Mathematics – Space and Geometry, 3D Space
Year 2, Stage 1
Lesson Focus: This lesson will aim to develop students understanding of threedimensional objects, their names and properties. It will also develop student’s knowledge of threedimensional objects that can be found in the environment and that these objects look different from different views.
Time: Approximately 50min.
Outcome(s):
Outcome  Specific Indicator of Learning 
SGS1.1 Sorts, describes and represents threedimensional objects including cones, cubes, cylinders, spheres and prisms, and recognises them in pictures and the environment.   Describes cones, cubes, cylinders, spheres and prisms.  Uses the terms ‘faces’, ‘edges’ and ‘corners’ to describe threedimensional objects.  Identifies and names cones, cubes, cylinders, spheres and prisms from a collection of everyday objects.  Recognises threedimensional objects in the environment.  Recognises that threedimensional objects look different from different views.  Sorts threedimensional objects according to a particular attribute eg. shape of faces.

WMS1.3 (Communicating) Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols.   Describes objects using mathematical names for shapes and features.  Uses everyday language to describe the sorting of objects.  Uses a variety of own recording strategies. 
WMS1.4 (Reasoning) Supports conclusions by explaining or demonstrating how answers were obtained.   Explains the attribute or multiple attributes used when sorting threedimensional objects. 
WMS1.2 (Applying Strategies) Uses objects, diagrams, imagery and technology to explore mathematical problems.   Uses materials, pictures, imagery and actions to describe the features of threedimensional objects. 
Sequence of Experiences:
Activities and Questions  Resources  Time  
Teacher  Student  
3D Mystery Objects: 3D objects are placed in a bag. A student is asked to select an object from the bag and without taking the object out of the bag or saying its name, the student must describe it to the class. You could say how many faces the object has. The rest of the class attempts to draw what they hear. The student then reveals the object and the name its identified.  Students sitting on the mat participate in activity.  Bag that is not seethrough.
Everyday objects.  15min 
Students are then asked how the objects in the mystery bag could be sorted or catergorised. Do any of these threedimensional objects have anything in common?  Students respond to questions. 
 10min 
Students are then taken outside in the playground to identify and draw any threedimensional objects they can see and identify. Students share what they found back to the class and some draw their pictures on the board. Have students look at how many edges, faces and corners the object has. Where some drawings of the same shape different? Why do you think this is? Explain that threedimensional shapes look different from different views. Teacher also asks students if they can think of anything else that they know of in the environment that is a threedimensional object they can identify with.  Students move around playground drawing threedimensional shapes into their maths books.
 A clear playground. Blackboard.  25min 
Assessment Strategies:
Throughout the lesson, observe whether the students understand the concepts being explored by asking questions and by getting them to explain their answers. Also when students have finished, collect their books and mark their work, making sure they have correctly identified what object they have drawn.
Questions for Evaluation:
Did the students grasp the idea of what a ‘face’, ‘edge’ and ‘corner’ was?
Could the students successfully identify types of threedimensional shapes?
Could the students identify threedimensional shapes in real life objects, in the playground?
Did all students participate in the lesson with or without being asked? Did they participate with enthusiasm?
Did the students enjoy the lesson? Were they motivated?
Where do we go from here?