Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm Date: 11th June 2018 Students’ Prior Knowledge:
 Have had two prior lessons on 2D shapes and
Learning Area: Mathematics – Measurement and many students can already recognise the 3D
Geometry equivalent to those shapes.
Strand/Topic from the Australian Curriculum
Describe the features of three-dimensional objects
(ACMMG043)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ Competence
competence
✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Understanding, Reasoning, Problem Solving
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Recall and name common 3D shapes
 Use more complex vocabulary to describe shapes by their face, vertices, edge etc.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 PowerPoint  Give the same activity to students but extend
 3D objects (cube, pyramid, sphere, cylinder, cone) stronger students focus with more complex
 Worksheets made vocabulary/task
 During Shape Detectives activity keep
students on task with a timer

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
 I should have put less focus during the whole class activity on whether or not the shapes could roll and put
more focus on the correct terminology to describe the shapes. I noticed in the students’ work that they
described the shapes as whether or not they would roll, which is good, but this meant some of them left out
descriptions of faces, edges, and vertices/corners.
 The video was probably not necessary as the stronger kids zoned out during the few minutes it was on the
screen however it did engage some of the students who were unsure of the shapes previously. Caitlin
suggested that I could send off some of the kids to start their activity while others watch the video – which I
will do next time.
 Similar to my last lesson, I tried to cram a lot into the one lesson so that students were constantly engaged,
however instead of trying to add more what I will do next time is extend the task and make the vocabulary
more complex so that students are being challenged rather than having to do extra work.
Teacher self-reflection and self-evaluation:
 I was overthinking a lot during this lesson which meant that I was not being present while teaching. Hopefully
I will extend the students more in my follow up 3D lesson tomorrow and also teach more explicitly before
sending students off on their activity.

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  The introduction was not very focused, and I relied more on the video than my own explicit teaching to get the
children to understand the importance of describing shapes. This also included my description of the shapes.
I could have introduced the new terminology (vertices) in a more engaging way.
 I also could have modelled the activity to show students ways of molding the play dough to create the shapes
and be able to see the different features of the shapes best.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:

 Call students quietly onto the front mat and explain that the WALT of
11am the lesson is to “Describe 3D shapes”.
In this lesson we will begin to work with three-dimensional shapes
and discover the distinctive features of common 3D shapes.

 “Who knows what 3D stands for? (three-dimensional)

“How is a 3D shape different from a 2D shape?”

 Hook students’ attention with the 3D shapes song Video

https://www.youtube.com/watch?v=guNdJ5MtX1A

 Go through the 3D shapes on the PowerPoint pinpointing the different

attributes of each shape.
11:05am
Lesson Steps (Lesson content, structure, strategies & Key Questions):
Bag of 3D objects
 Show students the “Mystery Shape Bag” and tell them you are going
to see what they know about 3D shapes. Pull out an object and have
a student tell you what each shape is.
Ask students about the look and feel of each shape.

 Prompt with questions such as: “How many faces does this shape
have? What else do you know that is shaped like this 3D object? How
many edges? Where is the base? How many vertices?”

 With each shape the students can name, write it on the board.

 Hold up a 2D shape and a 3D shape and think pair share to consider

how they are different. Ask one student to share.

 Explain that there is important vocabulary we use when describing 3D

shapes. Some words we can use include:
Face: The surface of a solid figure (often the 2D shape)
Edge: The line where two faces meet
Base: The face that is on the bottom of a shape
Vertex/Vertices: A point where two or more edges meet in a 3D
11:15am
shape. Vertices is more than one.

 As a class we will do a Shape Detectives activity. I will pause the Shape Detectives video
video between each shape and students will spend a few minutes
finding an object, writing the shape and labelling it. Adapt the video a
bit – first asking students what the 3D version of the 2D shape given

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 is and also skipping the diamond shape and instead giving them
cylinder and cone.
11:40am
 After the last shape, have students pile their maths books open to be
marked. Our next activity will be working individually. Each student
will be given a sheet of paper.
Some students will have two sections: Name of the shape and what it
looks like. Stronger kids will receive a sheet asking for: The name of Worksheet
11:50am the shape, attributes (faces, vertices etc.) and what it looks like).

 All students will create their 3D shape using play dough. Play dough

 Collect sheet from students and mark what they have done. In the
next 3D shape lesson, they can finish it off and glue it in their maths
books.

Lesson Closure:(Review lesson objectives with students)

 Bring students back to the mat and review what we have learnt about
3D shapes today. Do a “Who Am I” with 3D shapes, adapted from the
2D shape lesson.
12pm  (If there are students who finish off the final activity of giving shapes
attributes and relating them to real life, see if they can add other 3D
shapes they know to the list as the sheet given contains the basic 3D
shapes discussed in today’s lesson)

Transition: (What needs to happen prior to the next lesson?)

 Ensure that maths books are piled up and worksheets are collected.
Then students can wait on the mat for instruction from Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)
Using students work in Maths books, tick whether or not these objectives for
this lesson have been met.

11th June Recall and name common Describe shapes using correct
3D shapes vocabulary

Keelie Can identify a sphere and Described the number of ‘points’ rather
pyramid but I will have to than corners
assess other shapes
Cohen ✓Named all the 3D shapes ✓Detailed descriptions of the shapes
(corner, faces, edges)
Taylan Recognised the 2D shape that Did not clarify thinking e.g. Wrote “It has
made the face o the 3D shape 8” which I assume refers to the number of
(e.g. rectangle for rectangular corners (didn’t use terminology)
prism)
Bella ✓ Described whether or not they could roll.
Casey ✓ Can identify many 3D Incorrectly descibred how many edges
shapes and corners on the shapes.
Lawrence ✓Named all the 3D shapes ✓Detailed descriptions of the shapes
(corner, faces, edges)
Maya ✓ (In group discussion gave ✓In the play dough activity she made and
the new shape of a triangular wrote the shapes/objects but did not
prism) describe
Skye ✓ ✓ Described the obejcts as round/pointy
and wrote what the object does (e.g. door
closes and opens rather than what it looks
like)
Hayley ✓ Correctly identified number of faces on a
cube. Used correct words but inconsistent
with correct number of faces, edges etc.
Described whether or not they can roll

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Shiloh ✓ Described the 3D shapes only with the 2D
faces. E.g. A cube has 4 sides.
Jordi ✓ Didn’t describe the shapes, just drew
them + real life example
Chloe ✓ Can recognize multiple 3D Described edges of the 2D face of the
shapes and match them with shape but not as a whole.
real objects
Carla ✓ ✓Gave some descriptions (round, even)
but not using proper terminology
Mia ✓ Counted only the edges of 2 faces of the
cubes. Didn’t correctly find the amount of
faces or corners (5 sides on a cone)
Hunter ✓ Didn’t describe
Rubi
Rebecca Can recognize some shapes No describing
such as a sphere and a cube
when they are drawn as a
diagram but identified a texta
as a sphere
Brodie ✓ ✓
Ellie ✓ Gave examples of shapes ✓Described the faces and whether they
and real life objects in that could or could not roll.
shape
Hudson Mixing up 3D from 2D Not yet up to describing the shapes
(scissors for cone)
Gabriel ✓ ✓ Wrote the object, shape and labelled
the corners/faces/edges