tpf3704 assignment 51 answers

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Tpf3703-assignment-51-2022 pdf 013050

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Preview text, year module: teaching practice 3, portfolio 51 2022 ( ), grades 2 and 3.

Differentiation provided (enrichment/learner support/concerns)

Enrichment: Advanced students may write a more detailed entry in their math journals. Support: Allow struggling students to continue to use the 3D shapes as they complete the lesson.

LESSON PRESENTATION

Introduction of lesson Introduction (10 minutes)

Pass out a set of 3D shapes to each group as well as the 3D Shapes worksheets to each student.
Define a shape's faces as its flat sides, a shape's edges as the line where two faces meet, and a shape's vertices as the point where two edges meet. Having students stay in their groups, have them examine the 3D shapes together to identify the number of faces, edges, and vertices each has.
Have students then look at the 3D Shapes worksheet to determine the names of the solids shown.

Body of lesson

Explicit Instruction/Teacher modelling (10 minutes)

Ask students to think about the characteristics of each shape and how it determines how the shape could move. For example, can the shape roll? Can it be stacked?

Have students volunteer their thoughts and test them with the set of 3D shapes.

Review the number of sides, edges, and vertices each shape has once more. Guided Practice (15 minutes)

With a partner, invite children to use the characteristics of the shapes to play I Spy .

In this game, students should take turns identifying solids by listening to clues such as, “I spy with my little eye something that can stack.”

Children get three guesses before another attribute is added, such as “I spy with my little eye something that can stack and has 6 faces.”

The student who guesses will have to explain how he or she knows. They will then give clues for the next object. Independent working time (10 minutes)

Students will work independently to complete the 3D Shapes worksheet.

Consolidation/conclusion Assessment (10 minutes) - Ask students to hand in their worksheets when finished. - Have students write 4 sentences in their math journals about the characteristics of 3D shapes. Review and closing (5 minutes) - Bring students together to review the characteristics of solids and how we use those characteristics to sort 3D figures.

Resources/ Materials

Sets of 3D shapes, 1 per group
3D Shapes worksheet/ vocabulary cards
Math journals or paper

Lesson plan: Grade 2: Lesson 2 – MFP1501 – Face-to-face lesson – Ms SM Mamogale

Grade 1 learners still need to see how things work, for them to be able to internalise

the meaning of different concepts. To promote gaining such an understanding of

concepts, develop a lesson addressing the concept of “position in space”. The

following resources should be clearly visible in your lesson:

the concrete body and a variety of other relevant objects
any kind of number line Mathematical language is very important in teaching concepts. The mathematical language should be aligned with the language of learning and teaching (LoLT) of the class.

Beginning - Provide students with a partially completed Glossary to refer to throughout the lesson. - Define same and different using visuals and words in English and student's home language prior to the lesson. - Allow students to work in a small, teacher-led group during group work and assessment. Provide a sentence frame to support students in sharing out during closing remarks. Advanced - Encourage students to explain their reasoning without referring to sentence frames or stems for support. - Have students explain the vocabulary words in their own words to a partner. - Ask students to use sequencing words as they explain the directions during the guided activity.

Introduction of lesson Introduction (4 minutes)

Gather students so they are sitting near the whiteboad. Project the Comparing Sets of Data worksheet on the whiteboard. Say, "Can anyone tell me what these are?" Have students turn and talk first with an elbow partner and then allow a few students to share out their ideas with the rest of the group. Ideas may include graphs, pictures, types of sports, etc.

Ask students if the graphs are the same or different. Have students turn and talk to a partner and then ask a few students to share out their ideas with the rest of the class. Encourage students to explain their thinking by offering prompting questions, such as: oWhy do you think the graphs are the same?o

Why do you think the graphs are different?

Encourage students to come up to the whiteboard to show similarities and differences between the graphs. Provide sentence stems and frames for students who need extra support during the discussion.
Clarify that each graph represents, or shows, a set of data . Point to the graph on the right and say, "Can anyone tell me what type of graph is here on the right?" Allow a student to share their idea and elaborate that the graph is a bar graph. If the student was able to label the graph accurately, ask the student to explain how they knew the graph was a bar graph. Point to the graph on the left and say, "This is a line plot . We are going to learn about line plots today and how to represent data using a line plot."

Explicit Instruction/Teacher modelling (8 minutes) Put students in partnerships and ask them to go back to their seats. Ask students to get out their math journals.

Keep the Comparing Sets of Data worksheet on the whiteboard and pass out the Vocabulary Cards worksheet to each student.

Read through the student-friendly definitions, referring to the visuals on the vocabulary cards to support student understanding.

Explain to the students that all of the vocabulary cards are words that can help them understand a line plot.

Refer to the Comparing Sets of Data worksheet and say, "Who can come up to the whiteboard and point to the line plot?" Encourage the student to explain why

Ask students to leave their sticky note at the number where they are standing (vertically) and sit down. Organize the sticky notes so they are arranged appropriately.

Have students step back and look at the line plot. Ask students to turn and talk to a partner, sharing what they notice: o I notice that ________ children have ________ siblings.

Take a picture of the line plot with a camera. Group work time (10 minutes)

Ask students to go back to their seats and project the photograph of the line plot on the board.

Ask students to copy down the line plot on their own paper, using x's to represent the sticky notes. Provide an example for students if needed.

Have students answer the following questions in their math journals. Provide sentence frames to help students write their answers. o Which number of siblings do most students have? Most students have ________ sibling(s). o Which number of siblings do the least students have? The least number of siblings is ________. o What information can't we find from looking at this graph? We can't find out how many ________ (toys, cars, etc.) each student has.

Consolidation/conclusion Assessment (3 minutes) - Rotate around the room as students are copying down the line plots and answering the questions in their math journals. Listen to student conversations and assess student's ability to partake in dialogue. Ask yourself which students are struggling to collaborate and write down any speaking and listening skills that would benefit them in the future. Ask students to label the parts of the line plot and collect student journals when everyone is finished. Use student work as a formative assessment to gauge if the lesson's objectives were met and plan for future lessons on line plots. Review and closing (5 minutes) - Have students stand in a circle. Have each student share an answer to the following sentence stem: oOne thing I learned today was ________.

RESOURCES/MATERIALS

Teacher copy of the Comparing Sets of Dataworksheet (laminate prior to lesson)
Teacher copy of the Teach Background Knowledge Template
Teacher copy of the Write Student-Facing Language Objectives Reference
Class set of the Vocabulary Cards
Glossary(optional)
Projector or document camera

Student name & number

Grade & date

Content area Subject

Type of lesson Class lesson/Group work/Outdoor/Fieldwork

Theme of the week

Making a mask

Name of school Name of teacher

Outcomes By the end of the lesson the students would have created their own masks of the Big bad wolf in either the story Red riding hood or The three little pigs

Concepts and new knowledge taught by means of the lesson

Learners will be supported throughout the lesson, since they will be using sharp objects and paper plates. The teacher will make sure everyone doesn’t hurt themselves when doing the activity.

Introduction of lesson

Tell the learners about the Red riding hood story or the three little pigs one and have them express their thoughts about the big bad wolf. Ask them to act out what they think the wolf would have acted like
Have learners make masks of what they think the wolf looked like and let their imaginations run wild

Body of lesson What You Need: - Paper plate - Scissors - Brown tempera paint - Felt - Pom-poms - Pipe cleaners - Stretchy cord, or ribbon Pencil What You Do:

Have your students cut the paper plate in half and set one half aside for ears, or for another mask.

While holding the mask up to your student's face, help to draw their eyes in place by marking the position with a pencil.

Move the mask away from your student's face and pierce holes in the eyes with a pair of scissors to get your student started, and then let them cut along the pencil lines.

Have your student paint the entire front side of the mask brown with tempera paint. Provide support as needed. Allow the paint to dry.

As the paint dries, show your child how to cut out pieces of felt for the eyebrows of your wolf.

Attach pipe cleaner whiskers where the wolf’s nose will be.

Glue a large pom-pom on top of the whiskers to create a nose.

With your assistance, have your student cut out ears from felt or the leftover piece of the paper plate.

Staple the ears to the top of the mask. Encourage your budding artist to color them in, or add in another piece of felt to finish the ears.

Staple a stretchy cord on both sides of the mask. Or, cut two 8-inch segments of ribbon and staple one on each side of the mask so you'll be able to tie it securely in place.

Consolidation/conclusion Ensure every student is on the right track and let the students wear and share their masks with the class.

Multiple Choice

Course : Foundation phase teaching (FPT3701)

University : university of south africa.

7 FPT3701- Assignment 2 Foundation phase teaching 100% (1)
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