1
LESSON PLAN
School name: GS IFS
Teacher’sname:
Term Date: Subje Class Unit Lesson Duration Class size
: ct No No
3 19/04/2023 Maths S2 9 1 40min 20
Types of SEN to be catered Slow learners
for in this lesson and the
number of learners in each
category.
Unit title ISOMETRIES
Key Unit By the end of this unit, the learner should be able to transform shapes
Comptence using congruence (central symmetry, reflection, translation and
rotation).
Title of the lesson Central Symmetry
Instructional By using figures, the learner should be able to explain the meaning of
Objective(s) central symmetry and solve problems involving central symmetry
correctly.
Plan for this lesson Inside the classroom
Learning mateirls Geometrical instruments
References Mathematics for Rwandan schools, new general mathematics
Timing for each Brief description of teaching and learning Generic
step activities competences and
cross-cutting
Demonstration and discussions issues to be
addressed +
Teacher Activities Learners Activites short
explanation
Introduction Organize the learners to do Activity 9.2 in the Cooperation,
5 minute : into groups of 2 and ask learners book on page interpersonal
them to do Activity 9.2 151. management and
in the learners’ book on The group leaders life skills
page 151. present the
findings to the whole
class as
other class members
point out
omissions,
Development of Emphasize that the groups present their
2
the lesson: isometry defines findings in a class
30minutes: transformation with discussion, encourage Critical thinking
respect to distance and the learners to fully Problem solving
has got four examples participate in the
that includes central discussion. Research/innovati
symmetry, reflection, on enhanced
translation, and rotation. • Working with the when learners do
Emphasize on the whole class, take exercises
properties of central example 9.1 in their
symmetry and the book. • To do exercise
definition of the 9.1 on page 152 – 154 in
transformation. 1. An learners book
object and its image individually.
have same shape and To illustrate this from
size. 2. A point on the the exercise:
object and a • Both shape and size are
corresponding point on preserved. • Any object
the image are point, corresponding
equidistant from the image point and the
centre. centre are called
collinear. • Any object
point and corresponding
image point are
equidistant from the
centre.
Conclusion / To conclude the lesson Communication
Synthesis/ using question and Listen to the eacher. skills
Evaluation answer method to Ask and answer
5minutes highlight the key questions. Taking notes
concepts and skills leant
from the lesson.
Teacher ‘s self The lesson has been understood but more exercises will be needed for
evaluation the next time
LESSON PLAN
School name: GS IFS
3
Term Date: Subject Class Unit Lesson Durati Class
: No No on size
3 24/04/2023 Maths S2 9 2 40min 20
Types of SEN to be catered for in this Slow learners
lesson and the number of learners in
each category.
Unit title ISOMETRIES
Key Unit By the end of this unit, the learner should be able to transform shapes
Competence using congruence (central symmetry, reflection, translation and
rotation).
Title of the lesson Reflection
Instructional By using mirror, the learner should be able to: Define reflection as a
Objective(s) transformation, Find image of a given figure under a specific reflection,
Given object and image construct a mirror line, State the properties of
reflection, Perform reflection on the Cartesian plane efficiently
Plan for this lesson In classroom
Learning materials • Full length mirror. • Graph books. • Geometrical instruments.
References Mathematics for Rwandan schools, new general mathematics
Timing for each Brief description of teaching and learning Generic
step activities competences and
Demonstration, figures, pairs and individual work cross-cutting
issues to be
addressed +
Teacher Activities Learners Activities short
explanation
Introduction Organize class to do To do activity 9.3 on interpersonal
5 minute : activity 9.3 on page 154 page management and
individually 154 individually. life skills.
Ask learners to report To report their findings
their findings in a class
discussion illustrating
their discussion on the
board.
Development of • Help the learners to To follow the teacher
the lesson: come up with properties To do examples 9.2 on
30minutes: of reflection in page 155 in learners Research/
connection to object, book innovation
image and mirror line. Cooperation,
• Take class through Critical thinking
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examples 9.2 on page To do exercise 9.2 on Problem solving
155 in learners’ book. • page 155 – 156 in when learners do
Ask class to do exercise learners’ book. examples and
9.2 on page 155 – 156 exercises
in learners’ book.
.To help learners to Find image of an object
Find image of an object under reflection in; a) x-
under reflection in; a) x- axis (y = 0) b) y-axis (x
axis (y = 0) b) y-axis (x = 0)
= 0) to identify lines x = y
• Help class to identify and y = –x through
lines x = y and y = –x. example 9.5 and
Take class through example 9.6
example 9.5 including
the note after the
example and example
9.6 on page 157 – 158.
Conclusion / To highlight the key Listen to the eacher. Communication
Synthesis/ concepts and skills leant Ask and answer skills through
Evaluation from the lesson using questions. Taking notes asking and
5 minutes question and answer answering to the
method questions
Teacher ‘s self The lesson has been understood
evaluation
LESSON PLAN
School name: GS IFS
Teacher’sname:
Term Date: Subject Class Unit Lesson Duratio Class
: No No n size
3 25/04/2023 Mathematics S2 9 4 40min 20
Types of SEN to be catered for in this Slow learners
lesson and the number of learners in
each category.
Unit title Isometries
Key Unit By the end of this unit, the learner should be able to transform shapes
Competence using congruence (central symmetry, reflection, translation and
rotation).
Title of the lesson Rotation
5
Instructional By using Geometrical instruments, the learner should be able to: •
Objective(s) Identify a rotation • Describe a rotation fully. • Find the image of an
object under a given rotation by construction. • Find the (i) centre and
(ii) the angle of rotation given object and its image. • List the properties
of a rotation correctly.
Plan for this lesson Inside the classroom
Learning materials Geometrical instruments
References Mathematics for Rwandan schools, internet.
Timing for each Brief description of teaching and learning Generic
step activities competences and
Description, explanations, working in groups are cross-cutting
used to emphasize the lesson. issues to be
addressed +
Teacher Activities Learners Activities short
explanation
Introduction • Organize the learners Sit in pairs. Do Activity Cooperation and
5 minute : in pairs. 9.5 on communication
• Ask the learners to do page 159. skills: learners
Activity 9.5. Summarise their will work in pairs
• Ask the learners to findings and report them
summarise their in a class discussion.
findings and report
them in a class
discussion.
Development of • Help the learners to Find out the centre of
the lesson: emphasize on the key rotation and angle of Problem solving
30minutes: concepts and facts rotation. when learners do
• Identify clockwise and examples and
anticlockwise turn exercises
• List the properties of relating them to negative
rotation according to and positive rotations
the activity 9.5. respectively.
• Use a guideline to
construct the image of
an object under a given
rotation.
• Compare and contrast
the object and its image
under a rotation.
Conclusion / To summarise the Follow the summary Communication
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Synthesis/ keypoints of the lesson. Ask and answer skills: learners
Evaluation Allow learners to ask questions and teacher share
5 minutes and answer to some Do small evaluation. ideas
questions concerning Write notes and
the lesson. homework.
Teacher ‘s self Rotation has been understood
evaluation
LESSON PLAN
School name: GS IFS
Term Date : Subject: Class: Unit: Lesson Duration: Size:
3 03/05/2023 MATHEMATICS S2 9 40 20
Special needs: Slow learners and quick.
Unit title ISOMETRIES.
Key unit By the end of this unit, the learner should be able to transform shapes using congruence
competence (central symmetry, reflection, translation and rotation).
Title Composite Transformations
Instructional By the end of this section, learners should be able to; • Perform successive transformations
objective on the Cartesian plane.
Location In classroom
Learning materials • Geometrical instrument
References Mathematics for Rwanda Schools Senior 2 student’s book.
Timing/stage Generic competences and
Description of teaching and learning activity: cross cutting issues
Teacher’ s activity Learners activity
Introduction Tutor organizes the class into Learners join in groups andcross cutting issues
5 min groups and make them know follow the tutor what he isInclusive education
that they need a group speaking to them. • Financial education
secretary who should write • Genocide studies Generic
down their points and present competences :Communicatio
their findings to the class n skills
after the discussion. • Critical thinking
• Problem solving
Development Organize class so that they cross cutting issues
25 min can work on activity 9.16 on The Learners join into Inclusive education
page 174 individually. group of pairs as the same • Financial education
• Explain clearly the meaning as the tutor commands • Genocide studies
of composite transformations. them, and then do the given Generic
• Move round the classroom activity. The students competences :Communicatio
so that you are able to see that present their workings to n skills
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they are doing the activity their peers(colleagues). • Critical thinking
properly. • Problem solving
• Ensure that they understand
fully the statement similar to
T followed by R followed M?
Where T, R and M represent
distinct transformations.
• Now take class through
examples 9.16 on pages 174 –
176.
• Ask class to do exercise 9.8
on pages 176 – 177 in
learners book
Conclusion: Ask learners to summarise cross cutting issues
summary and their findings and invite the Learners follow the tutor Inclusive education
assessment: groups to present their and understand the • Financial education
observations in a class summary given by the tutor • Genocide studies
10 min discussion. so as to come up the Generic
• Ensure that the solution of their challenges. competences :Communicatio
presentations is done on the n skills
board os that all can see and Learners should implement • Critical thinking
follow the argument. work out the given exercise • Problem solving
. in the student’s book.
• Take them through the unit
summary and ask them to do
unit test 9.
Self-evaluation Learners have discussed the lesson and are able to find images using composite
transformations
