LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Grade Two Mathematics

Comprehension of Shapes

Module 1 - Learning about Shapes

LEARNING GUIDE
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ELENA PALMES ORAIZ

Teacher III
Romana C. Acharon Elementary School
Calumpang, General Santos City, Region XII
Edited and produced by the Materials Development Center, August 2006
 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Mind Map
The Mind Map displays the organization and relationship between the concepts and activities
in this Learning Guide in a visual form.

Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for that
stage have been achieved. Where possible, and if needed, teachers can use the formative
assessment tasks for summative assessment purposes i.e as measures of student performance.
It is important that your students know what they will be assessed on.

Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent lessons. Rather, they are a series of stages over one or more lessons
and indicate the suggested steps in the development of the targeted competencies and in the
achievement of the stated objectives.

1.Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
The students are expected to have a prior knowledge on different kinds of shapes.
Activity I – Robotic Man
See the attachment sheet for Activity Sheet 1.
Group the students/pupils as desired. Each group should be given that activity sheet.
Let the students cut out the shapes found in the attachment sheet then ask the group to form
a robot out of the cut out you have made.
The first group to finish is the winner.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Strategy
Collaborative and inter-active learning
Formative Assessment
The teacher asks the following questions after the activity.
– What are the shapes used in a robot? (circle, triangle, square, rectangle)
– How many sides are there in a circle? triangle? rectangle? and square?
– How many corners are there in a circle? triangle? rectangle? and square?
Roundup
The students can identify shapes.

2.Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.

3.Learning activity sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
Background or purpose
After this stage, it is expected that the students will be able to:
– identify shapes
– name shapes
– describe shapes according to number of sides and corners
Unlock the following vocabulary:
– circle – shape of perfect hollow ring
– triangle – 3 – sided figure
– square – a geometric figure with 4 right angles and 4 equal sides
– rectangle – figure with four right angles
– side – a line segment that forms part of the perimeter of a plane geometric figure
– corner - the angles formed where two or more lines or surfaces meet.
– shape - the outline of somethings' form
– polygon – many – sided figure: a two-dimensional geometric figure formed of three or more
straight sides.
Activity 2 – Look for Me
(Refer to Student Activity Sheet 2)
Provide each one an Activity Sheet. Let them read and answer the questions on the activity
sheet. Once they have completed the individual work, get the students' activity sheets to
compare and share their answers.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Strategy

Think, pair, share

What is it?
An activity that allows groups to reach consensus, check understanding or as an introductory
activity.

How can I use it?

Students can think individually about an issue, question or problem and record response.
Discuss ideas with a partner and record what they have shared. Share with the whole group
or join another pair to reach consensus.
Formative Assessment
Follow up questions on identifying shapes.
1. How many shapes of objects can you find inside the classroom?
2. Can you name the objects and its shapes?
3. Which object can you find wherein there's a side? Circle? Triangles? Rectangles?
Squares?
4. How many sides and corners are there in circles? Triangles? Rectangles? Squares?
5. How can you describe shapes according to number of sides and corners? Are they the
same?
Roundup
The students have identify shapes and describe the shapes with sides and corners.

Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Background or purpose
The students could identify shapes and can compare it with its other.
Activity 3 – Comparing Shapes
(Refer to Student Activity Sheet 3)
Each group were given an activity sheet. Answer what is asked to do then have a reporter to
report your answer.
Strategy
Collaborative learning
Formative Assessment
Ask the following questions to the students.
Which shape will fit to complete the figure?
What shape does the figure has?
How many sides and corners does the shapes have?

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Roundup
The students can identify the shapes and compared with its number of sides and corners.

Practice and Application

In this stage, students consolidate their learning through independent or guided practice
and transfer their learning to new or different situations.
Background or purpose
The students have the knowledge in identifying shapes, comparing and describing the
numbers of sides and corners.
Activity 4 . Who Am I?
(Refer to Student Answer Sheet 4)
Each group were given answer sheets to answer the activity. In this activity the students were
able to think what shapes are being describe. Select for the leader to report for answer.
Strategy

Think, pair, share

What is it?
An activity that allows groups to reach consensus, check understanding or as an introductory
activity.

How can I use it?

Students can think individually about an issue, question or problem and record response.
Discuss ideas with a partner and record what they have shared. Share with the whole group
or join another pair to reach consensus.
Formative Assessment
The students can identify the different shapes being describe by writing and drawings.
Roundup
The students can name different shapes from the illustrations.
The students can compare the numbers of sides and corners of different shapes.
The students can describe the numbers of sides and corners of different shapes.

Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
Background or purpose
The students have the knowledge in identifying the different shapes, describing and
comparing the numbers of sides and corners using illustrations and drawings.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 5. How Much I have LEARNED?

Let the individual students have an activity sheet (Refer Activity Sheet 5) to answer about
this activity.
The pupils have to identify what shape is the illustrations about.
The pupils can describe and compare the numbers of sides and corners of different shapes.
Strategy
Individual
Formative Assessment
Students can identify different shapes, describe and compare the numbers of sides and
corners.
Roundup
The students can identify different shapes.
The students have the knowledge on how to compare the numbers of sides and corners of
different shapes.
The students can express themselves how to describe the numbers of sides and corners of
different shapes.

Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
4.
5.
6.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Attachment for Activity 1

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 1

Robotic Man
Objective:
Identify the shapes of a given illustration.
Task:
Look at the Robotic Man and identify what different shapes can you find in it.
Which of the following shapes can you find on the illustration?
Write them here. _______________________________________

How many squares are there?

How many triangles can you find?

How about circles are there?

How many rectangles were being used?

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 2

Look For Me

Direction:
Look around inside the classroom and find out objects which have shapes then
answer the following questions below.
1. Name 10 objects you can find inside the classroom. Write it below.
1.________________________ 6. _______________________
2. ________________________ 7. _______________________
3. ________________________ 8. _______________________
4. ________________________ 9. _______________________
5. ________________________ 10. ______________________
2. Identify what shapes has the objects.
1. blackboard = _____________ 6. desk = _________________________
2. wall clock = ______________ 7. bulletin board = _________________
3. table = __________________ 8. cabinet = _______________________
4. television = ______________ 9. arm chair = ______________________
5. karaoke = ________________ 10. picture of the president =__________
3. How many sides are there in circles? Triangles? Rectangles? Squares?
circle _____________ rectangle ____________
triangle __________________ square ______________
4. How many corners are there in circles? Triangle? Rectangles? Squares?
circle _____________ rectangle ____________
triangle __________________ square ______________
5. How can you describe shapes according to number of sides and corners? Are they
the same in numbers? ______________________

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 3

Comparing Shapes
Objectives:
1. Compare shapes according to number of sides and corners.
2. Identify the shapes of a given figures.
3. Name the different shapes of the figure.
Task:
A. Which shape fits?
Encircle the shape that will fit to complete the figure.

1.

2.

3.

4.

5.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

B. Draw a line to match the name of the shape with the figure. On the blanks,
write the number of sides and corners.

A B
Number of sides/corners
____________ _________ 1. square

___________ _________ 2. rectangle

___________ _________ 3. triangle

___________ _________ 4. circle

____________ _________ 5. diamond

___________ _________ 6. oblong

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 4

Who Am I?
Direction:
Write the correct answer on the blank provided.
1. I have the no sides and no corners.
______________________________________
2. I have 4 equal sides and 4 square corners.
_______________________________
3. I have 5 sides and 5 corners.
___________________________________________
4. I have 4 square corners, 2 short sides, and 2 longer sides.
__________________
5. I have 3 sides and 3 corners.
___________________________________________

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

Activity 5

How Much I Have Learned?

Objectives:
1. Identify the shape of the illustrations.
2. Describe and compare the number of sides and corners of different shapes.

Task:
A. Write the shape represented by the following objects.

1. _________________________

2. __________________________

3. _________________________

4. _________________________

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

5. ______________________

6. ______________________

7. ______________________

8. ______________________

9. _______________________

10. ________________________

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

B. Answer the following correctly.

1. How many corners and sides has the circle? ______corners ____ sides
2. Triangle has ______ corners and _____ sides.
3. Rectangle has _______ corners and _____ sides.
4. Square has ___________ corners and _____ sides.
5. Oblong has _________ corners and ______ sides.

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LEARNING GUIDE
GRADE II MATH – COMPREHENSION OF SHAPES

For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application

Strategies

Activities from the

Learning Guide

Extra activities you

may wish to include

Materials and
planning needed

Estimated time for

this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide

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