Initial Primary Teacher Education

Mathematics
Module 3

Malawi Institute of Education

Initial Primary Teacher Education

Mathematics

Module 3

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

P O Box 50
Domasi
Malawi

email : [email protected]
website : www.mie.edu.mw

©Malawi Institute of Education 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form by any means, electronic, mechanical, photo
copying, recording or otherwise, without the permission of the copyright owner.

First edition 2018

Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual,
community and national development. Education prepares learners to play their
roles effectively to promote and sustain a country's socio-economic development.
Parents or guardians desire that their children develop into adults with sound minds
and healthy bodies through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Primary Teacher
Education curriculum has been reviewed to ensure that student teachers who
graduate from this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

v
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.
Special thanks go to the Director of the Directorate of Inspectorate and Advisory
Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Mr Edward G Mtonga and
his team (Mr Anthony Malunga, Ms Loyce Chisale and Ms Catrin Anderer) for
coordinating the process of developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Luke Eliya, Harlod Chigalu, Jackson Yekha,
Kapera Mlowoka, Lameck Sandram and Getrude Jumbe for reviewing the module.

The Ministry of Education, Science and Technology acknowledges the technical and
financial support generously provided by German Technical Cooperation (GIZ) and
United Nations Children’s Fund (UNICEF).

Production team
Editing Esther Maulidi
Designer Thabu Mwenelupembe-Phiri

vi
 Writers
Getrude Jumbe - Blantyre Teachers’ College
Eneya Phiri - Blantyre Teachers’ College

Paschal Kayange - Karonga Teachers College

Gabriel Chamdimba - Machinga Teachers College

Bruno Chikopa - Machinga Teachers College

Adhija Nangoma - Maryam Girls’ Teachers College

Production team

vii
Contents
Foreword ……………………………………………………………………………... v

Acknowledgements ……………………………………………………………….… vi

Introduction to the module………………………………………………………….. ix

TOPIC 1 Teaching of mass…………………………………………………………. 1

TOPIC 2 Teaching of time …………………………………………………………. 6

TOPIC 3 Teaching of 3-D and 2-D shapes ……………………………………….. 11

TOPIC 4 Teaching of lines, angles and triangles ……………………………….. 18

TOPIC 5 Teaching of quadrilaterals and circles ………………………………… 25

TOPIC 6 Teaching of perimeter and area ………………………………………. 32

TOPIC 7 Teaching of scale drawing ……………………..…………………….. 38

TOPIC 8 Teaching of bearing ………………………..……................................ 43

viii
Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners.

Rationale
Mathematics education aims at developing student’s critical awareness of
mathematical concepts and their relationships and how these are used for solving
practical problems in a social, environmental, cultural and economic context.

At an early stage, the learners will be able to count and carry out basic mathematical
operations. At a later stage, the learners will be able to make inferences using
manipulated data and to apply mathematics for solving practical problems in their
daily life.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity.

ix
 IPTE programme structure
The duration of the teacher education programme is two years. The general outlook
of the two years is as follows:

Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in teaching Out in teaching In college, In college,
learning learning practice schools, practise schools, with special with special
subject subject practising practising emphasis on emphasis on
content with a content with teaching mainly teaching mainly reflection, subject
special focus special focus in the lower in the upper inclusion and content,
on methods on methods classes classes further policies and
for lower for upper practice on frameworks
classes classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows a modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5 to 8).
 Cross cutting issues, such as Assessment for Learning, Information and
Communication Technology, Inclusive Education and Critical Thinking, are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects reality and theory and integrates content and pedagogy in
teaching and learning. In this structure, student-teachers will be in college for terms
1 and 2 of year 1 and be in primary schools for teaching practice in the third term of
year 1 and first term of year 2. Students will be back to college in terms 2 and 3 of
year 2 to continue learning subject content, reflecting on their experiences during
teaching practice and then wind up their studies.

This curriculum has adopted a modular design and contains eleven subjects. These
are Chichewa, English, mathematics, education foundation studies, agriculture,
social studies, life skills, science and technology, expressive arts, religious studies
and human ecology. In this modular design, a set of units with related content
forms a module in a subject. A module consists of 40 contact hours.

x
Although the programme is modular, four subjects: Chichewa, English, mathematics
and education foundation studies will be offered throughout the two years while the
remaining subjects will be spread across the two years.

IPTE outcomes based curriculum

An outcomes-based curriculum is focused on students' achievement. To achieve the
outcomes, the students are introduced to new knowledge in the context of their
existing knowledge so that they can develop new understandings. Therefore, the
process of learning is integral to the final product. These products are the outcomes,
which student teachers achieve in terms of teaching competencies and must be
clearly stated before they begin teaching. The achievements made at college,
however, will only be seen to be truly beneficial when student teachers transfer the
knowledge, skills and desirable attitudes beyond college and view learning as a life-
long process. This is considered essential to keep pace with the transition from
college to practical classroom experiences.

There is need for student teachers to acquire knowledge, skills and desirable values
and attitudes to enable them to implement the national primary curriculum. To that
end, student teachers should be fully conversant with foundation studies and other
subjects taught in schools.

Learning areas and core elements

A learning area is an organised body of the required knowledge, skills, values and
desirable attitudes that serve as a foundation for future learning. Each learning area
has a rationale from which core elements are derived. The IPTE curriculum
comprises eleven learning areas namely agriculture, science and technology,
mathematics, expressive arts, Chichewa, English, foundation studies, social studies,
life skills, religious studies and human ecology. Each learning area has four or more
core elements.

Teacher education core element outcomes

Teacher education core element outcomes are descriptions of the competencies to be
acquired by the student teacher for successful teaching.

Progression of learning areas into subjects in the primary senior

phase
Student teachers should know that during infant and junior phases of primary
school, teaching and learning will centre on learning areas instead of isolated
subjects. However, the curriculum will revert to subjects in the senior phase in line
with the secondary school curriculum. For this reason, student teachers will study
both learning areas and subjects.

xi
IPTE assessment procedures
In Outcomes-Based Education (OBE), assessment is a significant part of the teaching
and learning process. The main purpose of assessment is to facilitate learning by
constant monitoring of the progress of individual learners. The process is on-going
and it uses clearly defined criteria with a variety of tools, methods and techniques in
different situations and contexts. This helps to gather valid and reliable information
on the learners' achievement of outcomes.

Assessment in primary teacher education in Malawi comprises two major

components: continuous and summative assessment. Both modes involve
assessment tasks that measure the student teachers’ achievement of knowledge,
skills, values and attitudes. These tasks include oral presentations, practical tasks,
reports, research, tests and examinations.

In the reviewed curriculum, the weighting of continuous assessment in the final

grade will be 60% continuous assessment and 40% summative assessment.

The continuous assessment will comprise:

 two assignments based on each module
 end of module examinations excluding terms 2 and 3 of year 2
 teaching practice grades
 school experience journal grade

While the summative assessment will comprise:

 moderated grade from teaching practice in term 3 of year 1 and term 1 of year 2
 national examinations to be administered in term 3 of year 2 based on the
modules of terms 2 and 3 of year 2

Core elements and their outcomes

Theories, concepts and issues in the teaching and learning of mathematics
The student teachers will be able to demonstrate an understanding of theories,
concepts and issues in the teaching and learning of mathematics and how they will
apply these to their teaching of mathematics in primary school.

Number concepts and operations

The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of number concepts and operations to
enable primary school learners use numbers and their relationships in everyday life

Measurement
The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of measurement to enable primary school
learners apply appropriate measurement skills in everyday life.

xii
Data handling
The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of data handling to enable the primary
school learner analyse and interpret data for decision making by using graphs and
tables in relation to everyday life.

Space and shape

The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of space and shape to enable primary school
learners use skills of space and shape in everyday life.

Accounting and business studies

The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of accounting and business studies to enable
primary school learner acquire basic knowledge and skills on financial management.

Patterns, functions and algebra

The student teachers will be able to demonstrate appropriate pedagogical
knowledge in the teaching and learning of patterns, functions and algebra to enable
the primary school learner use algebraic language and develop skills to solve textual
problems.

xiii
Summary of topics for the term and time allocation

Term 2

Topic Allocated time in hours Core element

Teaching of mass 4
Measurement
Teaching of time 5

Teaching of 3-D and 2-D shapes 4

Teaching of lines, angles and

8
triangles Space and shapes

Teaching of quadrilaterals and

5
circles

Teaching of perimeter and area 6 Measurement

Teaching of scale drawing 4

Space and shapes
Teaching of bearing 4

xiv
TOPIC 1 Teaching of mass
 apply appropriate techniques to
Time 4 hours assess learners on mass

Introduction Background information

The concept of mass is commonly used Mass refers to amount of matter in an
in everyday life. Young children learn object. An object with more matter
about mass from daily experiences (particles) in it has more mass than the
such as lifting light and heavy objects. one with less. Heavier objects, such as
They also see people comparing stones, have more particles which are
masses of commodities such as compacted together than lighter ones
cabbages, rice, meat and chickens by such as wood. The closeness of
lifting or weighing them on a balance particles in heavy objects such as
or scale before buying them. Therefore stones give them less volume but more
it is important for teachers to assist mass. The standard unit for measuring
learners to develop relevant mass is kilogram. Mass is also
knowledge and skills of measuring expressed in smaller units such as
mass accurately. This would provide grams and milligrams. These units are
them with basis for further related such that 1000 milligrams
mathematical concepts that require make 1 gram and 1000 grams make 1
knowledge and skills of units of mass. kilogram.
In addition, learners would be able to
use the knowledge and skills in other Although people use the terms mass
subjects such as agriculture and and weight interchangeably, the two
science and technology. are different. Weight is the force of
gravity on an object. The weight of an
In this topic, you will explore activities object varies according to where the
that are carried out in the teaching and object is. For example, an object on the
learning of mass in primary school. moon weighs less than it does on
You will also identify misconceptions earth, but its mass remains unchanged.
and errors that learners may have on There is less gravitational force on the
mass and suggest possible strategies to moon than it is on earth.
address them.
The concept of mass is introduced in
Success criteria early years of primary school using
By the end of this topic, you must be non-standard units such as seeds,
able to: coins and bottle tops. As learners
 analyse how learners develop the measure objects using these non-
concept of mass standard units, they realise their
 explore appropriate methodologies limitations and the need for standard
in the teaching and learning of units such as kilograms. Likewise, as
mass learners work with kilograms, they
realise the need for smaller units such

1
as grams and milligrams. In later Activity 2 Exploring primary
years, children learn to convert units school curriculum
of mass, carry out basic operations and expectations for
solve practical problems involving teaching mass
mass. Analyse primary school instructional
materials such as syllabuses, teachers’
The teaching of mass provides guides and learners’ books and:
opportunities for active learning 1 identify the concepts and skills of
through a number of hands-on mass that are taught in primary
activities. Hence, teachers should school. Summarise the concepts in
apply appropriate teaching techniques a table:
to ensure that all learners take an Class Concepts
active role in all lesson activities. The
use of continuous assessment would
help teachers to adjust the teaching 2 determine the expected knowledge
process in order to improve learners’ and skills that learners would
achievement. Modifying the lesson acquire after learning the concept
activities ensures that learners with of mass.
special educational needs participate 3 share your work with the class for
actively in the lesson activities. discussion.

Task 1 Analysing the concept Task 2 Exploring appropriate

of mass methodologies in the
Children come to school with some teaching and learning of
knowledge related to the concept of mass
mass. It is important for teachers to An in-depth understanding of the
utilise this knowledge in the teaching concept of mass by learners requires
and learning process to ensure that the use of relevant resources and
learners develop a deeper varied teaching and learning methods
to carry out hands-on activities.
understanding of the concept of mass.

Activity 1 Establishing learners’ Activity 1 Exploring how to

prior knowledge and teach mass using
importance of mass non-standard units
1 Discuss how people sell and buy
1 Explore situations in everyday life
that help children learn about mass. commodities such as maize, beans,
2 Explain the importance of teaching groundnuts, cassava, sweet
mass to primary school learners? potatoes and tomatoes at local
3 Discuss how the knowledge of markets without using a balance.
mass is applied in everyday life. 2 Identify teaching and learning
4 Report your work to the class for resources that can be used to teach
mass using non-standard units.
discussion.

2
3 Explore how you can introduce feedback on how well teaching and
mass using non-standard units of learning progress. In this task, you will
mass to learners. explore appropriate assessment
4 Explain disadvantages of using strategies for teaching mass. This will
non-standard units. help you acquire skills for developing
5 Discuss misconceptions and errors assessment items for your learners.
that learners may have when
learning mass using non-standard Activity 1 Discussing
units. appropriate ways of
assessing learners
6 Discuss effective instructional
on mass
approaches that you can use to
1 Identify suitable ways of assessing
address the misconceptions and
learners on the concept of mass.
errors.
2 Discuss possible challenges that
7 Report your work to the class for
you would face when using the
discussion.
identified assessment ways.
Activity 2 Exploring how to 3 Explain ways of overcoming the
teach mass using challenges.
standard units of 4 Present your work to the class for
mass discussion.
1 Identify teaching and learning
resources that you can use to teach Activity 2 Microteaching the
mass using standard units of mass. concept of mass
1 Prepare a detailed lesson plan on
2 Explore how you can introduce
any concept of mass. Indicate
mass using standard units of mass
clearly the assessment strategies
to learners.
that will be used in the lesson.
3 Discuss misconceptions and errors
2 Present the lesson.
that learners may have when
3 Evaluate the lesson focusing on the
learning mass using standard units.
strategies of assessment.

4 Discuss effective instructional

approaches that you can use to
Tip
address the misconceptions and
 You need to modify these activities
errors.
to ensure that learners with special
5 Present your work to the class for
educational needs participate
discussion.
actively in the given tasks. You can
Task 3 Appropriate techniques do this in several ways such as the
to assess learners on following:
mass - using appropriate resources in
Assessment is an important teaching the activity
component in the teaching and - varying teaching strategies to cater
learning process as it provides for learners with diverse needs.

3
Summary 4 What knowledge and skills do you
Mass refers to the amount or quantity expect learners in early and later
of matter in an object. In most cases, years of primary school to develop
mass is expressed in kilograms and after learning mass?
grams. A kilogram is the standard unit 5 Prepare four questions together
for measuring mass. with a marking key for assessing
learners after teaching mass.
Mass and weight are different and 6 a) Identify misconceptions and
should not be used interchangeably. explain how they can affect
Weight is the force of gravity on an learning of the concept of mass.
object. This force is called gravitational b) Describe an activity that you
force. can do with learners to correct
In early years of primary school, the misconceptions.
children learn mass using non-
standard units before learning about
standard units. The teaching of mass Glossary
Mass the quantity of matter
provides opportunities for active
in an object
learning through a number of hands-
Non-standard units non-conventional
on activities.
ways of measuring
Modifying activities in the teaching mass of objects such
and learning of mass ensures that as by feeling or using
learners with special educational countable objects
needs participate actively in all the Simple balance a simple apparatus
lesson activities. The use of continuous that is improvised to
assessment helps teachers to adjust the compare masses of
teaching and learning process in order objects
to improve learners’ achievement. Standard units conventional ways of
Appropriate assessment strategies using established
include observation, written exercises units such as
and oral questioning. kilogram and gram to
measure masses of
Reflection and assessment objects
1 What prerequisite knowledge and Weight the force of gravity on
skills do you expect learners to an object
have when introducing mass?
2 Explain how you would introduce References
the concept of kilogram in early Ministry of Education, Science and
years of primary school. Technology (2010). Initial primary
3 Describe an activity that learners teacher education through Open and
can carry out when learning Distance Learning (ODL).
measuring mass using non- Numeracy and mathematics. Module
standard units. 3. Lilongwe: Department of

4
 Teacher Education and Malawi Institute of Education (2008).
Development. Numeracy and mathematics.
Hau, S & Lowe, I (2014). Strides in Students’ book. Domasi: MIE.
mathematics. Form 2 student’s book.
Cape Town: Pearson Education Further reading
Africa. McDonough, A, Cheeseman, J, &
Kalejaiye, A. (1985). Teaching primary Ferguson, S (2013). Young
mathematics. Ibadan: Longman children's emerging
Nigeria Limited. understandings of the
Ministry of Education, Science and measurement of
Technology (2008). Numeracy and mass. Australasian Journal of Early
mathematics. Lecturers’ book. Childhood, 38 (4), 13.
Domasi: MIE.

5
TOPIC 2 Teaching of time
Time 5 hours Success criteria
By the end of this topic, you must be
Introduction able to:
Time is an essential resource which  analyse how learners develop the
regulates human activities on a daily concept of time
basis. This is why learners are  explore appropriate methodologies
introduced to this concept at an early in teaching and learning of the
age. Generally, children have some concept of time
ideas of time before they start school.  use appropriate techniques to assess
Children are familiar with particular learners on the concept of time
times of the day that relate to events
such as time to eat, time to play and Background information
time to go to bed. When this Time is an on-going sequence of
knowledge is developed further, it events. It specifies when an event
becomes easier for learners to know occurred or will occur and describes
the exact time of events by reading on how long it lasted or will last. Time is
clock faces and calculating lengths of measured in hours, minutes and
elapsed time. seconds using a clock or watch. Two
types of clocks that are widely used
An understanding of time is are analogue and digital. An analogue
fundamental to the understanding of a clock or watch has numbers from 1 to
wide range of other important 12 around the clock face and hands
mathematical concepts. From the basic that move around the numbers. This
knowledge of seconds, minutes and type of clock is more convenient when
hours, learners can perform complex teaching learners how to set and read
problems such as calculating speed time in hours, minutes and seconds
and other time-related tasks. because of the constantly moving
Therefore, it is important that learners’ hands in relation to the passing time.
knowledge and skills be extended to a On the other hand, digital clock or
level where they are able to apply watch displays numbers such as 02.45
them in further mathematical concepts which change automatically as time
and other subjects. passes. This clock can display time in
traditional mode using anti-meridian
In this topic, you will explore activities
(am) and post-meridian (pm) and
that are carried out in teaching,
sometimes using 24 hour time. Figure
learning and assessing time in primary
2.1 shows analogue and digital clocks.
school. You will also identify
misconceptions and errors that
learners may have on time, and
suggest possible strategies to address
them. Fig 2.1: Analogue and digital clocks

6
Time interval is another important instructions in response to learners’
concept of time which is used in needs. Study figure 2.2 of the sun on
everyday life. This is measurement of child and shadow.
elapsed time between two events.
Time interval is the definite length of
time which is commonly used as a
basis for costing, regulating events and
competitions. Short-time intervals
such as second, minute, hour, day,
week, month and year are taught in
early years of primary school. Long-
time intervals such as fortnight,
Olympiad, decade, silver jubilee, Fig 2.2: Sun on child and shadow
human generation, diamond jubilee,
century, centenary and millennium are Learners have misconceptions and
taught in later years of primary school. errors on the concept of time. These
Time intervals are also related to time misconceptions and errors may hinder
before and after the birth of Jesus children’s understanding of concepts
Christ. BC stands for before Christ’s on time. Eventually, this may affect
birth and AD stands for Anno Domini, their achievement in the given tasks.
a Latin word that refers to time after For example, some learners would
the birth of Christ. think that the longer hand represents
hour while the shorter one represents
The concept of time is introduced in minute or second. Other learners may
early years of primary school using place the hands incorrectly when
non-standard units such as position of setting the clock for the given time. In
the sun, length of a shadow and daily order to address these misconceptions
events. Later on, learners are and errors, teachers should use
introduced to standard units and other appropriate resources, examples and
time-related tasks such as solving methods.
practical problems. Sometimes
learners have difficulty in Task 1 Analysing the concept
understanding measurement of time of time
Children have some knowledge and
because it is intangible. However, by
skills related to time which could
involving them in various time-related
assist in effective teaching and
activities, learners can experience and
learning of the concept. In this task,
appreciate the length of time intervals.
you will explore learners’ prior
Learners must be assessed knowledge of time.
continuously as they carry out various
activities in order to get feedback on
their progress. This would also help
teachers to modify teaching

7
Activity 1 Discussing learners’ Activity 1 Discussing teaching
prior knowledge and of time using non-
importance of time standard units
1 Explore situations in everyday life 1 Explore traditional ways of telling
that help children learn about time time (that is, without using
2 Why is it important for primary standard units).
school learners to learn time? 2 Explain advantages and
3 How is time used in everyday life? disadvantages of telling time
4 Present your work to the class for without using a clock.
discussion. 3 Discuss how you would introduce
telling time using non-standard
Activity 2 Exploring primary units
school curriculum 4 Share your work with the class for
expectations for
discussion.
teaching time
Analyse primary school instructional Activity 2 Discussing teaching
materials such as syllabuses, teachers’ of time using
guides and learners’ books and carry standard units
out the following: 1 Explore ways of telling time using
1 identify the concepts of time that standard units.
are taught in primary school. 2 Explain advantages and
Summarise the concepts in a table disadvantages of telling time using
Class Concepts a clock.
3 Discuss how you would introduce
telling time using standard units
2 establish the expected knowledge for:
and skills that learners would a reading time in hours
acquire after learning time in b reading time to half past the
primary school hour
3 present your work to the class for c reading time to quarter past
discussion and quarter to the hour
d reading time to five minutes
Task 2 Exploring appropriate and one minute past and to the
methodologies in the hour
teaching and learning of
e reading time in seconds
time
4 Discuss how you would modify
Teaching and learning of time demand
these activities to suit learners with
a lot of activities and resources for
diverse educational needs.
learners to understand various
5 Share your ideas with the class for
concepts of time. In this task, you will
discussion.
explore appropriate methodologies for
teaching time.

8
Activity 3 Analysing learners’ assessment on the teaching and
misconceptions and learning of time?
errors on time 4 Discuss how you would overcome
1 Explore learners’ misconceptions the challenges.
and errors on the concept of time. 5 Share your work in plenary
2 What are the possible causes of the
misconceptions and errors? Activity 2 Generating questions
3 Discuss effective instructional to assess learners on
approaches that you would use to the concept of time
address the misconceptions and 1 Formulate questions of all levels
errors. according to Blooms taxonomy
4 Present your work to the class for which you would use to assess
discussion. learners on the concept of time.
2 Develop a marking key for the
Tips questions.
 You may use learners’ work to 3 Present your work to the class for
analyse learners’ strategies, errors discussion.
and misconceptions
 You may also use your experiences Summary
from your teaching practice. Time is the length of period between
events. It is measured by using a clock.
Task 3 Appropriate techniques Two types of clocks or watches are
for assessing learners used; namely analogue and digital.
on the concept of time
Assessment informs how well teaching The measurement of elapsed time
and learning progress. So, it helps a between two events is called time
teacher make appropriate adjustments interval. Some examples of time
to promote teaching and learning. This intervals are hour, day, week, year,
task will help you explore appropriate fortnight, decade, silver jubilee,
assessment methodologies in the human generation, diamond jubilee,
teaching and learning of time. century and millennium.

Activity 1 Exploring ways of In early years of primary school, learners

assessing learners are first taught how to measure time
on the concept of using non-standard units such as position
time of the sun, length of a shadow and daily
1 Identify ways of assessing learners events. Non-standard units are not
that you used during teaching reliable because they are not precise. Later
practice. on, learners are introduced to measuring
2 From the given list, identify which time using standard units such as hours,
ways are suitable for assessing minutes and seconds.
learners on the concept of time?
3 What challenges would you Sometimes learners have difficulties in
experience when using the ways of understanding measurement of time

9
because it is intangible. By involving Glossary
learners in various time-related Analogue clock a device that is used
activities their learning is promoted. to measure time of
the day by the
Learners must be assessed position of hands
continuously during the teaching and which move around
learning process using appropriate numbers
ways such as questioning. Doing so Digital clock a device that displays
helps the teacher to understand numbers which
learners’ needs and eventually modify change automatically
the teaching and learning process. as time passes
Time length of period
Reflection and assessment
between events
1 List down main concepts of time in
Time interval duration or elapsed
a logical teaching order.
time between two
2 Why is it important to start with
events
non-standard units when teaching
time in early years?
3 State differences between analogue References
and digital clocks. DTED. (2010). Initial primary teacher
4 Outline steps that you could follow education through Open and
to introduce a second to learners. Distance Learning (ODL).
5 Prepare a lesson plan that you Numeracy and mathematics. Module
could use to teach “reading time to 3. Lilongwe: Department of
quarter past and quarter to the Teacher Education and
hour” in Standard 4. Development
6 Explain how you can teach learners Kalejaiye, A. (1985). Teaching primary
to solve the following question: mathematics. Ibadan: Longman
- Gabriel carried out three activities Nigeria Limited
consecutively. The first one was Malawi Institute of Education (2008).
helping with household work which Numeracy and mathematics.
took 62 minutes. The second one was Lecturers’ book. Domasi: MIE.
doing homework for 1 hour 34 Malawi Institute of Education (2008).
minutes. The third one was reading Numeracy and mathematics.
a book for 1 hour 25 minutes. If he Students’ book. Domasi: MIE.
started these activities at 3:15 pm, at
what time did the last activity end? Further reading
7 Develop five other questions that Jaelani, A., Ilma, R & Hartono, Y.
you can use to assess learners after (2014). Students’ strategies of
teaching the concept of time. measuring time using traditional
guessing game in third grade of
primary school. Journal on

10
mathematics education, 4(1), 29 –
40.

11
TOPIC 3 Teaching of 3-D and 2-D shapes
Time 4 hours
Background information
Introduction Most objects exist in three dimensions
We live in an environment which has (3-D) no matter how small they may be.
plenty of real objects and solid models The 3-D shapes have length, width and
such as stones, sticks, bottles, toys, height (or depth). They take up or
boxes and tins. These objects are known occupy space according to their sizes
as three dimensional (3-D) shapes and shapes. Some of these objects have
because they have three dimensions regular shapes while others have
which are length, width and height. irregular shapes. Those with regular
Children enjoy playing with these shapes have special mathematical
objects which appear in different names such as cuboids, cylinders and
shapes. For this reason, children have spheres. Irregular shapes such as stones
some experiences of 3-D shapes before and shoes do not have mathematical
they start school. These experiences help names. 3-D shapes have different types
them in learning 3-D and 2-D shapes by of surfaces which can be used to classify
comparing their characteristics. them. For example, polyhedron, such as
cube and pyramid, have flat (plane)
In this topic, you will explore some surfaces while other 3-D shapes, such as
activities that are carried out in the sphere, cylinder and cone, have curved
teaching, learning and assessment of surfaces. Study figure 3.1.
3-D and 2-D shapes in primary school.
You will also learn about some
misconceptions and errors that learners
may have and suggest possible
strategies to address them.

Success criteria
By the end of this topic, you must be
able to:
 analyse how learners develop
concepts of 3-D and 2-D shapes
 apply appropriate methodologies in
the teaching and learning of 3-D and
2-D shapes
 use appropriate techniques to assess
learners on 3-D and 2-D shapes Fig 3.1: Sphere, cuboid, cylinder, cube, cone and
pyramid

12
Closed figures that illustrate length and
width only are known as two
dimensional (2-D) shapes. Some 2-D
shapes have curved edges, such as
circles, semi-circles and ellipses. Other
shapes are polygons which are made up
of straight edges. Polygon is a Greek
word derived from poly meaning ‘many’
and gon meaning ‘angle’. Names of
polygons are derived from the number Fig 3.2: Symmetrical and asymmetrical shapes
of sides that each shape has, for
example, triangle (3 sides), quadrilateral A thorough understanding of 3-D and 2-
D shapes is fundamental to successfully
(4 sides), pentagon (5 sides), and
learn about various geometrical shapes.
hexagon (6 sides). Regular polygons
The knowledge and skills of geometrical
have all sides and angles equal, for
shapes are mostly applied in vocations
example, equilateral triangle, square
such as carpentry, bricklaying, metal
and a regular pentagon.
work, farming and tailoring. For this
Most plane shapes have lines (axes) of reason, primary school learners need to
symmetry which divide them into two be provided with opportunities to
halves which are mirror images of each explore various shapes in a practical
other. These shapes are said to be way for them to apply the concepts and
symmetrical, for example, a rectangle, skills in everyday life.
square and circle. Some shapes have
3-D and 2-D shapes are introduced in
only one line of symmetry, for example,
early years of primary school. Teaching
isosceles triangle while others have
and learning of these concepts require
more than one, for example, rectangle.
active participation of learners in a
Plane shapes which do not have any line
variety of activities using appropriate
of symmetry are said to be
resources. These resources should be
asymmetrical, for example, a
parallelogram. Learners need to observe drawn from the local environment
and state whether plane shapes are together with physical representations
symmetrical or asymmetrical. Figure 3.2 of these shapes. This enables learners to
shows examples of symmetrical and recognise, describe, classify, model and
asymmetrical shapes. draw various geometric shapes.
However, some learners may have some
misconceptions and make errors on 3-D
and 2-D shapes. Such misconceptions
and errors could interfere with
children’s learning of the concepts if

13
they are not corrected immediately. For 5 Share your work with the class for
example, learners may think that discussion.
diagonals of shapes such as a rectangle
or parallelogram are lines of symmetry Activity 2 Analysing primary
because they divide the shapes into two school instructional
equal parts. Learners may also not be materials on 3-D and
able to differentiate three dimensional 2-D shapes
from two-dimensional shapes such as Using syllabuses, teacher’s guides,
sphere and circle. Hence teachers need learners’ books and other relevant
to use appropriate strategies to address sources, carry out the following:
the misconceptions and errors. 1 identify the concepts of 3-D and 2-D
shapes that are taught in primary
Task 1 Analysing the concepts of school. Present your work in a table
3-D and 2-D shapes Class Concepts
Children have prior knowledge of 3-D
objects such as balls and boxes, and also 2 determine the expected knowledge
2-D shapes such as shapes of playing and skills that learners would acquire
fields before they learn about them at after learning 3-D and 2-D shapes.
school. This knowledge can assist in 3 report your findings to the class for
effective teaching and learning of the discussion
concepts. In this task, you will explore
learners’ prior knowledge and Tip
importance of 3-D shapes. Check syllabuses, teachers’ guides and
learners’ books for all classes in the
Activity 1 Discussing learners’ primary school.
prior knowledge and
importance of 3-D and Task 2 Appropriate
2-D shapes methodologies in the
1 Discuss learners’ prior knowledge on
teaching and learning of
3-D and 2-D shapes
3-D and 2-D shapes. 3-D and 2-D shapes are introduced in
2 Explore situations in everyday life the early years of primary school.
that help children learn about 3-D Learners work with a number of
and 2-D shapes. concrete objects from the environment
3 Discuss the importance of teaching before learning about 3-D and 2-D
shapes. You may use different objects
and learning 3-D and 2-D shapes.
from the environment in the teaching
4 Explain how the concepts of 3-D and
and learning of 3-D and 2-D shapes.
2-D shapes are applied in everyday Think of resources from your teaching
life. practice schools’ local environment that

14
you would use in the teaching and 1 Discuss ways that can be used to
learning of 3-D and 2-D shapes. identify lines of symmetry of plane
shapes.
It is of great value to engage learners in
a number of activities using relevant 2 Collect various plane objects and
resources for them to develop demonstrate how you would teach
meaningful knowledge and skills of 3-D learners to identify lines of
and 2-D shapes. In this task, you will symmetry in different orientations of
discuss appropriate methods and objects.
resources for teaching 3-D and 2-D
3 Classify various shapes according to
shapes. You will also analyse learners’
the number of lines of symmetry that
misconceptions and errors on 3-D and 2-
they have.
D shapes.
4 Draw lines of symmetry on 3-D and
Activity 1 Discussing how to 2-D shapes using appropriate
teach identification software such as Geogebra.
and comparison of 3-D 5 How would you modify this activity
and 2-D shapes to suit learners with diverse
1 Collect objects of different shapes education needs?
from the environment such as plates, 6 Present your work to the class for
tins, stones, bricks, boxes, balls and discussion.
oranges.
2 Discuss how you can use the objects Activity 3 Exploring learners’
you have collected to teach strategies,
misconceptions and
identification of 3-D and 2-D shapes.
errors in 3-D and 2-D
3 Compare 3-D and 2-D shapes by
shapes
focusing on their characteristics.
1 Explore learners’ misconceptions and
4 Draw 3-D and 2-D shapes using
errors in the learning of 3-D and 2-D
appropriate software such as
shapes.
Geogebra.
2 Suggest possible causes of these
5 Present your ideas to the class for
misconceptions and errors.
discussion.
3 Discuss effective instructional
Activity 2 Discussing the approaches that you can use to
teaching of lines of address these misconceptions and
symmetry errors.
In the teaching and learning of 3-D and 4 Present your work in plenary.
2-D shapes, one of the activities for
learners to do is determine lines of
symmetry of plane shapes.

15
 4. Share your work with the class for
discussion.
Tips
 You may reflect on your experiences
from teaching practice to explore
learners’ strategies, errors and Summary
misconceptions. Most objects exist in 3-D shapes. They
 You may use learners’ work to have length, width and height (or
analyse learners’ strategies, errors depth). They take up or occupy space
and misconceptions. according to their sizes and shapes.
 You may watch a video lesson on 3-D
3-D shapes are made up of different
and 2-D shapes and analyse learners’
types of surfaces. For example,
strategies, errors and misconceptions.
polyhedron such as a cube and pyramid
are made up of flat surfaces. Other
shapes such as a sphere, cylinder and
Task 3 Appropriate techniques to cone have curved surfaces.
assess learners on 3-D
and 2-D shapes 2-D shapes have length and width only.
Assessment is an important component Some shapes, such as circles, semi-
in the teaching and learning process. It circles and ellipses, are made up of
provides feedback to both teachers and curved edges. On the other hand,
learners about how well teaching and polygons, such as triangles,
learning process progress. In this task, quadrilaterals and pentagons, are made
you will explore appropriate assessment up of straight edges.
strategies for teaching 3-D and 2-D
shapes. This will help you acquire skills Some plane shapes have lines of
for developing assessment items for symmetry which divide them into two
your learners. halves which are mirror images of each
other. Some shapes have more than one
Activity 1 Generating questions line of symmetry while others have
for assessing learners none at all.
on 3-D and 2-D shapes
1. Discuss suitable ways of assessing 3-D and 2-D shapes are introduced in
learners on 3-D and 2-D shapes. the early years of primary school.
2. Formulate questions based on Teaching and learning of these concepts
Blooms taxonomy which you would require active participation of learners
use to assess learners on 3-D and 2-D to enable them to recognise, describe,
shapes. classify, model and draw various
3. Develop a marking key for each of geometric shapes. Learners may have
the questions. some misconceptions and errors which

16
must be addressed immediately in order 8 Generate questions that you can use
to achieve quality teaching and learning. to assess learners after teaching 3-D
and 2-D shapes.
Reflection and assessment
1 What could be the pre-requisite 9 Investigate lines of symmetry of the
knowledge for introducing 3-D following shapes: rectangle, circle,
shapes to primary school learners? octagon, square, rhombus, isosceles
trapezium, scalene trapezium,
2 Describe one activity that you
parallelogram, equilateral triangle,
would carry out with learners for
isosceles triangle and scalene
teaching 3-D shapes in early the
years of primary school. triangle.
3 a) Explain how you would 10 Collect learners’ work of any class
introduce 3-D and 2-D shapes in from Demonstration or any nearby
the early years of primary school. primary school on 3-D and 2-D
b) Suggest relevant resources that shapes.
you could use for introducing 3- a) Examine errors and
D and 2-D shapes. misconceptions that learners
c) Develop a checklist that you make or may have.
could use to assess learners after b) Write down possible causes of
teaching 3-D and 2-D shapes. these errors and misconceptions
4 Suggest problems that learners may c) Suggest possible strategies that
experience when learning names of 3- you can use to correct them
D and 2-D shapes.
5 Using appropriate resources, Glossary
explain how you would teach 3-D shapes solids that have length,
learners to draw the following width and height (or
geometric shapes: depth)
a) a circle 2-D shapes figures that have length
b) a cube and width only
c) a sphere Plane a set of points which
6 What could be the rationale for form a flat surface
teaching 3-D and 2-D shapes to Cylinder a three dimensional
primary school learners? shape that consists of
7 Using relevant resources, explain two identical circular
ways that learners can use to ends joined by one
identify lines of symmetry of plane continuous curved
shapes. surface

17
Polyhedron a three-dimensional Malawi Institute of Education (2008).
shape with only straight Initial primary teacher education
edges and plane surfaces numeracy and mathematics.
Line of symmetry a line that divides a Lecturers’ book. Domasi: MIE.
shape into two equal Malawi Institute of Education (2008).
halves which are mirror Initial primary teacher education.
images of each other Numeracy and mathematics.
Students’ book. Domasi: MIE.
Symmetry the exact likeness in size,
Thomo, F., Mugo, K., Maina, L., &
shape, and so on of
Ondera, J. (2012). Excel & Succeed.
opposite sides of an
Junior secondary mathematics. Form
object to each other
1. Nairobi: Longhorn Publishers
Sphere a set of points in space (K) Ltd
such that every point is
the same distance from
the centre Further reading
Polygon any closed shape that Bhagat, KK, & Chang, CY (2015).
consists of straight sides Incorporating GeoGebra into
geometry learning- A lesson from
Regular polygon a polygon in which
India. Eurasia Journal of
all sides are equal in
Mathematics, Science and
length and all angles
Technology Education, 11(1), 77-86.
equal in size
Frobisher, L., Frobisher, A., Orton, A.,
& Orton, J. (2007). Learning to
teach shape and space: A handbook
References for students and teachers in the
Chikwakwa, R., & Suffolk, J. (2000). primary school. Cheltenham:
Malawi junior secondary Nelson Thornes Ltd.
mathematics. Students book 1. https://www.mathsisfun.com>polyhedron
Blantyre: Macmillan Malawi Ltd. mathsworld.wolfram.com>Polyhed
Department of Teacher Education and ron
Development (2010). Initial primary https://study.com>academy>what is- a -
teacher education through open and poluhedro
distance learning (ODL). Numeracy
and mathematics. Module 2.
Lilongwe: DTED.
Haylock, D. (2010). Mathematics explained
for primary teachers (4th ed.).
London: SAGE Publication Ltd.

18
TOPIC 4 Teaching of lines, angles and triangles
Time 8 hours Background information
A line is a collection of dots which are
Introduction attached to each other. On the other
Lines, angles and triangles are hand, a straight line is a long
common features in many objects in and thin mark on the surface which
the environment. Children are familiar extends indefinitely in two opposite
with these features before they directions. Part of a line is called line
formally learn about them at school. segment. A line segment is determined
They see them on some objects such as by two distinct end points. A ray is a
buildings, clocks, roofs of houses, line that has a starting point but no
bicycle, road signs and furniture. end point. Straight lines in a plane that
When playing, children form angles never meet throughout their lengths
and shapes of different sizes using are called parallel lines. These lines are
objects such as sticks, wires and bricks. the same distance apart throughout
In this way, children develop ideas of their lengths. Usually a line segment is
lines, angles and triangles although measured in centimetres or
they may not be able to describe them. millimetres using a ruler. Figure 4.1
shows a line, ray, line segment and
In this topic, you will learn about
parallel lines.
activities that can be carried out in the
t line t
teaching and learning of lines, angles
line AB
and triangles in primary school. You
A B
will also learn about some
misconceptions and errors that ray
learners may have and suggest line segment AB
possible strategies to address them. A B

Success criteria parallel lines

By the end of this topic, you must be
able to: Fig 4.1: A line, a ray, a line segment and parallel
 analyse how learners develop lines

concepts of lines, angles and

An angle is a measure of the amount
triangles
of turn or rotation at a point from one
 explore appropriate methodologies
direction to another. It is formed at a
in the teaching and learning of
point where two lines, rays or line
angles, parallel lines and triangles
segments meet or intersect. An angle
 apply appropriate techniques to
consists of two arms and a vertex. It is
assess learners on angles, parallel
measured in degrees (°) using a
lines and triangles
protractor and is measured from 0° to
180° either clockwise or anti-clockwise.

19
The origin of a degree unit can be called oblique triangles. The sum of
traced to early Babylonians who interior angles of a triangle is 180°.
reckoned the year to consist of 360
days. A complete turn is 360° while a Lines and angles are building blocks of
quarter turn is equal to 90° and is geometrical shapes such as triangles
called a right angle. Angles can be and quadrilaterals. An understanding
named according to their sizes, for of these concepts enables learners to
instance, acute angle, right angle, describe and construct different
obtuse angle and reflex angle. Other geometrical shapes which they use in
angles can be named according to their their everyday life such as carpentry,
position in relation to other angles on construction and painting.
the intersection of same line and
Lines, angles and triangles are taught
parallel lines. For example, alternate
in senior classes of primary school.
angles, allied angles, corresponding
Learners are involved in various
angles and adjacent angles are named
activities to help them understand
based on their position. Angles can be
these concepts. Some activities involve
constructed, copied or bisected using a
learners drawing and constructing
ruler, protractor and a pair of
parallel lines, angles and triangles. The
compasses. Study figure 4.2.
use of technology, such as computers,
projectors, cell phones and tablets can
provide extensive opportunities to
enhance quality of teaching and
vertex angle
learning of lines, angles and triangles.
These facilities also allow learning
experiences to be more innovative and
Fig 4.2: An angle and a vertex
motivating.
A triangle is a closed plane figure with
In teaching lines, angles and triangles,
three straight sides, three angles and
learners may have misconceptions and
three vertices. The word triangle is
make errors which could interfere
derived from Latin word triangulus
with the learning of the concepts if
which means ‘three-cornered’ (tri
they are not addressed immediately.
means ‘three’ and angulus means
For example, some learners could
‘cornered’). There are different kinds
associate the size of an angle with the
of triangles. These are classified
lengths of lines that form the angle. In
according to special properties that
this case, teachers should apply
they have. The properties relate to
effective instructional approaches to
sides, angles or their combination. For
address such misconceptions and
example, isosceles, equilateral and
errors to enhance children’s learning.
scalene triangle. A triangle with a right
angle is called a right-angled triangle. Through regular assessment, teachers
Those without any right angle are are able to get feedback from learners
which would help to improve learners’

20
achievement. It is important for a 1 identify the concepts of lines,
teacher to use different assessment angles and triangles that are taught
techniques during and after the course in primary school. Summarise your
of teaching. The assessment results work in a table.
could help the teacher to modify the
Class Concepts
teaching process in order to address
the needs of all learners. In this task,
you will analyse learners’ prior 2 determine the expected knowledge
knowledge on and importance of lines, and skills that learners would
angles and triangles. acquire after learning lines, angles
and triangles
Task 1 Lines, angles and 3 share your work with the class for
triangles discussion
Children have prior knowledge of
lines, angles and triangles before they Task 2 Appropriate
learn about them at school. This methodologies in the
knowledge is fundamental for teaching and learning of
effective teaching and learning of these lines, angles and
concepts. triangles
It is important to engage learners in a
Activity 1 Discussing lines, number of activities for them to have
angles and triangles an in-depth understanding of lines,
1 Explore situations in everyday life angles and triangles. In this task, you
that help children learn about lines, will explore activities and appropriate
angles and triangles. teaching and learning methodologies
2 Discuss the importance of teaching in the teaching and learning of lines,
lines, angles and triangles to angles and triangles.
primary school learners?
3 How is the knowledge of lines, Activity 1 Exploring how to
angles and triangles applied in teach construction of
lines, angles and
everyday life?
triangles
4 Present your work to the class for
1 Using appropriate tools,
discussion.
demonstrate how you would assist
Activity 2 Analysing primary learners to perform the following
school instructional activities:
materials on lines, - drawing and constructing
angles and triangles parallel lines (using a set square,
Analyse primary school instructional folded paper, a ruler and a pair of
materials, such as syllabuses, teacher’s compasses)
guide, learners’ books and other - copying angles
relevant resources and carry out the - constructing an angle of 30°,
following: 45°, 60°, 90° and 120°
- constructing triangles

21
2 Discuss how you would modify 4 Discuss how you would ensure
each of the activities to suit learners that the use of ICT resources meet
with diverse education needs. the needs of learners with diverse
3 Present your work to the class for abilities.
discussion.
Tip
Activity 2 Using technology in You may refer to online and other
the teaching and relevant sources on how to use ICT
learning of lines, resources in the teaching and learning
angles and triangles process.
The integration of information and
communication technology (ICT) in Activity 3 Exploring learners’
the teaching and learning process has strategies,
attracted a lot of attention in recent misconceptions and
years. The use of technology allows errors in the teaching
learning experiences to become more and learning of lines,
innovative, enriching, motivating and angles and triangles
engaging. ICT resources like 1 Analyse strategies that learners use
computers, projectors, cell phones and when carrying out tasks involving
tablets, provide extensive lines, angles and triangles.
opportunities to enhance quality of 2 Explore learners’ misconceptions
teaching and inspire students in and errors in the teaching and
learning mathematics. learning of lines, angles and
triangles.
Geo Gebra is a free mathematical 3 What do you think are the causes of
software that is effective for teaching these misconceptions and errors?
geometric shapes. Using this software, 4 Discuss effective instructional
you would be able to construct, drag approaches that you can use to
or apply many geometrical shapes, a address the misconceptions and
thing which is not possible to do using errors.
paper and pencil. Geo Gebra software
can be downloaded from Tip
www.geogebra.org. You may use learners’ work to analyse
learners’ strategies, errors and
1 Suggest ICT resources that can be misconceptions on lines, angles and
used in the teaching and learning triangles.
of lines, angles and triangles in
primary school. Task 3 Appropriate techniques
2 Explore ways of using each of the for assessing learners
on lines, angles and
suggested ICT resources.
triangles
3 Demonstrate how you would use
Assessment is an integral part of
one of the suggested ICT resources
teaching and learning process. It
in the teaching and learning of
informs how well teaching and
lines, angles and triangles.

22
learning progress. It will also help you Learners practise drawing and
get necessary feedback from your constructing parallel lines and some
learners and use appropriate geometric shapes. The use of
techniques to adequately support technology provides extensive
them. This task will help you explore opportunities to enhance quality of
appropriate assessment methodologies teaching and learning of these
in teaching and learning of lines, concepts.
angles and triangles.
Learners may have misconceptions
Activity 1 Exploring appropriate and make errors which could interfere
assessment with the learning of lines, angles and
methodologies in triangles. Hence, teachers need to
teaching and learning apply effective instructional
of lines, angles and approaches to address them.
triangles
1 Prepare a lesson plan on any of the Through regular assessment, teachers
three concepts: lines, angles and are able to get feedback from learners
triangles. In your lesson plan, which would help to improve learners’
include not less than three achievement. The results of continuous
assessment methods. assessment help teachers modify their
2 Develop relevant assessment tools lessons in order to address the needs
you will use in the lesson. of all learners in class.
3 Peer teach the lesson.
4 Evaluate the lesson focusing Reflection and assessment
mainly on assessment methods 1 a) Suggest resources that you can
used. use to draw parallel lines.
b) Explain how you can teach
Summary learners to use the suggested
Lines and angles are building blocks of resources to draw parallel lines.
geometrical shapes such as triangles. A 2 Explain how you can teach learners
line is measured in centimetres or construction of the following
millimetres using a ruler whereas an angles:
angle is measured in degrees (°) using a) 15° b) 135° c) 105°
a protractor. 3 Prepare a checklist that you would
use to assess learners when
A triangle is a closed plane figure with
introducing angles in primary
three straight sides, three angles and
school.
three vertices. Some examples of
4 a) Suggest relevant resources that
triangles are isosceles, equilateral and
you can use in the teaching and
scalene. The sum of angles in a triangle
learning of modelling angles.
is 180°.
b) Describe activities that you can
Angles, parallel lines and triangles are carry out with learners on
taught in later years of primary school. modelling angles.

23
5 What could be the pre-requisite Line segment part of a line with two
knowledge for introducing end points
triangles? Parallel lines lines that never
6 Explain how learners can use the intersect or cross each
following resources to copy angles. other
a) Protractor b) tracing paper Perpendicular lines intersecting lines
c) a pair of compasses and a ruler that form right angles
7 How would you teach learners to Ray part of a line that starts
construct triangle ABC in which at one point and
ABC = 45°, AB = 8cm and BC = extends forever in one
7cm. Measure line AC. direction.
8 With the aid of illustrations, Right angle an angle that is exactly
explain how you can teach learners 90 degrees (90°)
that the sum of interior angles of a Scalene triangle a triangle with no
triangle is 180°. sides equal
9 Visit a Demonstration or any Triangle a three-sided polygon
nearby primary school and
examine learners’ work on lines, References
angles and triangles. Chikwakwa, R. & Suffolk, J. (2000).
a) Analyse misconceptions and Malawi Junior Secondary
errors that learners make. Mmathematics. Student’s book 1.
b) Write down possible causes of Blantyre: Macmillan Malawi Ltd.
these misconceptions and Department of Teacher Education and
errors. Development (2010). Initial
c) Suggest possible strategies that primary teacher education through
you can use to correct them. open and distance learning (ODL).
Numeracy and mathematics.Module
Glossary 2. Lilongwe: DTED.
Angle a measure of turn or Hansen, A. (2014). Children's errors in
rotation at a point from mathematics. Understanding
one direction to common misconceptions in primary
another schools. Exeter: Learning Matters
Construction drawing accurately Ltd.
using mathematical Haylock, D., &Thangata, F. (2007). Key
instruments such as concepts in teaching primary
ruler, pair of compasses mathematics. London: SAGE
protractor and set Publications
square Malawi Institute of Education (2008).
Equilateral triangle a triangle with all Initial primary teacher education.
sides and angles equal Numeracy and mathematics.
Isosceles triangle a triangle with two Lecturers’ book. Domasi: MIE.
sides and two angles Malawi Institute of Education (2008).
equal Initial primary teacher education.

24
 Numeracy and mathematics. Further reading
Students’ book. Domasi: MIE. Bhagat, K., & Chang, C. (2015).
Shadaan, P., & Leong, K. (2013). Incorporating GeoGebra into
Effectiveness of using GeoGebra Geometry learning-A lesson from
on students' understanding in India. Eurasia Journal of
learning circles. Malaysian Online Mathematics, Science & Technology
Journal of Educational Education, 11(1), 77-86.
Technology, 1(4), 1-11. Dağlı, Ü, & Halat, E (2016). Young
Thomo, F., Mugo, K., Maina, L., & children's conceptual
Ondera, J. (2012). Excel & Succeed. understanding of triangle. Eurasia
Junior secondary mathematics. Form Journal of Mathematics, Science &
1. Nairobi: Longhorn Publishers Technology Education, 12(2),
(K) Ltd. 189-202.

25
TOPIC 5 Teaching of quadrilaterals and circles
 explore appropriate methodologies
Time 5 hours in the teaching and learning of
quadrilaterals and circles
Introduction
 apply appropriate techniques to
From an early age, children get
assess learners on quadrilaterals
exposed to a number of objects in the
and circles
environment. These objects are of
different shapes, such as quadrilateral, Background information
circular and triangular. Children A quadrilateral is a closed plane with
manipulate these objects as they play four straight sides, four angles and four
or when doing other daily activities. In vertices. The term quadrilateral is
so doing, they gain some experiences derived from the word ‘quad’ which
of geometric shapes before they start means four. There are different types of
school. Geometric shapes are very quadrilaterals; namely rectangle, square,
important in design and construction rhombus, parallelogram, kite and
works. Therefore, an understanding of trapezium. These quadrilaterals are
them would prepare children for classified according to special properties
further mathematical concepts and that they have. The properties relate to
future careers, such as builders, sides, angles, diagonals or their
designers and architects. combination. Regardless of the type, the
interior angles of a quadrilateral always
Effective teaching of quadrilaterals
add up to 360˚. There are two diagonals
and circles requires learners to carry
in a quadrilateral which divide it into
out a number of activities using a
two triangles. Since the sum of the
variety of teaching and learning
interior angles of a triangle is 180°, the
resources to ensure maximum
sum of the angles of a quadrilateral is
participation of all learners. In this
360° (that is 180° x 2). Figure 5.1 shows a
topic, you will explore some activities
quadrilateral.
that can be carried out in the teaching
and learning of quadrilaterals and
circles in primary school. You will also
identify misconceptions and errors
that learners may have and how to
address them.
Fig 5.1: A quadrilateral divided into two triangles
Success criteria
By the end of this topic, you must be Unlike quadrilaterals which are made
able to: up of straight lines, a circle is formed
 analyse how learners develop the by a curved line called circumference.
concept of quadrilaterals and circles This is the length of the whole circle.
The circle has a special property that
every point on the circumference is the

26
same distance from the centre of the should help learners analyse the
circle. A circle has various other parts shapes, construct them, compare their
such as diameter, radius, sector, chord, properties and develop geometric
centre and segment. Half of a circle is reasoning. To achieve this, teachers
known as semicircle. For every circle, need to apply appropriate teaching
the circumference divided by the and learning approaches and also a
22
variety of assessment techniques in the
diameter gives a constant ratio of 7 or
lessons. Furthermore, teachers should
3.14 (rounded to 2 decimal places).
modify lesson activities to ensure that
This is known as Pi and its symbol is
learners with special educational
π. See Figure 5.2.
needs participate actively in lessons.

The use of different forms of

assessment is essential for effective
teaching and learning. For instance,
formative assessment which is
Figure 5.2: A circle and a semicircle
conducted during the process of
Learners may have some teaching and learning provides
misconceptions and make errors feedback which helps teachers adjust
which may interfere with the learning the on-going teaching process in order
of quadrilaterals and circles. Some of to improve learners’ achievement. On
the misconceptions and errors include the other hand, summative
recognising shapes by appearance assessment, which is mostly
alone: a learner would call any four administered at the end of a unit or
sided figure ‘a parallelogram’ or term, helps to assess what learners
‘rectangle’ without looking at other have learnt.
properties such as sides and angles;
and some learners would think that Task 1 Analysing quadrilaterals
changing the orientation of an object and circles
changes the type of an object as well. Children have some knowledge and
For example, a learner could say that skills related to various geometric
the following shapes in Figure 5.3 are shapes before they start school. The
different: knowledge and skills are fundamental
for effective teaching and learning of
quadrilaterals and circles which are
. very important in everyday life. In this
task, you will determine learners’ prior
Figure 5.3: Shapes knowledge on and importance of
quadrilaterals and circles.
It is important for teachers to address
these misconceptions and errors
immediately in order to achieve
meaningful learning. Effective
teaching of quadrilaterals and circles

27
Activity 1 Establishing learners’ Task 2 Appropriate
prior knowledge and methodologies in the
importance of teaching and learning of
quadrilaterals and quadrilaterals and
circles circles
1 Discuss learners’ prior knowledge Effective teaching and learning of
on quadrilaterals and circles. quadrilaterals and circles require
2 Explore situations in everyday life learners to carry out a number of
that help children learn about activities using a variety of resources.
quadrilaterals and circles.
3 Discuss the importance of learning In the early years of primary school,
quadrilaterals and circles. learners acquire various skills of
4 Explain how knowledge of handling different shapes by sorting,
quadrilaterals and circles is applied classifying, comparing and drawing
in everyday life. them. These skills are used in the
5 Share your work in plenary. teaching and learning of quadrilaterals
and circles for learners to relate new
Activity 2 Analysing primary ideas to what they already know. It is
school instructional important to use locally available
materials on resources to help learners understand
quadrilaterals and these concepts.
circles
Using primary school instructional Activity 1 Discussing how to
materials, such as syllabuses, teachers’ teach types and
guides and learners’ books, carry out properties of
the following: quadrilaterals
1 identify the concepts of 1 Collect a wide range of objects with
quadrilaterals and circles that are four faces from the school
taught in primary schools. Present environment such as bricks, match
the concepts in a table. boxes, books and rulers.
2 Discuss how you can use the
Class Concepts
objects you have collected to teach
each of the following on
quadrilaterals:
2 establish the expected knowledge - properties of quadrilaterals
and skills that learners would - calculating angles in
acquire after learning quadrilaterals
quadrilaterals and circles. - constructing quadrilaterals
3 report your findings to the class for 3 Present your discussions to the
discussion. class for discussion.

Tip
Prepare a variety of cut-outs for
different quadrilaterals

28
Activity 2 Discussing how to - Microsoft Word has drawing tools
teach parts and which can be used to draw some
properties of a circle quadrilaterals, circles and several
1 Identify relevant resources that you other geometric shapes
could use to teach parts of a circle. - With Geo Gebra software, learners
2 Discuss how you can use the can construct and manipulate
resources you have identified to different geometric shapes
teach the following on circles: including quadrilaterals and circles
- parts of a circle
- constructing circles 1 Suggest ICT resources that can be
- how to find pi used in the teaching and learning of
3 Make rulers, protractors and pair of quadrilaterals and circles in
compasses from locally available primary school.
resources 2 Explore ways of using each of the
4 Share your work with the class for suggested ICT resources.
discussion 3 Demonstrate how to use some of
the suggested ICT resources.
Tip
4 Explain how you would ensure
Modify the activities to ensure that
that the use of ICT resources meets
learners with special educational needs
the needs of learners with diverse
participate actively in the given tasks.
abilities.
5 Report your work to the class for
discussion.
Activity 3 Exploring the use of
information and Tip
communication You may refer to online articles and
technology in the other relevant sources of information
teaching and learning on how to use technology in the
of quadrilaterals and teaching and learning of quadrilaterals
circles and circles.
Technology provides additional
opportunities for teaching and
learning that are consistent with
modern times. With technology, Activity 4 Exploring learners’
learners can construct and manipulate strategies,
misconceptions and
various geometric shapes. Therefore,
errors in the teaching
teachers need to take advantage of the
and learning of
available technology to facilitate the quadrilaterals and
teaching and learning of quadrilaterals circles
and circles. For example, using a 1 Analyse strategies that learners use
computer, learners can produce when carrying out tasks involving
different kinds of geometric shapes as quadrilaterals and circles.
follows:

29
2 Explore learners’ misconceptions 2 Explain challenges you would face
and errors in the teaching and when using the identified ways.
learning of quadrilaterals and 3 Discuss effective instructional
circles. strategies that you would use to
3 What do you think are the causes of address the challenges.
these misconceptions and errors? 4 Present your work in plenary.
4 Discuss effective instructional
approaches that you would use to Activity 2 Micro-teaching of
address the misconceptions and quadrilaterals and
circles
errors.
1 Prepare a detailed lesson plan on
5 Present your work to the whole
either quadrilaterals or circles.
class.
Indicate clearly the assessment
Tip strategies that you will use in the
You may use learners’ work to analyse lesson.
learners’ strategies, errors and 2 Present the lesson.
misconceptions on quadrilaterals and 3 Evaluate the lesson focusing on
circles. assessment strategies.

Task 3 Appropriate techniques Summary

to assess learners on A quadrilateral is any four sided
quadrilaterals and figure. Examples of quadrilaterals
circles include rectangle, square, rhombus,
Assessment is an important kite, parallelogram and trapezium.
component in the teaching and The sum of angles in a quadrilateral is
learning process. It provides feedback 360°. Quadrilaterals have two
to both the teacher and learners on diagonals and each divides the shape
how well the teaching and learning into two triangles.
process progress. In this task, you will
explore appropriate assessment A circle is formed by a curved line
strategies for teaching quadrilaterals called circumference. Parts of a circle
and circles. This will help you acquire include circumference, diameter,
skills for developing assessment items radius, sector, chord, centre and
for the learners. segment. The circumference of a circle
divided by the diameter gives the
Activity 1 Discussing constant ratio which is known as Pi
appropriate ways of (π). A semicircle is half of a circle.
assessing learners
on quadrilaterals and By involving learners in various
circles hands-on activities, learners acquire
1 Identify suitable ways of assessing knowledge of quadrilaterals and
learners’ competencies on circles with understanding. Teachers
quadrilaterals and circles. should apply appropriate teaching and
learning resources such as using

30
TALULAR and ICT to enhance quality Glossary
of teaching and learning. Arc part of the
circumference of a
The use of continuous assessment circle
helps teachers modify the on-going Centre a point that is
teaching and learning process in order equidistant (equal
to improve learners’ achievement. distance) from every
Modifying activities also ensures that point of the
learners with diverse educational circumference (sides) of
needs participate actively in lessons. a circle
Chord a straight line joining
Reflection and assessment
any two points on the
1 Outline steps that you would
circumference of a
follow to introduce quadrilaterals
circle
or circles to primary school
Circle round space enclosed
learners.
by a curved line which
2 Discuss the sequence of concepts
is equidistant from the
on quadrilaterals and circles in a
centre
logical teaching order.
Circumference distance around the
3 Imagine that you are going to teach
circle
drawing of circles to primary
Diagonal a straight line that is
school learners but you do not have
drawn from one vertex
a pair of compasses.
of a polygon or
a. Which other resources would
polyhedron to the
you use for learners to draw the
opposite vertex.
circles accurately?
Diameter a chord that passes
b. Explain how you would use the
through the centre of a
resources.
circle
4 Using a ruler and a pair of
Isosceles trapezium trapezium whose
compasses only, show how you
opposite non-parallel
would teach learners construction
sides are equal and base
of a trapezium PQRS in which PQ
angles are also equal
is parallel to RS, PQ = 8 cm, RS =10
Quadrilateral four sided figure or
cm, PS = 5 cm and RSP = 45°.
polygon
5 What mathematical games can be
Radius a straight line from the
used in the teaching and learning of
centre of a circle to the
quadrilaterals and circles?
circumference
6 Construct a checklist which you
Sector part of a circle bounded
can use to assess learners when
by two radii and an arc
teaching the following:
Segment part of a circle bounded
a. Modeling of quadrilaterals
by a chord and an arc
b. Teaching of parts of a circle
Semicircle half of a circle

31
References Morrison, K., Slamag, M., &
Chikwakwa, R., & Suffolk, J. (2000). Greenstein, L. (2014). Study &
Malawi junior secondary master mathematics for Malawi.
mathematics. Students’ book 2. Form 2 students’ book. Cape Town:
Blantyre: Macmillan Malawi Ltd. Cambridge University Press.
Department of Teacher Education and Suffolk, J. (2004). Teaching primary
Development (2010). Initial mathematics. Oxford: Macmillan
primary teacher education through Publishers Ltd.
Open and Distance Learning (ODL).
Numeracy and mathematics. Module Further reading
2. Lilongwe: Department of Seah, R. (2015). Reasoning with
Teacher Education and geometric shapes. Australian
Development. Mathematics Teacher, 71(2), 4.
Malawi Institute of Education (2008). Shadaan, P., & Leong, K. (2013).
Numeracy and mathematics. Effectiveness of using GeoGebra
Lecturers’ book. Domasi: MIE. on students' understanding in
Malawi Institute of Education (2008). learning circles. Malaysian Online
Numeracy and mathematics. Journal of Educational
Students’ book. Domasi: MIE. Technology, 1(4), 1-11.

32
TOPIC 6 Teaching of perimeter and area
Time 6 hours Success criteria
By the end of this topic, you must be
Introduction able to:
Ideas of perimeter and area are used  analyse how learners develop the
widely in everyday life. For example, concepts of perimeter and area
these ideas are largely used by  explore appropriate methodologies
builders, architects, painters and in the teaching and learning of
farmers. Most children have some perimeter and area
experiences of perimeter and area  use appropriate techniques to assess
before they start school. They have learners on perimeter and area
seen people making flower beds,
fences or making paths around their Background information
homes. Learners can also describe Perimeter is the distance around a
things as long or short and small or figure or an object. The word
big. These activities are related to perimeter is derived from the Greek
perimeter or area. The knowledge and words per which means around and
skills of these concepts enable people metro which means measure. Perimeter
to be more exact when carrying out of a figure is found by adding the
various activities. For instance, a lengths of all the outer edges that
contractor has to know the perimeter make up the figure. Length is the
of land in order to establish the cost of distance between any two points. The
fencing it. Likewise, a farmer needs to standard unit for measuring length is a
know the area of a garden in order to metre (m).
determine the amount of seed and
fertilizer that are needed. Therefore, it Perimeter of circular shapes is called
is important for learners to develop a circumference. Calculating
sound understanding of perimeter and circumference requires the use of pi
area which they can apply in daily life. (π) whose value is 22/7 or 3.14 rounded
to two decimal places. Pi is the ratio of
In this topic, you will explore some circumference to the diameter of a
activities that are carried out in the circumference
circle or . This ratio is the
teaching and learning of perimeter and diameter
area in primary school. You will also same for every circle regardless of its
explore how to use problem solving as size. Perimeter of a semicircle is found
a strategy of teaching perimeter and by halving the circumference plus its
area. Furthermore, you will analyse
diameter (that is, P = + D, where P
learners’ misconceptions on perimeter
is perimeter, C circumference and D
and area and suggest possible
diameter)
strategies to address them.

33
Area is the measurement the amount An understanding of learners’
of surface that is covered by a 2- misconceptions and errors is an
dimensional figure. Finding the area of important aspect of mathematical
a given figure requires an pedagogy. Once the misconceptions
understanding of basic unit of area and errors are recognised, teachers can
such as one square centimetre (1 cm2) decide on appropriate strategies that
which is the area of a 1 centimetre they can use to address them. The
square. Once this is established, it following are examples of learners’
becomes easier to find areas of common misconceptions and errors on
different shapes just by counting the perimeter and area:
number of unit squares (in this case, - thinking that all shapes with the
square centimeters (cm2) within the same area have the same perimeter
boundary of each shape. Eventually, - attempting to find area of a
different formulae are derived which rectangle by adding length and
help to calculate areas of different width rather than multiplying
shapes such as rectangle, circle, kite them
and trapezium. The standard unit for - applying the same formula to
measuring area is square metre (m2). calculate areas of different shapes
- calculating perimeter of a
Perimeter and area are introduced in semicircle by dividing the
later years of primary school. An circumference by 2.
effective way to introduce these
concepts is to engage learners in Teachers should apply appropriate
various hands-on activities starting assessment techniques to gather
with non-standard units before information and feedback which
bringing the idea of standard units. would help improve the quality of
For example, learners can describe the teaching and learning. The use of
perimeter of a chalkboard in terms of continuous assessment helps teachers
other objects such as sticks. They can adjust the teaching and learning
also describe the area of a table or desk process whereas summative
in terms of number of smaller objects assessment helps to assess learners’
that can fit on it such as leaves or mastery of content at the end of a
notebooks. In this way, learners can period of learning.
realise the limitations of using non-
standard units and appreciate the Task 1 Developing the
importance of standard units in concepts of perimeter
and area
measuring perimeter and area.
Children have some knowledge of
However, it is important for teachers
perimeter and area which would assist
to modify teaching and learning
in effective teaching of the concepts. In
activities to ensure that learners with
this unit, you will discuss learners’
special educational needs participate
prior knowledge on and importance of
actively in the lessons.
perimeter and area.

34
Activity 1 Establishing learners’ Task 2 Appropriate
prior knowledge and methodologies in the
importance of teaching and learning of
perimeter and area perimeter and area
1 Discuss learners’ prior knowledge Perimeter and area is introduced using
on perimeter and area. non-standard units. Thereafter,
2 Explore situations in everyday life learners are involved in calculating
that help children learn about perimeter and area of different shapes
perimeter and area. using standard units. In this task, you
3 Discuss the importance of learning will explore suitable resources and
perimeter and area to primary methods for teaching perimeter and
school learners? areas.
4 How are perimeter and area
applied in everyday life? Activity 1 Discussing the
5 Report your work to the class for teaching and learning
of perimeter and area
discussion.
in non-standard units
Activity 2 Analysing primary 1 Identify teaching and learning
school instructional resources that can be used to teach
materials on perimeter in non-standard units.
perimeter and area 2 Discuss how you would teach
Analyse primary school instructional perimeter in non-standard units
materials, such as syllabuses, teacher’s using the identified resources.
guides, learners’ books and other 3 Discuss advantages and
relevant resources and do the disadvantages of teaching
following: perimeter and area in non-standard
1 identify the concepts of perimeter units.
and area that are taught in 4 Suggest ways of overcoming the
particular classes in primary disadvantages of teaching and
school. Present your work in a table learning perimeter and area in non-
standard units.
Class Concepts
5 Present your work to the class for
discussion.
2 determine the expected knowledge
and skills that learners would Activity 2 Discussing the
acquire after learning perimeter teaching and learning
and area of perimeter in
3 present your work to the class for standard units
1 Identify teaching and learning
discussion
resources that can be used to teach
perimeter in standard units.

35
2 Discuss how you would use the Activity 1 Exploring learners’
identified resources to teach the strategies,
following: misconceptions and
a) deriving formulae for perimeter errors on perimeter
of different shapes such as and area
1 Analyse strategies that learners use
rectangle, triangle and circle
when carrying out tasks involving
b) solve problems involving
perimeter and area.
perimeter
2 Identify learners’ misconceptions
3 Share your work in plenary.
and errors in the teaching and
Activity 3 Discussing the learning of perimeter and area.
teaching and learning 3 Discuss possible causes of the
of area in standard misconceptions and errors.
units 4 Discuss effective instructional
1 Identify teaching and learning approaches that you can use to
resources for teaching area in address the misconceptions and
standard units. errors.
2 Explain how you would use the 5 Share your work with the class.
identified resources to teach the
following: Tip
a) deriving formulae for area of You may use learners’ work to analyse
different shapes such as learners’ strategies, errors and
rectangle, triangle and circle misconceptions on quadrilaterals and
b) solve problems involving area circles.
3 Present your work to the class.
Activity 2 Generating questions
Tip on perimeter and
Modify activities to suit learners’ area
diverse abilities. 1 Develop questions on perimeter
and area which require problem
Task 3 Exploring appropriate solving skills.
assessment 2 Prepare a marking key for each
methodologies in the question.
teaching and learning of 3 Present your work to the class.
perimeter and area Summary
Assessment is an important Perimeter is the measure of distance
component in the teaching and around a figure or an object. Perimeter
learning process. In this task, you will of a given figure is calculated by
explore appropriate assessment adding the lengths of all the outer
strategies for teaching perimeter and edges that make up the figure.
area. This will help you acquire skills
for developing assessment items for Perimeter of circular shapes is called
your learners. circumference. The metre is the

36
standard unit for measuring lengths 6 Explain the relationship between
which make up perimeter. area of a triangle and area of a
rectangle.
The area of a plane figure is the 7 Discuss advantages and
measurement of the surface that is disadvantages of using non-
covered by the figure. The standard standard units for teaching area of
unit for measuring area is square a given figure.
metre (m2). 8 Prepare a checklist that you would
use to assess learners when
Perimeter and area are introduced in
teaching area in a particular class
later years of primary school. An
in later years of primary school.
effective way to introduce these two
9 Standard 7 learners are asked to
concepts is to start with non-standard
solve the following question:
units before bringing in the idea of
A rectangular shaped swimming
standard units.
pool with dimensions 30 m × 20 m
As teachers, you need to have has 5 m wide cemented path along
knowledge and skills of generating its length and 8 m wide path along
questions to supplement those in the its width. Find the cost of
learners’ book. cementing the path at the rate of
K400 per square metre.
Reflection and assessment Discuss problem solving strategies
1 What could be the pre-requisite that learners could use to find
knowledge for teaching and solution to the problem.
learning area of a circle?
2 With the aid of illustrations, Glossary
explain how two different shapes Area 2-dimensional surface
can have the same area but covered by an object
different perimeters. Circumference the distance around a
3 Explain how you would introduce circle
a metre as a standard unit for Metre square a square with all sides
measuring length in primary measuring one metre
school. Non-standard unit any unit of
4 Describe an activity that you could measure with which
carry out with learners to derive one chooses to compare
the formula for the following: the quantity to be
a. perimeter of a rectangle measured
b. area of a trapezium Perimeter distance around a
c. area of a circle figure
5 Outline the steps that you could Semi-circle half of a circle
follow to introduce the perimeter Square metre the area of a square
of a figure to learners in primary whose sides measure 1
school. metre

37
Unit quantity chosen as a Malawi Institute of Education (2008).
standard in terms of Numeracy and mathematics.
other quantities Lecturers’ book. Domasi: MIE.
Malawi Institute of Education (2008).
References Numeracy and mathematics.
Department of Teacher Education and Students’ book. Domasi: MIE.
Development (2010). Initial Yew, W., & Zamri, S. (2016). Problem
primary teacher education through solving strategies of selected pre-
open and distance learning (ODL). service secondary school
Numeracy and mathematics. Module mathematics teachers in
3. Lilongwe: Department of Malaysia. Malaysian Online
Teacher Education and Journal of Educational
Development Sciences, 4(2), 17-31.
Hansen, A. (2014). Children's errors in
mathematics. Understanding Further reading
common misconceptions in primary Rickard, A. (2014). Unpacking middle
schools. Exeter: Learning Matters school students' ideas about
Ltd. perimeter: A case study of
Haylock, D., & Thangata, F. (2007. Key mathematical discourse in the
concepts in teaching primary classroom. The mathematics
mathematics. London: SAGE
Educator, 23(2).
Publications
Kalejaiye, A. (1985). Teaching primary Winarti, D., Amin, S., Lukito, A., &
mathematics. Ibadan: Longman Gallen, F. (2014). Learning the
Nigeria Limited. concept of area and perimeter by
exploring their relation. Journal on
mathematics education, 3(1), 41-54.

38
TOPIC 7 Teaching of scale drawing
Time 4 hours

Introduction Background information

Scale drawing is mostly used in As secondary school graduates, scale
engineering, geography, construction, drawing is not new to you. You learnt
carpentry and architecture. Scaled similar and congruent triangles. Your
drawings are a means of knowledge from secondary school will
communication between designers prove to be of great value as you
and contractors. pursue the theory and practice in
teaching scale drawing. Figure 7.1
Maps are drawn on paper to a scale. shows congruent and similar shapes.
Scale drawing is an ideal way of
storing and utilising information. It
focuses on representing real objects on
different platforms like paper and
interpreting designs, sketches and
drawings using enlargement.
Enlargement involves increasing and
decreasing objects. As learners
progress with their education, they
may have a choice of career that would
greatly depend on their competencies
in scale drawing. As teachers, you
need to have relevant knowledge and
skills in order to effectively teach
learners scale drawing.

Success criteria
By the end of the topic, you must be
able to:
 analyse how learners develop the
concept of scale drawing
 use appropriate methodologies in
teaching and learning of scale
drawing
 apply appropriate techniques to
assess learners on scale drawing Fig 7.1: Congruent and similar triangles

Scale drawing involves interpreting

scales for different maps and building

39
plans. Real objects or shapes are of the corresponding areas of the two
drawn to a scale on pieces of paper for shapes, that is,
easy representation and manipulation. Scale factor =
The use of scale assists different
professionals to reduce or enlarge Figure 7.3 shows enlarged picture of a
objects which in turn makes it easier child.
for them to work with samples,
sketches or models of the real objects.

Fig 7.3: Enlarged picture of a child

It is important to note that an

Fig 7.2: A plan of a house
enlargement can maintain, increase or
In everyday life, scale drawing is reduce the size of an object.
applied in many areas such as in
There are three ways of expressing a
building, zooming out and zooming in
scale, namely:
of pictures on smart phones and in
a) using simple statement, such as 1
enlarging images. For example,
cm represents 1 km or 1cm to 1 km
advertisers post pictures of the same
b) using a representative fraction like
object of different sizes on posters.
5 cm to 1 km. This, in
Enlargement involves increasing or representative fraction, is
decreasing the size of an object. In an
enlargement, an object and its image
are similar. Objects are enlarged using c) using a line or linear scale. This
a scale factor. A scale factor is a ratio of scale appears at the bottom of most
corresponding sides of an object and maps. A ruler or a string is used to
its image. In similar shapes, measure any distance on the map
corresponding angles are equal and and then measure the actual
corresponding sides are proportional. distance on the scale
The scale factor is found by the
following formula:

Scale is calculated by the formula:

When areas of two similar shapes are

given, the scale factor is determined by It is important to assume that some
calculating the square root of the ratio learners are aware of activities that

40
involve scale drawing. Their Analyse curriculum instructional
knowledge comes in their everyday materials such as syllabuses, learners’
activities such as games, drawings, books and teachers’ guides from the
working with computers and cell college library or demonstration
phones, and songs. It is important as a school.
teacher to establish learners’ prior 1 Identify the concepts of scale
knowledge on scale drawing such as drawing that are taught in primary
zooming pictures on a computer (or school. Summarise your work in a
phone), drawing maps on an area and table.
sketching houses in their exercise
Class Concepts
books. This will help you build on
what learners already know.
2 Determine the expected knowledge
Task 1 Learners’ prior and skills that learners would
knowledge and acquire after learning scale
importance of scale drawing.
drawing 3 Present your findings to the class
Learners have some knowledge of
for discussion.
scale drawing which would assist in
effective teaching and learning of the Task 2 Appropriate
topic. In this task, you will discuss methodologies in
learners’ prior knowledge on and teaching and learning of
importance of scale drawing. scale drawing
Scale drawing is taught in later years
Activity 1 Exploring learners’ of primary school. It is of great value
prior knowledge on to engage learners in a number of
scale drawing activities using relevant resources for
1 Discuss learners’ prior knowledge them to develop meaningful
on scale drawing. knowledge and skills of scale drawing.
2 Explore situations in everyday life In this task, you will explore activities
that help learners acquire and appropriate teaching and learning
knowledge of scale drawing. methodologies in the teaching and
3 Discuss the importance of learning learning of scale drawing.
scale drawing to primary school
learners? Activity 1 Discussing the
4 How is knowledge of scale teaching and learning
drawing applied in everyday life? of scale drawing
5 Share your ideas with the class. 1 Identify teaching and learning
resources that can be used to teach
Activity 2 Analysing primary scale drawing.
school instructional 2 Discuss how you would use the
materials on scale identified resources to teach the
drawing following:
a. interpreting scale

41
 b. drawing shapes to a given scale Activity 1 Analysing learners’
c. enlarging shapes to a given scale strategies,
factor misconceptions and
d. solve practical problems errors on scale
involving scale drawing drawing
1 Discuss errors and misconceptions
3 Share your work with the class
learners may have on scale
Activity 2 Using technology in drawing.
the teaching and 2 Discuss possible causes and
learning of scale solutions to the errors and
drawing misconceptions.
1 Suggest ICT resources that can be 3 Present your work to the class for
used in the teaching and learning of discussion.
scale drawing.
2 Explore ways of using each of the Activity 2 Discussing
suggested ICT resources appropriate ways of
3 Demonstrate how to use the assessing learners
suggested ICT resources in the on scale drawing
teaching and learning of scale 1 Prepare a lesson plan on any
drawing. concept of scale drawing.
4 Present your ideas to the class. 2 Develop an observation checklist
for assessing learners during the
Tips lesson.
 You may refer to online and other 3 Share your work with the class.
relevant sources on how to use ICT
resources in the teaching and Summary
learning of scale drawing. Scale drawing involves enlargement of
 Modify the activities to objects or figures. Enlargement
accommodate learners with diverse involves increasing or decreasing the
abilities. size of an object or figure using a scale
factor. When a figure is reduced in
Task 3 Exploring appropriate size, the dimensions are proportionally
assessment strategies reduced to the given scale. In reducing
for teaching and objects, the nature of the scale is that a
learning of scale smaller number begins or is the
drawing numerator and the second number or
As a teacher, you need to have
the denominator is greater, for
knowledge of the challenges that
example, . When a
learners may have on scale drawing in
order to assist them accordingly. In figure is increased in size, the
this task, you will explore appropriate dimensions are proportionally
assessment methodologies for teaching increased to the given scale. In
and learning of scale drawing. increasing objects, the nature of the
scale is that a greater number begins or

42
is the numerator and the second Ratio a comparison between two
number or the denominator is smaller, numbers equal to one
for example, 7 . divided by the other that is,

Scale drawing is used in many fields

Model simplified representation of
like surveying, carpentry, navigation
a physical object intended to
and engineering.
allow one to more easily
Reflection and assessment analyse and understand the
1 PT and QT are two streets. If P and objects
Q are 180m and 270m respectively Scale factor the number by which
from T, and the distance between P each dimension of the model
and Q is 108m. Make a scale is multiplied to modeled
drawing of the streets and find the object’s actual size. Or the
angle between the streets at T. scale factor is the constant of
2 The height and width of a proportionality
classroom door are 400cm and Transform changing the size or
160cm respectively. Using a scale of appearance of something or
1 cm to represent 80cm, draw the an object
plan of the door.
3 The scale on a map is . Find,
Reference
Malawi Institute of Education (2009).
in km, the distance between two Malawi primary education
rivers represented on the map by mathematics learners’ book for
4.5 cm. Standard 8. Domasi: MIE
4 a) Draw to a scale of 2:5 a fish Department of Teacher Education and
pond that is 45 m by 30 m. Development (2010). Initial
b) Prepare a marking key for the primary teacher education through
question. open and distance learning (ODL).
5 A photograph measuring 8cm by Numeracy and mathematics. Module
10cm costs K800.00. 2. Lilongwe. DTED.
a) What will be the cost of an Malawi Institute of Education (2008).
enlargement measuring 28cm Initial primary teacher education
by 35cm? numeracy and mathematics.
b) Describe a procedure that you Student’s handbook. Domasi: MIE.
can follow to teach learners how
to solve the problem. Further reading
Malawi Institute of Education (2008).
Glossary Initial primary teacher education
Scale ratio of image size relative to Numeracy and mathematics.
object size Lecturer’s handbook. Domasi: MIE.

43
TOPIC 8 Teaching of bearing
 apply appropriate methodologies
Time 4 hours in teaching and learning of bearing
 use appropriate techniques to
Introduction
assess learners on bearing
Bearing is one of the mostly used
concepts in applied mathematics. Ship Background information
captains, pilots, tourists and as well as As secondary school graduates, you
geographers use bearing to move from learnt about direction and bearing.
one point to another and locate places You also learnt about using a compass
of objects when traveling. Bearing is to determine position of an object in
also used in weather stations. relation to another. The activities
Captains in ships use bearing to involved points on a map like towns
navigate or travel safely in the oceans but also location of ships in oceans and
and lakes. Bearing reveals their lakes. Your knowledge from
position and positions of other vessels secondary school is important as you
in the area they are operating. Tools pursue the theory and practice of
like protractors and radar system in teaching bearing.
planes and ships assist to calculate
bearing of objects or places located in Directions and bearing are terms we
two points. Map readers are able to use to communicate where one
locate places of interest using bearing. location is relative to another. We can
The use of bearing provides precise name the position of town A based on
location. As learners progress with its location with reference to town B,
their education, they can pursue a written as bearing of town A from
career that will greatly depend on their town B. For example, Salima is to the
competency in bearing. As teachers, east of Lilongwe (or that Lilongwe is
you need to have relevant knowledge to the west of Salima). Directions are
and skills in order to teach learners described using north, south, east and
effectively. west (N, S, E and W) and north-east,
south-east, south-west and north-west
In this topic, you will analyse how (NE, SE, SW and NW). Figure 8.1
learners develop knowledge of shows directions.
bearing, apply appropriate teaching,
learning and assessment
methodologies in the teaching and
learning of bearing.

Success criteria
By the end of the topic, you must be
able to:
 analyse how learners develop the
concept of bearing or

44
 complete turn (revolution) is 360°. See
Figure 8.2.

Fig 8.1: Directions

There are four cardinal points of the

compass: north, south, east and west.
Fig 8.2: Bearing
Significantly, north on the compass
means the direction that a compass Bearing can be calculated using a
points to as magnetic north. The protractor. The following steps help in
opposite of the north is the south. East doing this:
and west are directions that move  draw cardinal points on the
around the earth parallel to the poles. reference point
A direction between two points, for  draw a line between the two points
example, a direction halfway between which will be longer enough to see
north and east is called north east. using your protractor
Similarly, a direction halfway between  place the protractor on the two
west and south would be called south points with 0° pointing the north
west. and the centre of the protractor on
the starting point
Bearing is the direction of one place
 Measure the angle between the two
from another, measured in degrees
points.
either clockwise or anticlockwise. It
gives a more precise way of indicating Compass bearing, on the other hand, is
direction. There are two types of based on the cardinal points. With
bearing: three-figure and compass compass bearing, we measure the
bearing. Three-figure bearing is given angle east or west from the north or
as the amount of turn clockwise from south (whichever is nearer) turning
the north. As such, it is always an east or west. The acute angle is always
angle measured in degrees, measured taken.
from the north, turning clockwise, and
given from 000° to 360°. A direction of Task 1 Developing the concept
north is a bearing of 000°; a direction of bearing
of east is a bearing of 090°; a direction It is always important to assume that
of south is a bearing of 180°; a some or all learners have some
direction of west is a bearing of 270°; a knowledge of and skills on bearing.
They acquired these from the topics
that deal with construction of angles

45
and triangles in mathematics and 2 Determine the expected knowledge
geography. It is important as a teacher and skills that learners would
to find out learners’ prior knowledge acquire after learning bearing.
on bearing like degree of an angle, 3 Present your work to the class for
clockwise movement of objects and discussion.
cardinal points of the compass. As a
teacher, you need to build on what Task 2 Appropriate
learners already know in order to methodologies for
teaching and learning of
teach them effectively.
bearing
Activity 1 Exploring learners’ Teaching bearing requires use of
prior knowledge and appropriate teaching and learning
importance of methodologies. Many teachers teach
bearing bearing depending on their content
1 Develop a task that you will use to and pedagogical knowledge (PCK).
solicit learners prior knowledge on Teachers need to understand the
the following: instructional materials and skills
a) size of angles expected at each level in primary
b) position of an angle school. In this task, you will explore
c) units for measuring angles activities and appropriate teaching
d) points on a compass as learnt in and learning methodologies for
geography teaching bearing.
2 Discuss the importance of bearing
in learners’ everyday life. Activity 1 Teaching how to
3 Present your work to the class for
locate objects using
cardinal points and
discussion.
calculate bearing
Activity 2 Determining primary 1 Identify resources that you can use
school curriculum in the teaching and learning of
expectations on bearing.
bearing 2 Discuss how you would teach the
Analyse curriculum instructional following concepts on bearing
materials such as syllabuses, learners’ using the identified teaching and
books and teachers’ guide from the learning resources:
college library or demonstration a. locating objects using cardinal
school. points
1 Identify the concepts in the b. calculating bearing
primary curriculum on bearing. 3 Present your ideas in plenary.
Summarise your work in a table.
Class Concepts

46
Activity 2 Using technology in Task 3 Appropriate techniques
the teaching and to assess learners on
learning of bearing bearing
1 Suggest ICT resources that can be Assessment is an integral part of
used in the teaching and learning of teaching and learning process. In this
bearing. task, you will explore appropriate
2 Explore ways of using each of the assessment methodologies in the
suggested ICT resources. teaching and learning of bearing. This
3 Demonstrate how you would use will help you get necessary feedback
the suggested ICT resources in the from your learners and eventually use
teaching and learning of bearing. appropriate methodologies to
4 Share your ideas with the class. adequately assist them.

Tips Activity 1 Discussing

 You may refer to online and other appropriate ways of
relevant sources on how to use ICT assessing learners
resources in the teaching and on bearing
1 Prepare a lesson plan on any
learning of bearing.
concept on bearing.
 Modify the activities to
2 Develop questions based on
accommodate learners with diverse
Bloom’s Taxonomy that you would
abilities.
use to assess learners during lesson
Activity 3 Exploring learners’ presentation.
strategies, 3 Peer teach the lesson.
misconceptions and 4 Evaluate the lesson by focusing on
errors on bearing levels of questions used.
1 Analyse learners’ strategies on
bearing. Summary
2 Discuss learners’ misconceptions Bearing is the direction of one place
and errors on bearing. from another measured in degrees. A
3 Suggest possible causes of the Compass is used to find directions of
misconceptions and errors. places. A compass has four cardinal
4 Discuss strategies you would use to points: north, south, east and west.
address the misconceptions and Bearing is calculated from a point of
errors. reference to the direction of an object
5 Present your findings to the class either clockwise or anticlockwise, for
for discussions. example 60° and N E.

Tips
 You may use your experiences from
your teaching practice to come up
with misconceptions and errors.
 You may also analyse learners’
work or a video lesson on bearing.

47
Reflection and assessment
1 Draw a tree to the south west of the
following:

d.

Glossary
Bearing direction from one place
to another, measured in
2 Explain how you would teach degrees
learners to draw diagrams for each Compass an instrument for
of the following bearings: determining direction an
a. S W object relative to another
b. N W
c. N E References
3 Discuss how you would teach Chikwakwa, R., Kaphesi, E., & Suffolk,
learners to write down the bearing J. (2011). Senior secondary
represented in each of the mathematics students’ book 3.
following illustrations: Blantyre: Bookland International.
Malawi Institute of Education (2009).
Malawi primary education
mathematics learners’ book for
standard 5. Domasi. MIE.
Department of Teacher Education and
Development (2010). Initial
a. primary teacher education through
open and distance learning (ODL).
Numeracy and mathematics. Module
2. Lilongwe: DTED.
Malawi Institute of Education (2008).
Initial primary teacher education
numeracy and mathematics.
b. Lecturer’s handbook. Domasi: MIE.
Malawi Institute of Education (2008).
Initial primary teacher education
numeracy and mathematics.
Students’ handbook. Domasi: MIE.

c.

48