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Maths: 3D space lesson

Mathematics – Space and Geometry, 3D Space

Year 2, Stage 1

 

 

Lesson Focus: This lesson will aim to develop students understanding of three-dimensional objects, their names and properties. It will also develop student’s knowledge of three-dimensional 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 three-dimensional 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 three-dimensional objects.

- Identifies and names cones, cubes, cylinders, spheres and prisms from a collection of everyday objects.

- Recognises three-dimensional objects in the environment.

- Recognises that three-dimensional objects look different from different views.

- Sorts three-dimensional 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 three-dimensional 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 three-dimensional 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 see-through.

 

Everyday objects.

15min

Students are then asked how the objects in the mystery bag could be sorted or catergorised. Do any of these three-dimensional objects have anything in common?

Students respond to questions.

 

10min

Students are then taken outside in the playground to identify and draw any three-dimensional 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 three-dimensional 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 three-dimensional object they can identify with.

Students move around playground drawing three-dimensional 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 three-dimensional shapes?

Could the students identify three-dimensional 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?

 

 

 

 

 

 

 

 

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