SESSION 1

TOPIC Angles
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Students` Learning Outcomes
 Recall an angle and recognize acute, right, obtuse, straight and reflex
angles.
Information for Teachers
 The word angle is derived from the Latin word angulus, meaning “a
corner”.
 In geometry, an angle is the figure formed by two rays, called the sides of
the angle.
 Acute, right, obtuse, straight and reflex angle are few of six types of
angles.
 An angle whose measures less than 90 is called acute angle.
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 An angle whose measure is exactly 90 is called right angle.

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 An angle whose measure is greater than 90 and less than 180 is

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called obtuse angle.

 An angle whose measure is exactly 180 is called straight angle []
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straight line]

 An angle whose measure is greater than 180 and less than 360 is
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called reflex angle.

Material / Resources
Writing board, chalk / marker, duster, geometry box, textbook
Introduction
 Take out your geometry box along and ask what is it?
 What is a geometry box?
 What is geometry?

 Why is geometry important?

  Ask students to think about why geometry is important in the “real
world”. Write down any ideas that surface in the discussion; make
sure that students are talking on the topics of art, architecture and
engineering.

Development
Activity 1
 Provide one paper per student [try to get a better quality paper if
possible]
 Ask students to fold it from middle and draw a line between.
 Label one column as KEY-WORD and other as I-KNOW.
 Draw horizontal lines so that they can write later.
 On outer side of the folded paper write ‘My Geometry Dictionary’
and your name.
 Show your personal geometry dictionary to the students and
encourage them while writing new word after learning.
 Every word that students put in their dictionary will also be written
on the board.
 Draw few figures, on the board, taken from Grade 4 lessons, ask
students to discuss amongst each other and collect each group`s
feedback verbally and produce the correct concept on board. For
example;
o Alphabets ‘V’ has …………………….angle whereas ‘L’ has …………. Angle.
o Can you draw 120 degree angle by using protractor?
o What is the angle between hours and minutes hands when it is 6 o`clock, 3
o`clock, 5 o`clock and 2 o`clock etc.
 Divide the class in groups and let them find answers, this will help
recall taught concepts.
Sum up / Conclusion
 Windup today`s lecture by repeating key points learned today.
 Acute, right, obtuse, straight and reflex are the types of angle.
 An angle is the figure formed by two sides.
 Angle less than 90 is called acute angle.
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 An angle of 90 is called right angle.

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 Greater than 90 and less than 180 angle are called

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obtuse angle.
 Angle of exactly 180 is called straight angle.
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 Angle greater than 180 and less than 360 is called

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reflex angle.
 Assessment
 Assign following question to the students to assess them.
 Draw the following table on the board and call students one by one
and ask them to link the name of the angle with its properties.

Follow up
 Assign homework to further strengthen their concepts regarding
angles, e.g.
 o Ask the students to observe your home and point out different
items at which you think form one of the angle that you read in the
class.
 o Give them hint like, corner of TV that forms
right angle (90 ) 0
 SESSION 2
TOPIC Circles
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of shapes
in terms of vegetables and fruits.

LESSON PLAN
Lesson Planning of PARTS OF CIRCLE

Students` Learning Outcomes

 Identify Center, radius, diameter and circumference of a circle.
 Draw a circle of given radius using compass and straightedge / ruler
Information for Teachers
  Circle: A circle is the set of all points equidistant from a central point.

Arc: a curved line that is part of the circumference of a circle.

Chord: a line segment inside a circle which joins two points of the circle with each
other. (Which may not pass though center of circle?)
Circumference: the total distance around the circle.
Diameter: the line segment which joins the two points of circle by passing through the
center of circle.
Center of circle:the point from where all the points of circle are at equal distance.

Pi (π): A number, 3.14152… that equal to the circumference / diameter of

any
circle.

Radius: distance from center of circle to any point on it.

Tangent of Circle: a line perpendicular to the radius that touches only
one
point on the circle.
Material / Resources
Writing board, chalk/marker, duster, Geometry box, pencil, rubber, paper,

textbook, circular card pieces

Introduction
 Ask students the names of circular shape from daily life.
(Cycle wheel, ring, and bangle)
 Tell them, in a cycle wheel where all wires meet called hub
(center point) and the length of wires represents radius of the
wheel (circle)
 The strip revolves around the wheel represents circumference of
wheel.

 Roll out thread around the circular card and ask students to
measure its length through scale.
 The measured length will be the circumference.
Development
Activity 1
Tell the students that today we discuss circle, how to draw circle and how to find
its radius.
Ask them if any of the students knows how to draw a circle by using compass?
Let them think and respond.
If no one answered tell them “how to draw a circle by drawing it on the board”.
Ask students to give more examples of a circle.
Ask them if any one of them can see the sun or moon? (Ask them, what is the
shape of both sun and moon?)
Give time to think and respond.
Pair Work:
 Split class in to pairs.
 Allocate time of 15 minutes.
 By drawing different figures ask them to identify the shape of a
 circle and how we find radius of a circle.

 See how many students know to draw circle from a compass.

 Tell them if they find any difficulty in it.
 By drawing these shapes ask them what shape is of circle?
 And did we find radius in it?
 See if anyone can point out?
 Call students from each pair to come and identify the shape of a
circle center point and radius of a circle.
 Assign questions for individual work.
 Hence today we learnt about drawing circle.
 Appreciate the correct work.
 Correct them where they are wrong.

Activity 2
 Split class in to groups of four members in each.
 Give each group different sizes of circular cardboard.
 Allocate time 15 minutes.
 Ask the students to identify the radius and circumference of this
circle.
 Tell them: put the compass on the center and open up to the end
 point of circle. Measure the open compass through ruler.
Now We get radius

Sum up / Conclusion
 Radius, diameter and circumference only related to circle.
 Circumference is the total length of the circle.
 Tell them that diameter is twice of radius.
Assessment
 What is the relation between radius and diameter?
 Draw the following circles on board and ask:

1. What is AB?
2. What is KM?
3. What is point A?
 Teacher involves students to solve exercise given at the chapter of textbook.
Follow up
 Ask students to draw circles on their worksheets.
 Ask them to identify the objects of circle at their home.
 Ask them to draw circles of different sizes with the help of pebbles and
chalks on
the board and soil.

SESSION 3
TOPIC Vertices
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Lesson Plan of Geometry (Two, Three – Dimensional
Figures)
 Subject Mathematics
Grade II

Students` Learning Outcomes

 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.
 Circle and oval shapes have no corners.
 Square and rectangle have four corners and four sides.
 Triangle has three corners and three sides.
 A vertex is the corner or intersection of any shape. The plural is
vertices.
 The competency here is to develop mathematical vocabulary e.g.
corners, vertices, sides, semicircle, circle, quarter circle,
  While teaching the lesson, the teacher should also consult textbook at
all steps wherein and whenever it is applicable.
Material / Resources
Writing board, chalk/marker, duster, glass, card sheet, scissors, 2 D shapes
(triangle, rectangle, and square)
Introduction
 Ask the following questions from students to generate whole class
discussion.
 What is the shape of the black board of your classroom?
 Identify the corners in this board.
 How many sides does this board have?
 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.
Activity 1
 Demonstrate to the students how they can get a circle, semicircle, and quarter circle
by using a card sheet.
 Take a 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.
 You may refer back to the concept of fractions at this point.
 You may also remind them that each circle is ½ or half of the original circle.
 Show and tell them that each part is called a semi-circle.

 Ask two of the students to take a semi-circle and fold it into two halves. Cut this
semi-circle into two equal parts along the folding line.
 Show and tell them that each part is known as a quarter circle.

 You may remind them of fractions at this point.

 Remind them that in fraction terms a quarter is written as ¼
 Sum up the demo by explaining that a circle equally divided in 2 parts is 2 semi-
circles and each of those 2 semi-circles further divided in to two is 4 quarters of the
circle.
Development

Activity 2
 Divide the class in groups four.
 Provide each group with different shapes, as;

 Tell each group to highlight / color corners in each shape.

 Give them some time for discussion within groups.
  Call any two groups to present their work for whole class by pointing 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 3
 Show a big box of square shape to the students (Carton)
 Ask them to tell how many sides and vertices it has?
 Encourage them to put a mark or a line on the vertex they have already counted so
they don`t count it a second time.
 Facilitate / explain if they find difficulty in understanding and identification.
 Repeat the same procedures by showing them different 2D and 3D objects e.g. egg/
oval stone, plastic block etc.

Activity 4
 Divide the class in groups of four.
 Provide them different objects (2D, 3D)
 Tell them to identify and explain about the sides and vertices of those objects to
each other within group.
 Sum up the activity by asking following questions:
1. How many sides and vertices do a square and rectangular have?
2. How many sides and vertices do a triangular have?
3. How many sides and vertices does an oval circle have?

Activity 5
 Provide them a work sheet with different shapes drawn on it, or draw these on the
board for the students to copy.
 Ask the students to write how many sides and vertices does each shape have e.g.

Sum up / Conclusion
 Ask the following questions from students, as;
 What was the lesson about?
 What is the appropriate word for corner? (Mathematical vocabulary)
  Can any one of you explain how many sides and vertices your
teacher`s table has?
 How many sides and vertices does your classroom have?
Assessment
 Tell the students to draw different shapes e.g. square, rectangle,
triangle, and circle, semi-circle and quarter circle in their notebooks /
copies.
 Ask them to color their vertices and write how many sides each shape
has?
Follow up
 Teacher is also required to involve the students in solving the
problems given in the exercise at the end of unit/chapter.

SESSION 4
TOPIC 4 digit numbers
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Students` Learning Outcomes
 Recognize that 1000 is one more than 999 and the first four digit numbers

Information for Teachers

 999 is the greatest 3-digit number.

 When we add 1 to 999 we get 1000.

 1000 is the smallest 4-digit number.

Material / Resources
Writing board, chalk / marker, duster, textbook

Introduction
 Tell the students that a number with 3-digits is known as a 3-digit number.
 Tell them that in a 3-digit number we have 3 place values i.e. ones, tens
and hundreds.
 Tell them that 1000 is a smallest 4 digit number.
 Ask them what comes after 999? (1000)

 Tell them that 1000 is one more than 999.

Development
Activity 1
 Make the following place value chart on the board.

 Ask the students what is written on the board? (999)

 What are 999? (3-digit number)
 What happens if we add 1 to 999?
 Take their feedback and encourage them.
 Make the following table on the board.

 Call students one by one to the board and instruct them to write 1, 10, 100,
1000 in the place value chart.
 Read the last number. (1000)

Activity 2
 Tell the students that 1000 is the smallest 4-digit number.
 Tell them that 10 hundreds make 1 thousand.
 Ten Hundreds = one thousands.
Activity 3
 Show the abacus to the students.

 Drop one bead in the thousands column.

 Explain the students that as there is one bead in the thousands rod, and
there is no bead in ones, tens and hundreds rod. So it makes 1000.

Sum up / Conclusion
 999 is the greatest 3-digit number.
 When we add 1 in 999, we get 1000.
 1000 is the smallest 4-digit number because it has 4-digit.

Assessment
 999 + 1 = ____________________________________
 Ask the students to put the following numbers in place value – chart 999
and 1000.
 Which number is greater out of 999 & 1000?

Follow up
 Ask the students to see 100 Rs note at home and draw its picture.
 If you have 10 hundred rupee notes what amount will they make?

 Ask the students to solve the questions given in their textbook.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.
 SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
  Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.