Grade 6 Term1 Properties of 2-D Shapes Lesson 7

MATHEMATICS LESSON PLAN
GRADE 6
TERM 1: January– March
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION: 1 Hour
1. TOPIC: PROPERTIES OF 2-D SHAPES: Range of shapes (Lesson 7)
2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to recognise, visualise and
name 2-D shapes focusing on parallelogram.
Grade 6 Lesson Plan: Term 1

PROPERTIES OF 2-D SHAPES: Range of shapes (Lesson 7)
(Draft)
3. RESOURCES: National workbook 1, DBE Text Book (LB and TG), textbooks,
 2-D shapes
4. PRIOR KNOWLEDGE:  irregular and regular polygons
 right angles, angles greater than right and angles smaller than right
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Activity : Revise with learners the following:
 Name the following quadrilaterals.

 Which of the quadrilaterals below is regular?
 Name the types of angles found in each
 What are the properties of a rectangle?
 What is the difference between a square and a rectangle?
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities (Learners are expected
to:)
Activity 1 Group work) be actively engaged
 Ask learners to answer the following questions. during the lesson
i) Name figure 1. presentation by answering
ii) Figure 2 is called a parallelogram, how does figure 1 differ from figure questions.
2?
Grade 6 Lesson Plan: Term 1 Page 2 of 4

(Draft)
iii) Use a ruler to measure the length of all the sides of each
parallelogram.
iv) Are there sides that are equal in a parallelogram?
v) If your answer in (iv) above is yes, how many sides are equal?
vi) Are the equal sides next to each other or opposite?
vii) How many pairs of opposite sides are equal if two sides are called
one pair?
viii) What can you say about opposite sides of a parallelogram?
ix) Complete: In a parallelogram, both pairs of opposite sides are
______.
NOTE: At this stage learners should be able to identify the properties of a

parallelogram in terms of sides.
Activity 2 (Group work)

N.B. Each group works with one parallelogram
i) Name the angles that are found in a parallelogram.
ii) How many of each of these angles are there?
iii) Are the acute/ obtuse angles next to each other (adjacent) or opposite
to each other?
iv) Put a paper on the acute angle of one parallelogram and trace the
angle.
v) Rotate the traced paper and put it on another acute angle of the same
parallelogram.
vi) Does the tracing of the acute angle that you did, fit exactly on top of

(Draft)
the opposite acute angle or overlaps?
vii) What can you say about a pair of acute angles of a parallelogram?
viii) Follow the steps iv and v with the obtuse angle.
ix) Does the tracing of the obtuse angle that you did, fit exactly on top of
the opposite obtuse angle or overlaps?
x) What can you say about a pair of obtuse angles of a parallelogram?
xi) What can you say about the pairs of opposite angles of a
parallelogram?
xii) Complete: In a parallelogram, both pairs of _________ angles are
________.
NOTE: At this stage learners should be able to identify the properties of a
parallelogram in terms of angles.
8. CLASSWORK (Suggested time: 10 minutes)
Write down the properties of a parallelogram
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5

minutes)
a) Emphasise that:
 if all sides of a rectangle are equal it is called a square
 properties of a rectangle are
 both / two pairs of opposite sides are equal
 all angles are right angles
 properties of a square are
 all sides are equal
 all angles are right angles
 properties of a parallelogram are
 both / two pairs of opposite sides are equal
 two opposite angles are either or acute angles
b) The primary purpose of Homework is to give each learner an opportunity to

demonstrate mastery of mathematics skills taught in class. Therefore, Homework
should be purposeful and the principle of ‘Less is more’ is recommended, i.e. give
learners few high quality activities that address variety of skills than many activities
that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the DBE Text book(LB), National workbook
1 and/or textbooks for learners’ homework. The selected activities should address
different cognitive levels.
Homework:
N.B. Choose appropriate examples in the DBE textbook (LB)/ National workbook 1.

(Draft)

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MATHEMATICS LESSON PLAN

1. TOPIC: PROPERTIES OF 2-D SHAPES: Range of shapes (Lesson 7)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

Grade 6 Lesson Plan: Term 1

 Name the following quadrilaterals.

7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Grade 6 Lesson Plan: Term 1 Page 2 of 4

NOTE: At this stage learners should be able to identify the properties of a

Activity 2 (Group work)

Grade 6 Lesson Plan: Term 1 Page 3 of 4

8. CLASSWORK (Suggested time: 10 minutes)

Write down the properties of a parallelogram

9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5

b) The primary purpose of Homework is to give each learner an opportunity to

Grade 6 Lesson Plan: Term 1 Page 4 of 4

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