ESM310 Assignment 3:

SmartBoard Manipulative
Student Names:

Sue Cummings
8864-2368
Stacey Jolly
700136675
Steph Martin 212064089
Karyn Wilson 2000095535

Campus:

Burwood

PLAGIARISM AND COLLUSION Plagiarism occurs when a student passes off as the students
own work, or copies without acknowledgement as to its authorship, the work of any other person.
Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose
with the intent of obtaining an advantage in submitting an assignment or other work. Work submitted
may be reproduced and/or communicated for the purpose of detecting plagiarism and collusion.
DECLARATION I certify that the attached work is entirely my own (or where submitted to meet the
requirements of an approved group assignment is the work of the group), except where material
quoted or paraphrased is acknowledged in the text. I also certify that it has not been submitted for
assessment in any other unit or course.
SIGNED:

DATE:

Sue Cummings

20th May 2014

Stacey Jolly
Steph Martin
Karyn Wilson

An assignment will not be accepted for assessment if the declaration appearing above has not been
signed by the author.
YOU ARE ADVISED TO RETAIN A COPY OF YOUR WORK UNTIL THE ORIGINAL HAS
BEEN ASSESSED AND RETURNED TO YOU.

Assessors Comments: Your comments and grade will be recorded on the essay itself. Please
ensure your name appears at the top right hand side of each page of your essay.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Introduction
Handley, Sturdy, Fincham and Clark (2006, p. 643) states that participation is depicted as central to
situated learning, since it is through participation that identity and practices develop. Our group has
created a SmartBoard manipulative, as a community of learners in new technologies, for use within
the mathematics classroom. This document supports the electronic manipulative submitted for
assessment. A basic mathematics worksheet suitable for Year 5 students was selected and further
enhanced by using SmartBoard Notebook software. The lesson designed in the manipulative is more
engaging for students due to the interactive components incorporated. An outline of how the
manipulative can be utilised, during a small group lesson, has been developed and extension activities
included for strong maths students. The mathematical learning objectives, which provide the
framework for the manipulative, have been defined and further supported by theory. The
manipulative can be modified for use by a wider student range and adaptations have been outlined. A
backup plan has also been included should technology fail when the lesson is scheduled for
presentation to students.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Worksheet: 3D Shape Nets

This worksheet builds on students knowledge of 3D shapes. The concept of nets is introduced so
that students understand the pattern that constructs each 3D shape.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Mathematical Learning Objectives

The mathematical learning objectives underpinning the chosen worksheet and SmartBoard
manipulative are focused around the geometrical concept of shape. At level five, students explore
three-dimensional shapes and their associated nets. Students begin to visualise and interpret what a
three-dimensional shape would look like if it were a flat two-dimensional shape. AusVELS (2013)
describes level five content as students connecting three-dimensional shapes with their nets and other
two-dimensional representations (ACMMG111). The elaborations of the content description and
code includes students identifying the shape and position of each face of a solid to determine the net
of the solid including prisms and pyramids; students will represent the shapes using digital
technologies (AusVELS, 2013).
The main objectives of the worksheet is to match each three-dimensional shape with its net then move
onto cutting out four nets, labelling them and sticking them together to create a three-dimensional
representation of the shape and its net. Encouraging students to think on a deeper level does not
appear to be a component of the selected worksheet. The challenge exercise on the bottom of the
worksheet seems to extend students further but does not encourage them to discover the mathematical
content in their learning. With the SmartBoard manipulative, the activities have been designed to
broaden students thinking to a deeper level where they are discovering the mathematical content for
themselves through interacting with the manipulative. For example, students will observe the
properties of three-dimensional shapes and grasp an understanding of what the face of a solid looks
like by moving throughout the SmartBoard activities. Reys, Lindquist, Lambdin, Smith, Rogers,
Falle, Frid & Bennett (2012) confirm that learning strategies which lead to understanding include
students gaining conceptual understanding that supports procedural understanding (p. 250). National
Council of Teachers of Mathematics (NCTM, 2000) state that a balance and connection between
computational and conceptual understandings is required for students to grasp mathematical learning
objectives (p. 35). This is where physically interacting with the electronic whiteboard manipulative
has an advantage over the worksheet for students, as they gain a deeper understanding through
independent discovery within the activities.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Use of the SmartBoard Manipulative

The SmartBoard manipulative has been designed to support a lesson for a small group of Year 5
students. Alternatively, the presentation may be incorporated into a whole class lesson to introduce
the topic of nets, before students move through maths rotations to further explore the concepts at their
appropriate level of competency. The topic of 3D shapes is discussed, using available models to
gauge students existing knowledge of shapes. Prompting questions may be asked while students
review the 3D shapes on the presentation. Some examples are:
Tell me more about 3D shapes
Where do we see 3D shapes? Can you see any in the classroom?
What makes up a 3D shape?
Can you describe how you would build your own 3D shape?
The manipulative then leads into explicit teaching with the teacher introducing the concept of nets.
Students take turns to work through each SmartBoard page, answering questions and using the pulltabs to uncover the correct name/image for each shape or net. Students will also be required to draw
shapes on the SmartBoard whilst considering which 2D shapes form a net; which then forms a 3D
shape. The relationships between 2D shapes, nets and the resulting 3D shapes may be discovered by
students, as they consider which shapes can be used to create a net. Other pages asks students to
consider how many sides a prism has which encourages students to consider 3D shapes beyond the
face of the object from their typically front on perspective.
Once students have had the opportunity to work through each sheet of the manipulative, they are
presented with a quiz to self assess their learning. Instead, the quiz may be conducted with the
teacher so that any previous or new alternate conceptions regarding 3D shapes and their nets are
addressed immediately. After completing the manipulative task, students can demonstrate their
understanding with hands on tasks such as making their own nets and forming them into shapes.
Examples of templates can be found later in this document and extension students may be challenged
to design their own nets without the assistance of a template. Creating the net and model for a
dodecahedron would be a really challenging activity for the stronger math students.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Adaptation of SmartBoard Manipulative for Other Year

Levels
Junior Years
This particular manipulative can be adapted to the differing levels of junior and middle primary. At
the conclusion of junior levels, students are expected to describe and draw two-dimensional shapes
(free hand or digitally) and identify the features of a three dimensional (3D) shape (VCAA, 2013).
The modification of this manipulative for junior students is the inclusion of obvious 3D objects (for
example; dice, triangle instrument, soccer ball and books). This is in order for students to recognize
and label key features or attributes of a shape or solid. The addition of a grid to this manipulate will
ensure that students are able to practice drawing 2D shapes.
Foundation:
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the
environment (ACMMG009).
Level 1:
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using
obvious features (ACMMG022).
Level 2:
Describe and draw two-dimensional shapes, with and without digital technologies
(ACMMG042).
Describe the features of three-dimensional objects (ACMMG043).
Middle Years
Students in middle years are expected to construct 3D shape models and identify key features
(VCAA, 2013). This manipulative can be adapted by using the provided shapes on the pages to
construct 2D shapes into a 3D shape, for example, six squares making up a cube; with six faces. A
grid can be added to the manipulative (as above) in order for the students to practice drawing 3D
shape outlines. Various solid 3D shapes can also included in order for students to manipulate and
identify their features such as faces, edges and sides. Students should be able to categorise shapes
like triangles and quadrilaterals, based on distinctive features, where triangular shapes contain three
straight sides and so on. By providing an extra page of a variety of shapes, students will be able to
sort and classify them.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Level 3:
Make models of three-dimensional objects and describe key features (ACMMG063).
Level 4:
Compare and describe two- dimensional shapes that result from combining and splitting
common shapes, with and without the use of digital technologies (ACMMG088).

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Technology Failure Back-Up Plan

IntheeventthatSmartBoardtechnologyisnotfunctioningasexpectedfortheplannedlesson,an
appropriatebackupactivityhasbeenprepared.Toremainconsistent,thebackupactivitysupports
thesamelearningobjectivesastheSmartBoardmanipulative.Theactivitiesbuildoneachstudents
knowledgeof3Dshapesandtheirnetsbypromotingobservationofshapes,theconstructionof3D
shapes,furtherdeconstructionofshapesintotheirnets,andcreating3Dshapedmodelsfromtheirnets
byhand.Ourconcretematerialsfortheactivitywouldincludemodelsof3Dshapesforstudentsto
observefromallangles,modelpieces,likePolydronplasticshapes,forcreatingnetsandtheir3D
solidsandfinallyprintedoutnetsofvarious3Dshapestobecutoutandphysicallyassembled.
Introduction:

Promptingquestionssimilarquestioningcontainedinthemanipulativeto
gaugestudentsunderstandingof3Dshapesandtheirnets

Introducemodels:

Studentscanhandlethebluemodels,documentwhattheynoticeand
comparethenshareabouttheshapes

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Construct3Dshapes: StudentsusecolouredsnaptogetherPolydronpiecestoconstruct3Dshapes.
Studentsareencouragedtomakemultipleshapes.Thisactivityenablesthestudentstohaveavisual
andtactilerepresentationofhowanetofa3Dshapeisusedtocreateits3Dcounterpart.Students
willconnect2Dshapesthatcancreateanetandthe3Dshape.

Deconstructshapes:

Studentsdeconstruct(unfold)theirshapestodiscoverthenet.Studentscan

rebuildandunfoldmultipletimestoinvestigatewhethera3Dshapecanhavemorethanonenet.This
activityenablesthestudentstohaveavisualandtactilerepresentationofhowanetofa3Dshapeis
usedtocreateit.Studentswillbeabletofirsthandlethe3Dshapesinphysicalsolidformandthen
havethechancetoplayaroundwiththeplasticconnectableshapestoformdifferentshapenets.

Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

Netmodels:

Oncestudentshaveanunderstandingoftheconceptof3Dshapesandtheirnets,they

cancreatetheirown3Dpapermodelofthoseshapesconstructedfromtheirnets.Tomakethe
creationofshapesmoreappealing,colouredpencils,stickersandmarkerscouldbeusedtodecorate
themodels.ThetemplatesbelowweresourcedfromBarsukov(2008).Extensionstudentscanmake
theirownnetsand3Dmodelswithoutusingatemplate.

Review:

Quiz the students using the same questions intended for the manipulative and address

any remaining or additional alternate conceptions. Students that completed their net models can
present the net and the resulting model to the class. Extension students can present their designed nets
and resulting 3D shapes to the class and discuss the challenges they encountered when trying to
design an accurate net.

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Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

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Sue Cummings, Stacey Jolly, Steph Martin, Karyn Wilson

References
Barsukov, V. (2008). 2-d and 3-d geometrical shapes, retrieved 18th May 2014,
http://home.comcast.net/~vladann/Perpetual_Mobiles/2d_3d_shapes.htm

Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and Beyond Communities of
Practice: Making Sense of Learning Through Participation, Identity and Practice. Journal Of
Management Studies, 43(3), 641-653.

National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school
mathematics. Reston, VA, USA: NCTM.

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012).
Helping children learn mathematics. Milton, QLD: John Wiley & Sons Australia.

Victorian Curriculum and Assessment Authority [VCAA]. (2013). The Australian Curriculum in
Victoria: Mathematics Levels 4, 5 & 6. Retrieved 30th April 2014, from:
http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10?
y=4&y=5&y=6&s=NA&s=MG&s=SP&layout=1

Way, C. (2004). Primary Mathematics - Book F. Balcatta, WA: R.I.C. Publications.

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