Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• By the end of this week's lessons, learners should be able to:
• Recognise and name basic 2D shapes (circle, square, triangle) in pictures and in their environment.
• Sort 2D shapes according to their form (e.g., putting all the round shapes together).
• Describe the properties of shapes using simple language (e.g., "A circle is round," "A square has four pointy corners," "A triangle has three straight sides").
• Trace and draw basic 2D shapes with developing control.

Lesson summary

Overview This lesson introduces Grade R learners to the foundational concepts of two-dimensional shapes: the circle, the square, and the triangle. In South Africa, our world is rich with shapes. From the circular base of a traditional Zulu 'Ukhamba' pot and the R5 coin in our pockets, to the triangular shape of a delicious 'samoosa' and the square windows of a taxi, shapes are a fundamental part of our daily visual experience. By learning to identify, name, and describe these basic shapes, learners develop crucial pre-mathematical skills. This includes visual discrimination, classification, language development, and problem-solving.

Lesson notes

This section provides the core knowledge for the teacher. Use simple, repetitive language and physical actions when explaining these concepts to the children. What are 2D Shapes? Explain that 2D shapes are "flat" shapes. You can draw them on paper, but you can't pick them up like a ball. A good way to show this is to have a ball (3D) and a paper circle (2D). You can hold the ball, but the circle is flat on the table.

The Circle Definition: A circle is a round shape. It has no straight sides and no corners (vertices).

Explanation for Learners: "A circle is round and round, it never stops. Like a wheel on a taxi, it goes all around. Can you trace a big circle in the air with your finger? Let's go round and round!" Properties: One continuous curved side. No corners. South African

Examples: A R5 coin. The wheels on a car or a minibus taxi. The shape of a 'braai' grid. A slice of polony. The sun in the sky.

The Square Definition: A square is a shape with four straight sides that are all exactly the same length. It also has four corners (vertices) that are all the same.

Explanation for Learners: "A square has four straight sides, and all four sides are friends – they are the same size! It also has four pointy corners. One, two, three, four! Like a window in our classroom or a slice of bread for your sandwich." Properties: Four straight sides. All four sides are equal in length. Four corners (vertices). South African

Examples: A window pane. Some floor tiles. A cream cracker biscuit. The face of a dice. The squares in a 'Shweshwe' fabric pattern.

The Triangle Definition: A triangle is a shape with three straight sides and three corners (vertices).

Explanation for Learners: "A triangle has three straight sides.

Let's count them: one, two, three!

And it has three pointy corners: one, two, three! It looks like the roof of a house or a yummy samoosa from the shop!" Properties: Three straight sides. Three corners (vertices). South African

Examples: A samoosa. A triangular yield road sign. The roof of many houses. A slice of pizza or pie. Patterns in Ndebele artwork. Guided Practice (With Solutions)

Activity 1: The Shape Fee-Fi-Fo-Fum Bag Question: The teacher has a fabric bag (a "fee-fi-fo-fum bag") containing large plastic or wooden shapes (circles, squares, triangles). A learner puts their hand in the bag without looking and feels one shape.

The teacher asks: "Thabo, feel the shape. How many corners can you feel? Is it round or does it have straight sides? What shape do you think it is?" (Let's say Thabo is holding a triangle). Solution &

Commentary: Worked Solution: Thabo would feel the shape and say, "It has pointy corners. I can feel one... two... three corners! It has straight sides." The teacher would prompt, "A shape with three corners and three sides is a...?" and the class helps: "Triangle!" Thabo then pulls the shape out to confirm.

Commentary: This activity is excellent for tactile learners. It encourages them to focus on the properties of the shapes (sides, corners) rather than just their visual appearance. It builds descriptive language and reinforces counting.

Activity 2: Shape Hunt in the Classroom Question: The teacher says, "We are going on a shape hunt! I want everyone to look carefully around our classroom. Who can find something that is the shape of a circle?" Solution &

Commentary: Worked Solution: Learners will look around and point to various objects. Ayanda might point to the clock. The teacher would say, "Excellent, Ayanda! The clock is a circle. Why is it a circle?" Ayanda might say, "Because it's round." The teacher reinforces, "That's right! It's round, with no corners."

Commentary: This connects the abstract concept of shapes to the learners' immediate environment, making learning relevant and concrete. It promotes observation skills and active participation.

Activity 3: Sorting Mats Question: The teacher gives each group a collection of mixed-up shape cut-outs and three sorting mats (large pieces of paper with a big circle, square, or triangle drawn on each).

The instruction is: "Work with your friends. Put all the shapes onto the matching paper. All the round ones go on the circle paper. All the shapes with four same-sized sides go on the square paper." Solution &

Commentary: Worked Solution: The learners work together to sort the shapes. The teacher moves between groups, asking questions like, "Why did you put this shape here? How do you know it's a square?" A correct solution sees all the circles on the circle mat, all squares on the square mat, and all triangles on the triangle mat.

Commentary: This is a hands-on activity that fosters teamwork and communication. It allows the teacher to assess understanding by observing the learners' sorting process and listening to their reasoning. Independent Practice (Questions Only) (These activities can be done at tables with worksheets or drawing materials.)

Worksheet 1: Shape Colouring. A page with many mixed-up shapes.