Three-Dimensional Shapes and Capacity Mathematics Primary 1 Second Term Lesson Notes Week 10

Lesson Plan for Primary 1 Mathematics – Capacity and Three-Dimensional Shapes

Subject: Mathematics
Class: Primary 1
Term: Second Term
Week: 10
Age: 6-7 years
Topic: Capacity and Three-Dimensional Shapes
Sub-topic: Numbers 241-250, Skip Counting, Three-Dimensional Shapes
Duration: 40 minutes

Behavioral Objectives:

By the end of the lesson, pupils should be able to:

1. Count and identify numbers from 241-250, and count forward and backward.
2. Skip count in 2s, 5s, and 10s.
3. Recognize and identify three-dimensional shapes around them (e.g., cubes, cuboids, cylinders).
4. Mention common three-dimensional shape containers used for storage of solid and liquid items (e.g., sugar cubes, matchboxes, tins of milk, flying kite).
5. Apply the concept of capacity in real-life situations.
6. Compose and decompose 2D shapes into larger and smaller shapes.

Keywords:

Capacity, three-dimensional shapes, cube, cuboid, cylinder, kite, skip counting, quantitative reasoning, composition, decomposition.

Set Induction:

• Activity: Ask pupils to look around the classroom and identify objects with different shapes. For example, point to a box (cuboid), a can (cylinder), and a cube (sugar cube). Use these objects to introduce the concept of three-dimensional shapes.
• Rationale: This activity will make the lesson relatable by connecting classroom objects to geometric shapes in the real world.

Entry Behavior:

• Pupils should be able to count numbers from 1-240 and recognize basic two-dimensional shapes (square, circle, triangle, etc.).

Learning Resources and Materials:

• Flashcards of three-dimensional shapes (cube, cuboid, cylinder, sphere)
• Household items that resemble 3D shapes (e.g., sugar cube, matchbox, milk tin, kite)
• Number charts (241-250)
• Whiteboard and markers
• Pictures or objects representing capacity (cups, bottles, boxes)

Building Background/Connection to Prior Knowledge:

• Pupils have learned how to count numbers from 1-100 and 1-130 in previous lessons.
• They are familiar with the basic concepts of two-dimensional shapes, such as squares and circles.

Embedded Core Skills:

• Communication Skills: Pupils will describe shapes and count numbers aloud.
• Critical Thinking Skills: Pupils will identify 3D shapes and apply their understanding of capacity.
• Creativity Skills: Pupils will engage in activities that involve composing and decomposing shapes.

Learning Materials:

• Flashcards and pictures of 3D shapes
• Counting objects (e.g., coins, buttons)
• Household items to illustrate 3D shapes (e.g., sugar cubes, boxes, cans)

Reference Books:

• Lagos State Scheme of Work for Primary 1 Mathematics
• Lagos State Curriculum for Mathematics

Instructional Materials:

• Flashcards with 3D shapes
• Household objects or pictures representing 3D shapes
• Whiteboard and markers
• Number charts from 241 to 250

Content:

1. Three-Dimensional Shapes (3D):
   • Definition: A three-dimensional shape is a shape that has length, width, and height. These shapes occupy space and can be touched in three directions.
   • Examples of 3D Shapes:
     • Cube: A sugar cube is a good example of a cube.
     • Cuboid: A matchbox is shaped like a cuboid.
     • Cylinder: A tin of milk is a cylinder.
     • Sphere: A ball is a sphere.
     • Pyramid: A flying kite can be used to demonstrate the shape of a pyramid.
2. Capacity:
   • Definition: Capacity refers to how much an object can hold, like how much liquid a bottle can store or how much sugar a container can hold.
   • Examples of containers with capacity:
     • Containers for solids: A box (cuboid) can hold sugar cubes (solid objects).
     • Containers for liquids: A bottle (cylinder) can hold water or juice.
   • Real-life applications of capacity: Cups, bottles, and cans are commonly used to store liquids and solids.
3. Skip Counting:
   • Skip counting is counting by numbers other than 1. For example, counting by 2s, 5s, and 10s:
     • 2s: 2, 4, 6, 8, 10, etc.
     • 5s: 5, 10, 15, 20, etc.
     • 10s: 10, 20, 30, 40, etc.
4. Composing and Decomposing Shapes:
   • Composing: Putting smaller shapes together to make a larger shape.
   • Decomposing: Breaking down a larger shape into smaller shapes.

Examples:

1. Cube: A sugar cube is a cube because it has six equal square faces.
2. Cuboid: A matchbox is shaped like a cuboid because it has rectangular faces.
3. Cylinder: A tin of milk is shaped like a cylinder because it has circular faces.
4. Sphere: A ball is a sphere because it is round and has no edges.
5. Pyramid: A kite is shaped like a pyramid, with a triangular shape at the top.

Evaluation Questions:

15 Fill-in-the-Blank Questions:

1. The shape of a sugar cube is a __________.
   a) Cube
   b) Sphere
   c) Cylinder
   d) Pyramid
2. A matchbox is shaped like a __________.
   a) Cuboid
   b) Cube
   c) Cylinder
   d) Sphere
3. A tin of milk is a __________ shape.
   a) Cube
   b) Cuboid
   c) Cylinder
   d) Sphere
4. A ball is shaped like a __________.
   a) Cube
   b) Pyramid
   c) Sphere
   d) Cuboid
5. The number after 241 is __________.
   a) 242
   b) 244
   c) 249
   d) 250
6. Skip counting by 2s from 2 gives the number __________.
   a) 4
   b) 6
   c) 8
   d) 10
7. A kite is shaped like a __________.
   a) Cube
   b) Sphere
   c) Pyramid
   d) Rectangle
8. The number before 250 is __________.
   a) 240
   b) 241
   c) 245
   d) 249
9. Skip counting by 10s from 10 gives the number __________.
   a) 15
   b) 20
   c) 25
   d) 30
10. A __________ can hold water.
    a) Cube
    b) Cup
    c) Ball
    d) Sheet
11. A pyramid has __________ sides.
    a) 2
    b) 4
    c) 5
    d) 3
12. The object that looks like a cylinder is a __________.
    a) Matchbox
    b) Can of milk
    c) Ball
    d) Kite
13. A __________ is used to store sugar cubes.
    a) Cup
    b) Tin
    c) Box
    d) Ball
14. Skip counting by 5s gives us the numbers __________.
    a) 5, 10, 15, 20
    b) 2, 4, 6, 8
    c) 10, 20, 30
    d) 3, 6, 9, 12
15. The three-dimensional shape with six equal square faces is a __________.
    a) Cube
    b) Sphere
    c) Pyramid
    d) Cylinder

Class Activity Discussion:

15 FAQs:

1. What is a three-dimensional shape?
   • A 3D shape has length, width, and height, and takes up space.
2. What is a cube?
   • A cube is a shape with six equal square faces.
3. Can you name a 3D object shaped like a cube?
   • A sugar cube is shaped like a cube.
4. What is a cylinder?
   • A cylinder has two circular faces and one curved face.
5. Give an example of a cylinder.
   • A tin of milk is shaped like a cylinder.
6. What does capacity mean?
   • Capacity is how much something can hold, like a bottle holding water.
7. What is the shape of a matchbox?
   • A matchbox is shaped like a cuboid.
8. Can you give an example of something shaped like a sphere?
   • A ball is shaped like a sphere.
9. What shape is a kite?
   • A kite is shaped like a pyramid.
10. How do we skip count?
    • Skip counting means counting by 2s, 5s, or 10s.
11. How can we use capacity in real life?
    • We use capacity when we measure how much water a cup or bottle can hold.
12. Can you name a shape that holds liquids?
    • A bottle or a tin can holds liquids and is shaped like a cylinder.
13. How can we decompose shapes?
    • Decomposing shapes means breaking them into smaller parts.
14. What does it mean to compose shapes?
    • Composing shapes means putting smaller shapes together to form a larger one.
15. What number comes after 249?
    • The number after 249 is 250.

Evaluation:

10 Short Answer Questions:

1. Name two 3D shapes.
2. What is the shape of a box?
3. How do we skip count by 5s?
4. What is the capacity of a water bottle?
5. Name an example of a 3D shape container.
6. How do we count from 241 to 250?
7. What shape does a can of soda represent?
8. Give an example of a real-life pyramid.
9. What is the difference between a 2D and a 3D shape?
10. How do we break down a large shape into smaller ones?

Conclusion:

The teacher will review the key concepts—counting from 241-250, skip counting by 2s, 5s, and 10s, and identifying three-dimensional shapes. The teacher will go around to mark the work and provide feedback.

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