: "Calibri","sans-serif";">Students work in pairs and make angle testers using geostrips. Ask students to use their testers to measure angles in the room. Students can then trace the angles into their books. Label the angles as either acute, right or obtuse angles.
 * <span style="font-family: "Calibri","sans-serif";">Activity **

<span style="font-family: "Calibri","sans-serif";">Worksheet: find the angles in shapes <span style="font-family: "Calibri","sans-serif";">Resources: Geostrips, worksheet 4



**<span style="font-family: "Century Gothic","sans-serif";">Lesson 3 ** ||  <span style="font-family: "Century Gothic","sans-serif";">Register   ||
 * **<span style="font-family: "Calibri","sans-serif";">Line of Symmetry **


 * __<span style="font-family: "Calibri","sans-serif";">Introduction __**

<span style="font-family: "Calibri","sans-serif";">Have the students sit with a partner and discuss the meaning of the word //<span style="font-family: "Calibri","sans-serif";">symmetry //<span style="font-family: "Calibri","sans-serif";">. <span style="font-family: "Calibri","sans-serif";">Ask several students to share their discussion with the whole class until a definition is agreed upon. <span style="font-family: "Calibri","sans-serif";">Teacher explains that an object has symmetry when it can be folded so that the two halves match or are identical. The fold line is called the line of symmetry (the shape needs to match when it is folded vertically, horizontally or diagonally). Shapes can have multiple lines of symmetry.
 * What is a line of symmetry?
 * How can you determine if a line is a line of symmetry?
 * Can a shape have more than one line of symmetry?
 * What examples can you give?

<span style="font-family: "Calibri","sans-serif";">Teacher demonstrates by folding a 2d shape, i.e. a triangle. Teacher poses questions; does this triangle have a line of symmetry? etc.

<span style="font-family: "Calibri","sans-serif";">Students are given large pictures of 2D shapes to cut out. In groups of three, students are to fold the shapes and find whether the shape has a line of symmetry and how many. Students will record their findings on a table they will draw up in their books (worksheet 5). Students can check with other groups to see if they received the same answer. If they have received a different answer students will re-check by folding the shape to see whether both halves are identical.
 * __<span style="font-family: "Calibri","sans-serif";">Main Activity __**

<span style="font-family: "Calibri","sans-serif";">Which shapes had the greatest number of lines of symmetry? <span style="font-family: "Calibri","sans-serif";">Which shape does not have a line of symmetry, why? <span style="font-family: "Calibri","sans-serif";">How many lines of symmetry does a square have? (Question other shapes). <span style="font-family: "Calibri","sans-serif";">What things around the classroom do you think are symmetrical?
 * <span style="font-family: "Calibri","sans-serif";">QUESTIONS: **


 * <span style="font-family: "Calibri","sans-serif";">Worksheet: **<span style="font-family: "Calibri","sans-serif";"> If finished before time student’s complete worksheet on //lines of symmetry// (Worksheet 6 )

__<span style="font-family: "Calibri","sans-serif";">Resources: __<span style="font-family: "Calibri","sans-serif";">Large images of 2D shapes, Worksheet 5, Worksheet 6, Worksheet 7, 2D game, scissors.

<span style="font-family: "Calibri","sans-serif"; font-size: 16px;">Students seek examples of parallel lines from their environment, e.g. road markings, lines in exercise books, railway tracks. The exercise is repeated this time looking for parallel patterns, e.g. lattice work, brick work, patterns of windows in buildings. The different arrangements of the parallel patterns can be highlighted. <span style="font-family: "Calibri","sans-serif";">What two-dimensional shape am I? || <span style="font-family: "Century Gothic","sans-serif";">I   ||
 * __<span style="font-family: "Calibri","sans-serif"; font-size: 18.66px;">Extra Activities/lessons __**
 * <span style="font-family: "Calibri","sans-serif";">Parallel and Perpendicular Lines worksheet: **<span style="font-family: "Calibri","sans-serif";"> worksheet 7
 * <span style="font-family: "Calibri","sans-serif"; font-size: 16px;">PARALLEL LINES **
 * <span style="font-family: "Calibri","sans-serif"; font-size: 16px;">PARALLEL LINES IN THE ENVIRONMENT **
 * <span style="font-family: "Century Gothic","sans-serif";">GAME: **