MATHEMATICS LESSON PLAN

GRADE 4
TERM 4: October – December

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC: TRANSFORMATIONS: Describe patterns (Lesson 2)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to refer to lines, 2-D
shapes, 3-D objects and lines of symmetry when describing patterns in nature, from
modern everyday life and from our cultural heritage

Grade 4 Lesson Plan: Term 4

Transformations (Lesson 2) Page 1 of 5
(Draft)
3. RESOURCES: DBE workbook, DBE textbook, any other textbook

4. PRIOR KNOWLEDGE: Properties of 2-D shapes, symmetry

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)

Check whether learners can complete the table below. They must identify the shapes used to make
the tessellation and say whether the arrangement is a tessellation or not.

Shapes used Tessellation or not

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

Learning activities
Teaching activities (Learners are expected
to : )
ACTIVITY 1  engage in group
discussions to determine
Group learners into small groups. Give them activities like the ones below the answers of each pair
of activities.
to work out.
 determine whether what

Grade 4 Lesson Plan: Term 4 Page 2 of 5

Transformations (Lesson 2)
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A tessellating pattern is a pattern made up by identical figures that fit is in the picture is a
together, with no gaps or overlaps between them. tessellation or not

1. Explain how the tessellations below were made.

 identify the shapes used
to make the picture

 complete tessellations

 justify why they think the

pattern is a tessellation
or not

Tessellation pattern Tessellation pattern Tessellation pattern

with pentagons with pentagons with quadrilaterals

2. Draw the tessellation pattern that you can see on the fish.

Fish Tessellation pattern on the fish

3. The diagram below is not a tessellation, because the pieces are

different. A figure like this is sometimes called a mosaic. Why is this
not a tessellation?

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Transformations (Lesson 2)
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8. CLASSWORK (Suggested time: 15 minutes)
Carefully choose the exercises which show different cognitive levels from DBE textbooks, DBE
workbooks and any textbook used in your school. The following are some of the questions that can
enhance understanding of the properties of whole numbers.

1. Say how the tessellations below were made?

Tessellation 1 Tessellation 2 Tessellation 3

DBE textbook DBE Workbook Any other Textbook

Page 336 no. 4

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

a) Emphasise that:
.

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 textbooks, DBE workbooks and/or any other
textbook for learners’ homework. The selected activities should address different cognitive levels.

c) Homework

DBE textbook DBE Workbook Any other Textbook

Page 336 no. 4

Grade 4 Lesson Plan: Term 4 Page 4 of 5

Transformations (Lesson 2)
(Draft)
Grade 4 Lesson Plan: Term 4 Page 5 of 5
Transformations (Lesson 2)
(Draft)