GRADE: ONE SUBJECT: MATHEMATICS TERM ONE: WEEK 1 LESSON PLAN EXEMPLAR It remains the responsibility of the of the teacher to do the final quality assurance of the LESSON PLAN before it is used. LESSON PLAN – GRADE 1 TERM 1 week 1 CONTENT AREA CONTENT COUNTING (WHOLE CLASS) NUMBERS OPERATIONS AND RELATIONSHIPS Rote count to 20 Count out objects to 5 Count on number line, abacus, etc. Count body parts- add on learners to show the increase. MENTAL CALCULATIONS Order numbers to 5 Compare numbers to 5 (more and less) MEASUREMENT NUMBER SENSE: (CLASS ACTIVITY) REVISION OF GRADE R knowledge and skills Solve Problems in context Addition and Subtraction to 5 Solve problems and explain solutions to 5 – Use concrete objects and drawings Grouping and sharing Solve problems and explain solutions to 5 – Use concrete objects and drawings PATTERNS AND FUNCTIONS Learners normally start school on a Wednesday (3 days) in Term 1 DAY 3 DAY 4 DAY 5 The focus is on the Baseline Assessment, this will inform the teachers: Planning Grouping of learners Remedial influence Once the error analysis is completed the teacher will recognise the gaps, drill down in curriculum to locate the skills and knowledge that manifests as teaching and learning gaps and reteach/ remediate and allow for good practise. Teaching happens alongside the Baseline Assessment as the teacher works in groups. Revise Grade 1 Term 4 work. Daily: Develop learners counting ability. Let them count body parts. On righthand and left hand – strengthen incidentally. Daily: E.gs. of Mental exercise. What is 1 fewer than 4? 2 More than 1. 3 Less than 4. What must I add to 2 if I want 4? Increase 2 by 2, how many do I have? Decrease 5 by 2. If I have 3 marbles and I win 2, how many do I have now? DAY 3 DAY 4 DAY 5 Daily: Display the weather, day of week, date, month of the year on weather chart Extend and show the Days of the week in terms of ordinals. Solve Problems in context Allow for learners to demonstrate strategies for adding, subtracting, sharing and grouping Extend the cognitive levels daily see e.gs. below – Five fish in the bowl and 2 die. How many are alive? – Sarah and her friend each have a bicycle. How many wheels? – Mother baked some cakes. She gave 2 away and has 3 left. How many did she bake? – Dad has 3 white shirts and 2 blue shirts. How many does he have? – Share 5 chocolates between 2 children. Patterns Concrete demonstrations – use learners for this purpose GROUP TEACHING (22 min) × 2 group per day = 44 min Wed.- Fri. ACTIVITIES FOR WORK BOOKS: Each group must at least complete 2 written activities per day in their work books – – Patterns Arrange learners: girl /boy/girl/boy -repeat…show them patterns, Let learners form other patterns: 2 girls,1 boy, etc.…/ tall, short; tall , short; etc. / 1 chai, 1 box, etc. Graduate to doing patterns with shapes… BASELINE ASSESSMENT MUST BE COMPLETED THIS WEEK. SOLVES PROBLEMS AND EXPLAINS SOLUTIONS can be the extended activity should time permit. Do at least 2 problems daily. Organise the learnings in groups to complete the Baseline Assessment. Suggested written activities for learner books must be related to the work the learner is familiar with as this is completed independently by the learners. REMEMBER: THE TEACHER MUST DO MAT WORK AND EMPLOY GROUP TEACHING BELOW IS A GUIDE TO SUPPORT THE TEACHER WITH ORGANISING THE LEARNERS INTO AT LEAST 3 GROUPS, BIGGER CLASSES WILL HAVE MORE GROUPS… if the class size is approx. 36; divide the class into 3 groups – to facilitate teaching, this also helps the teacher to recognise the learning potential of her 36 learners; groups can be differentiated/ ability groups or mixed groups – decide which will suit effective teaching and learning best for the context; practise one of the 2 rotation of group methods below; be mindful that effective teaching and learning aims to lay solid foundations for learning hence the teacher must be well organised and plan every day to deliver nothing but the best! BELOW IS THE 3 WEEK CYCLE FOR ROTATION OF GROUPS MONDAY Group 1 and 2 TUESDAY Group 2 and 3 MONDAY Group 3 and 1 TUESDAY Group 1 and 2 MONDAY Group 2 and 3 TUESDAY Group 3 and 1 WEEK 1 WEDNESDAY Group 3 and 1 THURSDAY Group 1 and 2 FRIDAY Group 2 and 3 (1 x 3, 2 x 4, 3 x 3) WEDNESDAY Group 2 and 3 THURSDAY Group 3 and 1 FRIDAY Group 1 and 2 (1 x 4, 2 x 3, 3 x 3) WEDNESDAY Group 1 and 2 THURSDAY Group 2 and 3 FRIDAY Group 3 and 1 WEEK 2 WEEK 3 ALTERNATIVELY, SOME TEACHERS PREFER TO EMBRACE A GROUP ORIENTATION WHERE BY THEY TEACH EACH GOUP ON A DAILY BASIS. MONDAY Group 1 and 3 TUESDAY Group 2 and 3 WEDNESDAY Group 1 and 3 THURSDAY Group 2 and 3 FRIDAY Whole class teaching The plus factor here is that the teacher managers to teach the third group daily and the other groups will be able to complete more written work independently at the tables. Since there are 7 hours allocated for Mathematics the following as in the lesson above is a suggestion. WEEK: 7 hrs PER DAY 1 hr 24 min × 5 = 7 hrs Counting: 15 min Mental Calculations: 10 min Class Activity: 15 min Group work: 22 × 2 groups = 44 min (1 x 3, 2 x 3, 3 x 4)
