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Student
Simonè Nel
name

School Laerskool Voortrekker Lesson 10 of 14

Eeufees number:

Date 23/03/2026 Grade R

Subject Maths – Data Handling Theme/Topic Shapes

Mentor Time
allocated
Content area and Skill to be covered in the lesson: (Taken from the CAPS
curriculum, include reference)

Department of Basic Education. (2011). Curriculum and Assessment Policy

Statement (CAPS): Foundation Phase Mathematics. Pretoria: DBE. — Data
Handling: Term 1, Week 10–11 — Content Area 5: Data Handling — Topics:
 5.1 Collect and sort objects
 5.2 Represent sorted collection of objects
 5.3 Discuss and report on sorted collection of objects — Assessment Criteria:
“Able to collect, sort, draw, read and represent (analyse) objects according to one
attribute.”
Resources Large shapes – circle, square, triangle, rectangle
required Data handling worksheet

Number of
learners
Lesson objective: (List what the learners will learn e.g., list, name, identify,
communicate (talk about), demonstrate, say what we like or don’t like and why, explain,
debate, calculate, compute, describe, analyse, interpret, contrast, create, etc.)
We are learning to
 Collect and sort objects
 Represent sorted collection of objects
 Discuss and report on sorted collection of objects
Success Criteria: (How will you and the learners be able to assess their success?
What will it look like? Show scaffolded achievements that offer all learners in all
ability groups, including learners with barriers to learning, the opportunity to succeed
in this lesson.)
I
Key questions/content to highlight during lesson: (What questions will you ask
to deepen learning so that learners are successful and achieve the learning
objective/s?)
Introduction Questions:
What shapes do you see?
How are these shapes different from each other?
How can we put them into groups?

Activity 1 & 2 Questions:

We’ll start sorting the shapes – first by shape.
Which group has more?
Which group has fewer?
Do any groups have the same number?

What number is this in the first block?

Vocabulary: circle, square, triangle, sort, count, sides, corners, group, more, less,
same, least, most, blocks, column, number, graph.
Higher order thinking skills:
PLENARY: INTRODUCTION / HOOK / WARMER: (How will you get the learners
motivated, curious and ready to learn? This is linked to the lesson objective/s.)
Time: 10min
Review based on previous knowledge/Introduce new concepts:
Learners will sit on the carpet. I’ll take out the Surprise box. That will immediately
spark curiosity, because we have used the Surprise box before. I’ll take out large
sized mixed shapes: circles, squares and triangles. We’ll name the shapes and talk
about the shapes. We’ll sort the shapes, count them and make a graph to show our
data.
THE BODY OF THE LESSON (How will you drive the T&L to support the learning
objectives and success criteria of this lesson?)
Teacher and learners collaborate, investigate, explore content: (What
methodology will you employ to achieve the learning objectives and learners’
success?) Time:20min
Teacher pours shapes onto the carpet. Learners help sort them into groups by
shape.
Teacher models thinking aloud e.g. This one has 3 sides. That means it belongs in
the triangle group etc.
DIFFERENTIATED ACTIVITIES: (How will you enable learners to demonstrate
their success to support the learning objectives and success criteria of this lesson?)
Learners’ activities:
(What are the learners going to be doing during the lesson to achieve the learning
objective/s? There is a difference between what they will learn and what they will
do).
Activity 1: Time:
Learners will sort the shapes with teacher on the carpet. They’ll describe (Planne
d
the shapes and count them. Teacher will duration
Activity 2: for each
activity.)
Learners return to their tables where they’ll have a bar graph, they must 10min
colour according to the shapes that they have counted. Teacher will have
a large bar-graph on the board to be able to guide them step-by-step.

PLENARY: CONCLUSION: (How will you bring the lesson to a logical conclusion
and communicate next steps?) Time:
Learners return to the carpet and we’ll talk about the shapes we have used for the
activity. I’ll ask if there is another way we can sort the shapes? They must tell me
how many of each shape there was, which was the most/least and if they enjoyed
counting and colouring the blocks. I’ll ask if there is another way we can sort the
shapes?
REFLECTION AFTER LESSON: (record what worked well and what you would
change next time).
Consider the following in your reflection:
Learner assessment: (How did you and the learners rate their ability to be
successful based on the lesson objective/s and success criteria?)
Differentiation activities and ideas: (Were the planned activities successful in
assisting learners to develop their skills based on the learning objective/s?)
Learners could identify the shapes and were able to sort the shapes together. It was
a good choice to do the worksheet with them, step-by-step, because there were
some of them that found it difficult to understand. The big shapes that I had as an
example helped them to count and colour correctly. I have asked guided questions
and offered help while we were doing the activity to help with better understanding.
LESSON FEEDBACK FORM (to be completed by the
mentor for every lesson)
MENTOR LESSON FEEDBACK FORM: LESSON NUMBER 10 OF 14
STUDENT NAME: Simonè Nel GRADE: R
DATE: LESSON SUBJECT: LESSON TOPIC:
Maths Data Handling
Rating scale:
NO ATTEMPT MADE = 0 / NEEDS REMEDIATION = 1/ NEEDS IMPROVEMENT = 2 / AVERAGE = 3 / GOOD = 4 /
EXCELLENT = 5

CATEGORY COMMENT RATING COMMENTS

GUIDELINES
Preparation Lesson plan shows
and planning clear learning
objectives and
success criteria.
Preparation is
thorough and
indicates scope,
relevance, and
suitability for the
lesson content and
the learners’ age
and abilities. The
chosen
methodology to
achieve the lesson
objective/s is
clearly stated and
demonstrated
throughout the
T&L. Intellectual
engagement is
planned for and
sustained
throughout the
lesson.
Lesson Lesson is
introduction introduced in a
creative and
interesting manner
that captures the
learners’ attention,
intellect and
curiosity. There is a
clear link to the
lesson objective/s.
 Prior knowledge is
incorporated. The
introduction is
appropriate for the
age and ability of
the learners.
Body of lesson Lesson body
sustains learner
interest and uses
appropriate
methodologies and
activities to support
lesson objective/s
and the success of
the learners.
Student’s grasp of
the lesson content.
Lesson Lesson concludes
conclusion / timeously. If
Time learners have not
management been able to
complete all
activities and tasks
assigned during
the lesson, the
teacher lets the
learners know how
they will be able to
do so (part of the
lesson reflection).
Pace and tempo
adapted to suit the
learners in the
class.
Teaching style Teaching style and
and method methodologies
employed show
consideration for
the specific phase
(their age and
abilities). Learners
and teachers show
enthusiasm and
confidence in
meeting the
learning objectives.
Suitability of Teaching and
teaching and learning materials
learning are carefully
materials chosen and
presented, grade
appropriate and
suitable to the
learners’ needs. It
includes the use of
concrete material
and technology to
develop learners’
exploration of
concepts.
Learner Good classroom
management management.
and rapport Effective learner
engagement and
participation. Able
to capture and
sustain learner
interest.
Communication Appropriate use of
and language language to
use communicate with
learners. Able to
communicate
meaning
confidently and
clearly – tempo,
audibility, clarity.
Questioning Makes use of good
technique questioning
techniques to
support learning.
Shows an ability to
use different levels
of questioning
using Blooms
taxonomy, keeping
with the potential
and ability of the
learner group.
Opportunities are
created for learners
to say what they
think and
encourage further
enquiry.
Learner Lesson engages all
engagement learners. Lesson
and presentation and
differentiated activities are varied
activities and differentiated
to meet the needs
and cognitive level
of the learners in
the class.
Creativity and Lesson displays
innovation creative and
innovative T&L as
well as the
inclusion of
creative and critical
thinking skills,
materials, activities
and lesson content.
MENTOR ADDITIONAL COMMENTS:

TOTAL FOR LESSON:

MENTOR SIGNATURE:
DATE: