Pre service Teachers Name: Rachelle Jensen and Bonnie Lilford

Year level: Grade 6

Lesson Focus: Geometry
Lesson Time and Date: Wednesday 18th of May

Lesson Duration: 60 minutes

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
- Utilising fine motor skills through constructing shapes.
-Identifying edges, corners and faces of a shape-knowing what they are and the differences
between them.
-Recognise and understand the differences between prisms and pyramids.
-Determine names of each of the prisms and pyramids.
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)

Domain: Mathematics
Sub-Domain: Measurement and Geometry-Shape
Construct simple prisms and pyramids (ACMMG140).
Students Prior Learning (What has already been taught/learned about this content/skill?)
Students will have prior knowledge of identifying different 2D and 3D shapes, and will have
experience in constructing models with different materials.

Teaching and Learning Preparation (What resources will you need to prepare?)
-Toothpicks
-Mini Marshmallows
-Who Am I? Sheets

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Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?
What kinds of questions
might you ask?
This should link to prior
learning experiences.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions might
you ask?
What formative and/or
summative assessment
strategies will be used in this
lesson?

5-10mins
We will introduce the lesson by explaining the differences between
simple prisms and pyramids with the 3D models (triangular prism
and square based pyramid). We will then have a group discussion
about the shapes attributes which include faces, edges, and
vertices and students will need to identify and locate these.
Questions:
- What is the difference between a prism and pyramid?
- Where are the faces, edges and vertices of this shape?
- What is the name of this shape?
- Where in the world have you seen prisms and pyramids?
Can be places, food or objects.
20-30mins
Who Am I? Activity:
Students will play a game run by the teacher, where they will be
given simple facts about a prism or pyramid that they will have to
construct and decipher what shape they have been given.
Students are going to be using mini marshmallows and toothpicks
to construct their 3D skeletal prism or pyramid. Theyll be given a
sheet or paper with three to four facts listed where theyll have to try
and figure out what their shape is by constructing it.
For example:
- I have a vertex
- I have five faces
- I have a square base
- Who Am I?
Answer: Square based Pyramid
Enabling Prompt:
Students who are having difficulty will be given a photo of their
shape, along with the same Who Am I? statements as the main
activity. This will enable the students to visualise the end product at
the same time as constructing it, gives them a better understanding
whilst still reaching the same learning outcomes as the other
students.
Extending Prompt:
Students can construct models of their imagination such as a
rocket, house, car, boat etc, but must still include the simple prisms
and pyramids, and write down the number of faces, edges, and
vertices. This allows them to still identify and locate the features of
a shape but challenges them.
Assessment:
Formative- teacher observations, observing whether the students
understand the content and are able to articulate their
understanding of the shape.
Summative- samples of the 3D models and with the extending

Primary Generic Lesson Planner

prompt they have to give the list of the faces, vertices, edges etc.
Catering for Diversity:
We have included both simple and difficult shapes for the students
to complete, however if extension is required you can include more
challenging prisms and pyramids. We have catered for a variety of
learning styles, such as kinesthetic through constructing the
skeletal models as it is hands on learning, and have also
incorporated the visual learning style by being able to see the
attributes of the shape in front of them and providing them with
images prism and pyramid if needed in the enabling prompt as well
as in the answers.
Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will
you ask?

Group Discussion:
Students have a discussion on what they made, what they found
difficult to make, what shapes they used etc. Reflecting on what
they did and what they learned.
Questions:
- What shapes did you use to make your models? (extending)
- Were any of the shapes difficult to construct?
- What did you make?
- What shape were similar to another shape you made?

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?
How will you include the
student voice in assessment?

Assessment Strategies:
- Questioning throughout the lesson, and testing students
knowledge via building the skeletal models and playing the
Who Am I? game.
Recording Student Outcomes:
- Observation of the students ability to identify and build the
prisms and pyramids and collecting samples of their 3D
models either by taking a photo or the actual model.
Student Voice in Assessment:
- Asking students what the faces, edges and vertices are, and
their opinions of the task.

Primary Generic Lesson Planner