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SMITH Joanne ... ETP410 Semester 1 Assignment 1

LESSON PLAN
DATE: 23rd April 2013
YEAR LEVEL: Grade 3
UNIT/TOPIC: MEASUREMENT & GEOMETRY Shape (AusVELS, 2013).
KEY LEARNING AREA: MATHEMATICS LEVEL 3 (AusVELS, 2013).
LESSON OUTCOMES:
ACMMGO43: Describe the features of three dimensional objects. Students will
identify, count and record geometric features such as faces, edges and corners
(AusVELS, 2013).
ACMMGO63: Make models of three-dimensional objects and describe key features.
Students will explore three dimensional objects including pyramids and prisms
(AusVELS, 2013).
LESSON STRUCTURE:
TIME INTRODUCTION (Set): TEACHING APPROACHES
10min Set up three tables with a number of 3D shapes.
Have photocopied edges/vertices/faces sheet
template ready to go on tables to be pasted into
maths books.
Students paste template into their maths book
then come over to the modelling table.
Introduction to activity
Establish prior knowledge brainstorm
terminology on 3D shapes. i.e. prisms, pyramids,
Discuss the definitions of faces, vertices and
edges.
Model how to transfer their findings on 3D
shapes onto the template.
*Preparation




*Whole group focus/Share
intent of lesson
*Discussion/Brainstorming
*Explicit teaching with
prompting
*Modelling



TIME MAIN CONTENT: TEACHING APPROACHES
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SMITH Joanne ... ETP410 Semester 1 Assignment 1

10mins *Students go back to tables
*Students explore shapes and identify name of
shape.
*Students document their findings. i.e. How
many vertices/edges/faces?




*Group work/One on one
assistance/Peer tutoring

*Discussion/one on one
assistance




TIME CONCLUSION: TEACHING APPROACHES
5mins *Students report their findings to the group

*Student reflection what they
have learnt
*Sharing success

RESOURCES
Teacher Resources

Victorian Curriculum and Assessment
Authority Level 3 Mathematics Measurement
and Geometry: Shape strand
(AusVELS,2013).
Pre-identified geometric 2D and 3D shapes ie
windows, garden beds - for explanation,
establishing prior knowledge, and modelling
purposes
Whiteboard for terminology
Posters with identified geometric shapes for
prompts with spelling and names
Seating arranged for 3 groups
Modelling table

Student Resources
Maths book, pencil and gluestick
Assorted coloured 3D plastic shapes

Photocopied template with
shape/edges/faces/vertices columns



Assignment template
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SMITH Joanne ... ETP410 Semester 1 Assignment 1


SAFETY CONSIDERATIONS/MATERIALS
Teacher expectations of behaviour in classroom and in transition period between
rotations.
Maintaining behaviour in accordance with whole school policy on behaviour
management.
Furniture arranged appropriate to the lesson and clutter kept to a minimum.



ASSESSMENT
*Work samples to assess adherence to technique, colours, symbols and the story they tell
*Teacher observation
*Retell of each students painting
*Feedback from students

REFLECTION
This lesson was part of a Maths rotation. I had approximately 20min with each group. In the
lesson the previous day my mentor teacher had covered a brain storming exercise addressing
3D shapes and their terminology. The students as a result were not unfamiliar with the topic I
was covering. In my first group I failed to talk about the faces/edges/vertices at the modelling
table the topics that were covered by the template. So after the group broke up into 3
groups, I then went to each table to go through the template. This consumed time and while I
was explaining the intent of the lesson the other 2 tables were wasting valuable time and were
getting off track.
This resulted in me changing the way I did things for the next group. I kept all modelling and
explanations on the modelling table, then worked my way around each group offering help
and explanations.
OUTCOMES MET: Because of the time restrictions some students were unable to complete
more than one shape. Yet all students appeared engaged, discussing in their small groups
about the shapes they were handling. I noticed a considerable amount of peer tutoring
occurring which I felt facilitated learning and serendipitously addressed one of the beliefs in
my Teaching Philosophy. Handling the shapes appeared to engage and appeal to the
kinaesthetic learners of the group and many were able to identify the faces and edges of these
Assignment template
All areas of this form marked with * are essential information and must be completed.
SMITH Joanne ... ETP410 Semester 1 Assignment 1

visual 3D shapes with only a little prompting for a few students. When it came to reporting
back to the group, the students were able to describe the key features of their chosen 3D
shape, meeting the outcomes included in ACMMGO44 and ACMMGO63 of the lesson
(AusVELS, 2013).