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Subject Mathematics ClassK/1Earlystage1andstage1 Teacherssignature

Topic 3DSpace Date: Time:


Day: Session:

Content Outcome: Successcriteria: Prior


MAe-14MG - Manipulates, sorts and represents three-dimensional objects and describes them using everyday knowledge
language. Studentswillbegintosort,matchand
- Matches 3D images with 3D models
- Describes the attributes of the 3D objects using informal language (corners, sides, flat surfaces, points) recognisethe3Dobjects.Studentswilluse Studentsarefamiliar
- informallanguagetodescribetheattributes withtwodimensional
MA1-14MG Sorts, describes, represents and recognised familiar three-dimensional objects, including cones, ofdifferent3Dobjects.Theywillalso shapes.Theyarealso
cubes, cylinders, spheres and prisms. recognisethe2Dshapesona3Dobject. familiarwithmatching
- Names familiar three-dimensional objects including cones, cylinders, spheres and prisms.
- Begins to use formal language and describe the attributes of 3D objects anddiscussingthe
attributesofdifferent
Process Outcomes: shapes.
MAe-1WM - Uses concrete materials and/or pictorial representations to support conclusions.
- Recognise and use informal names for three-dimensional objects, e.g., ball, box.

MAe-3WM - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language.
- Sorts three-dimensional objects and explain the attributes used to sort them, e.g., size and shape.
- Recognise how a group of objects has been sorted, e.g., these objects are all pointy

Time Teachingstrategies Grouping LearningStrategies Space Resources


Intro Introduction: (Modelled and guided learning) 3Dplastic
(15mins) Reflect on their recent learning about 2D shapes: Studentsaretosit Teacherscaffoldsstudents Floor models
- What do you remember about 2D shapes? onthefloorina languageusingformal Large3D
- Can you name some 2D shapes? language.E.g.,surface,flat posters
- Who remembers the proper names for corner and sides? circlesingthe
surfaceandcurvedsurface, Large2D
(Vertex/vertices and edges). (Use flash cards as prompts). makeacirclesong.
face,vertex,edges. posters
Introduce 3D shape models: 3Dshapes!
- Who has seen these objects before?
Stencil
- Do you know what they are called?
Show3Dmodelstotheclass Coloured
- Model what a vertex, edge, surface and face is
- Work together to find the number of each above on a 3D object. andengagestudentsinguided pencils
Body: (Guided learning) learningtoexplorethe3D
Hand out a 3D object between two students (work in pairs) Ask: models.
- Talk about the 3D object you are holding with your partner
- Discuss how many corners, sides and faces your object has, as
Body Encouragestudentstousethe
well as the 2D shapes you can see.
Stacey Sammut 17820631 1
(20mins) - Make sure both students have a turn at speaking with one another. formallanguageof3D
- Go around in the circle and ask the students what they discovered. objects,whileallowing
Once each student has spoken, ask them to match the 3D model with the emergingstudentstouse Floor
3D image posters along the floor informallanguagetodescribe
- State the names of each 3D object and have the students repeat the theattributes.
name.
Body: (Independent learning)
- Explain the 3D shape stencil explicitly
- Hold the stencil in the air and go through each step of the stencil
Myselfandsupportteachers
(trace each shape at the top with the colour underneath the object.
Find all the cones and colour them in purple, spheres = blue, willwanderaroundtheroom Desks
Studentsaretositat tohelpandguidestudents
cubes = green and cylinder = orange).
theirdesignated duringindependentlearning.
Conclusion: (Reflection and evaluation) tablestocomplete
- Hold up a completed work sheet and praise the students for thebodyofthe
working very hard. lesson.
- Encourage the students to identify the objects on the sheet and
remember other 3D objects. Studentssitdown Teacherencouragesstudents
onthefloorintheir todiscussanddescribethe3D Floor
objectsontheshapes.
designatedspots.

Concl
(10mins)
Differentiation Summative Evaluation
AdvancedlearnersUsetheappropriatelanguageduringdiscussions - Collect students work stencils and reflect on learning
EmergentlearnersTeachersandsupportteacherswillfocusonemergentlearners
Teaching notes Follow up
- Ensure Jaziar, Christian and Tiana are sitting down completing their work - Explore 3D objects in the environment
- Sienna can complete work by herself
- Ensure Michael is focused and completing his work.
LessonEvaluation:
Whatworked/whatdidnt?(Egconsiderteachingstrategies,timing,resources,classroommanagementandorganisation....)
Didthelessongoasplanned?
Towhatextentweretheoutcomesachieved?
Werethereanyunexpectedoutcomes?
HowwouldIchangethislessonforfutureuse?
Didthelessoncaterforallstudents?

Subject Mathematics ClassK/1Earlystage1andstage1 Teacherssignature


Stacey Sammut 17820631 2
Topic 3DSpace Date: Time:
Day: Session:

Content Outcome: Successcriteria: Prior


MAe-14MG - Manipulates, sorts and represents three-dimensional objects and describes them using everyday knowledge
language. Studentswillbegintosort,matchand
- Matches 3D images with 3D models
- Describes the attributes of the 3D objects using informal language (corners, sides, flat surfaces, points) recognisethe3Dobjects.Studentswilluse Studentsarefamiliar
- informallanguagetodescribetheattributes withtwodimensional
MA1-14MG Sorts, describes, represents and recognised familiar three-dimensional objects, including cones, ofdifferent3Dobjects.Theywillalso shapes.Theyarealso
cubes, cylinders, spheres and prisms. recognisethe2Dshapesona3Dobject. familiarwithmatching
- Names familiar three-dimensional objects including cones, cylinders, spheres and prisms.
- Begins to use formal language and describe the attributes of 3D objects anddiscussingthe
attributesofdifferent
Process Outcomes: shapes.
MAe-1WM - Uses concrete materials and/or pictorial representations to support conclusions.
- Recognise and use informal names for three-dimensional objects, e.g., ball, box.

MAe-3WM - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language.
- Sorts three-dimensional objects and explain the attributes used to sort them, e.g., size and shape.
- Recognise how a group of objects has been sorted, e.g., these objects are all pointy

Time Teachingstrategies Grouping LearningStrategies Space Resources


Intro Introduction: (Modelled and guided learning) 3Dplastic
(15mins) Reflect on their recent learning about 2D shapes: Studentsareto Teacherscaffoldsstudents Floor models
- What do you remember about 2D shapes? sitonthefloor languageusingformal Large3D
- Can you name some 2D shapes? language.E.g.,surface,flat posters
- Who remembers the proper names for corner and sides? inacircle
surfaceandcurvedsurface, Large2D
(Vertex/vertices and edges). (Use flash cards as prompts). singthemake
face,vertex,edges. posters
Introduce 3D shape models: acirclesong.
3Dshapes!
- Who has seen these objects before?
Stencil
- Do you know what they are called?
Show3Dmodelstotheclass Coloured
- Model what a vertex, edge, surface and face is
- Work together to find the number of each above on a 3D object. andengagestudentsinguided pencils
Hand out a 3D object between two students (work in pairs) Ask: learningtoexplorethe3D
- Talk about the 3D object you are holding with your partner models.
- Discuss how many corners, sides and faces your object has, as well as
the 2D shapes you can see.
Encouragestudentstousethe
- Make sure both students have a turn at speaking with one another.
- Go around in the circle and ask the students what they discovered. formallanguageof3D
Stacey Sammut 17820631 3
Once each student has spoken, ask them to match the 3D model with the 3D objects,whileallowing
image posters along the floor emergingstudentstouse Floor
- State the names of each 3D object and have the students repeat the informallanguagetodescribe
name. theattributes.

Body: (Independent learning)


- Explain the 3D shape stencil explicitly
- Hold the stencil in the air and go through each step of the stencil (trace
Myselfandsupportteachers
each shape at the top with the colour underneath the object. Find all the
willwanderaroundtheroom Desks
cones and colour them in purple, spheres = blue, cubes = green and
tohelpandguidestudents
cylinder = orange). Studentsareto duringindependentlearning.
Body sitattheir
Conclusion: (Reflection and evaluation)
(20mins) designated
- Hold up a completed work sheet and praise the students for working
very hard. tablesto
- Encourage the students to identify the objects on the sheet and completethe
remember other 3D objects. bodyofthe Teacherencouragesstudents
lesson. todiscussanddescribethe3D Floor
objectsontheshapes.
Studentssit
downonthe
Concl
floorintheir
(10mins)
designated
spots.
Differentiation Summative Evaluation
AdvancedlearnersUsetheappropriatelanguageduringdiscussions - Collect students work stencils and reflect on learning
EmergentlearnersTeachersandsupportteacherswillfocusonemergentlearners
Teaching notes Follow up
- Ensure Jaziar, Christian and Tiana are sitting down completing their work - Explore 3D objects in the environment
- Sienna can complete work by herself
- Ensure Michael is focused and completing his work.
LessonEvaluation:
Whatworked/whatdidnt?(Egconsiderteachingstrategies,timing,resources,classroommanagementandorganisation....)
Didthelessongoasplanned?
Towhatextentweretheoutcomesachieved?
Werethereanyunexpectedoutcomes?
HowwouldIchangethislessonforfutureuse?
Didthelessoncaterforallstudents?
WheredoItakethestudentsnow?

Stacey Sammut 17820631 4


Subject Mathematics ClassK/1Earlystage1andstage1 Teacherssignature

Topic 3DSpace Date: Time:


Day: Session:

Content Outcome: Successcriteria: Priorknowledge


MAe-14MG - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language. Studentswillexplore3Dobjectsinthe Studentsarebecoming
- Manipulates and describes three-dimensional objects found in the environment
- Finds three-dimensional objects in the outside environment environmentandmatchtheobjectswiththe familiarwithidentifying
- 3Dmodels.Studentswilldiscussand andrecognising3D
MA1-14MG Sorts, describes, represents and recognised familiar three-dimensional objects, including cones, identifythe3Dobjectsamongstoneanother objects.
cubes, cylinders, spheres and prisms. andwiththeteacher.
- Describes the features of 3D objects in the environment
- Recognises that 3D objects look different from different vantage points

Process Outcomes:
MAe-1WM - Uses concrete materials and/or pictorial representations to support conclusions.
- Matches three-dimensional models to objects found in the environment
- Recognises and use informal names for three-dimensional objects, e.g., ball, box.

MAe-3WM - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language.
- Recognise familiar 3D objects in the environment and provides reasoning to why it is a 3D object

Time Teachingstrategies Grouping LearningStrategies Space Resources


Intro Introduction: (Modelled and guided learning) 3Dobjectand
(10mins) Reflect on yesterdays learning about 3D objects: Studentsaretosit Promptstudentlearningusing Floor imagematch
- Identify the 3D objects (Posters and models) onthefloorina themodelsandposters 3Dposters
- Match the 3D models to the posters again 3Dmodels
circlesingthe
Iwent
Create a graph on the floor and match everyday items (images) with the makeacirclesong.
Createagraphontheground walkingbook
3D object and ask students to provide reasoning for their match. iPad
andencouragequietstudents
toengageinlearning.
Body: (Independent learning)
Body
Read, I went walking book:
(30mins) Engagestudentsinthebook Floor
- Ask different students to predict what he sees before turning the Sitinfrontofthe
page byaskingthemtopredictwhat
lowchairintheir mighthappen.
Explain what the class is going to do:
designatedspots
- We are going to find 3D objects outside in the environment
- We are going to take 1 iPad, where we are going to share and take
Stacey Sammut 17820631 5
pictures of the 3D objects we find. TeacherholdstheiPaduntila
- Explain that it is like the match game we did as a group. We found studentfindsa3Dobject.
3D objects in things we see every day, now we are going to find Studentthentakesapicture
the 3D objects outside withtheiPadcamera.
- Standing in two lines and having our eyes wide open to look for
3D objects.
Askpromptingquestionsand
- If you spot the 3D object, you can use the iPad to take the picture.
- Everyone must stay together. cluesforstudentstofind3D
objects.
Conclusion: (Reflection and evaluation)
- Show the images on the iPad and ask students to match the 3D
objects with the poster and models. Floor
- Ask students to provide reasoning to why they think they matched
the two 3D shapes. Studentssitdown
Concl onthefloorintheir
(10mins) designatedspots.
Differentiation Summative Evaluation
AdvancedlearnersFindmorecomplex3DobjectsintheenvironmentPairwithkindergartenstudent - Engage in critical reflection of learning
EmergentlearnersPairwithYear1student.Providepromptingquestionsandclues.
Teaching notes Follow up
- Ensure Jaziar, Christian and Tiana are on task and focused - Explore 3D objects in the environment
- Encourage prosocial behaviour manage using the behaviour management chart
LessonEvaluation:
Whatworked/whatdidnt?(Egconsiderteachingstrategies,timing,resources,classroommanagementandorganisation....)
Didthelessongoasplanned?
Towhatextentweretheoutcomesachieved?
Werethereanyunexpectedoutcomes?
HowwouldIchangethislessonforfutureuse?
Didthelessoncaterforallstudents?
WheredoItakethestudentsnow?

Subject Mathematics ClassK/1Earlystage1andstage1 Teacherssignature

Stacey Sammut 17820631 6


Topic 3DSpace Date: Time:
Day: Session:

Content Outcome: Successcriteria: Priorknowledge


MAe-14MG - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language. Studentswillengageandcomplete Studentshavean
- Recognised informal names, e.g., ball, box
- Find images of 3D objects in catalogues eachrotation.Studentswillexplore increasingunderstanding
- Predict and describe movement of objects this will roll because it is round theattributes,similaritiesand of3Dobjectswhich
describemovementsofobjects. enablesthemtoengage
MA1-14MG Sorts, describes, represents and recognised familiar three-dimensional objects, including cones, cubes, inmathrotations.
cylinders, spheres and prisms.
- Matches 3D nets in the correct containers
- Sorts 3D objects based on the ability to roll and slide (using Venn sorting diagram)

Process Outcomes:
MAe-1WM - Uses concrete materials and/or pictorial representations to support conclusions.
- Finds and matches 3D objects from the catalogue
- Creates 3D objects with playdough
- Sorts 3D images with the 3D objects

MAe-3WM - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language.
- Recognise familiar 3D objects in the environment and provides reasoning to why it is a 3D object
- Describes the 3D objects created/found.

Time Teachingstrategies Grouping LearningStrategies Space Resources


Intro Introduction: (Modelled and guided learning) YouTube
(10mins) Remind students we are still learning about 3D shapes. Studentsaretosit Scaffoldstudent Floor https://www.yo
Watch YouTube video - 3D Shapes I Know (solid shapes song- including sphere, learningbyusing
onthefloorintheir utube.com/watc
cylinder, cube, cone, and pyramid) - https://www.youtube.com/watch?v=2cg-
designatedspots formallanguage h?v=2cg
Uc556-Q&t=86s
Ask students: facingthe Uc556
- Who remembers the names of the 3D objects that were in the video? smartboard. Q&t=86s
- What looks like a sphere, cylinder, cube, cone and pyramid? IWB
- What 3D objects were missing that we have learnt about? Promptstudentsusing Computer
- What looks like the missing objects? the3Dmodels/posters. 3Dposters
Hulahoops
3Dmodels
Body: (Independent learning) 3Dnetsand
Explain each rotation while showing the students what to do at each activity. containers
Body
1. Finding and cutting 3D objects in the catalogue and gluing them on the Catalogues
Stacey Sammut 17820631 7
(30mins) stencil. Studentscanengage Studentsexplore3D 3Dshapehunt
2. Creating 3D objects with playdough inanewactivityif objectsusingconcrete Desksand stencil
3. Treasure hunt match and fitting the 3D nets in the correct container materialsandrecording floorspace Scissors
4. Sorting 3D objects on to a Venn diagram according to if they can slide, thereareenough
seatsavailableatthe data. Glue
roll or both. (floor space)
Playdough
5. Matching and sorting images with the 3D object tablegroup
Cardmatching
Plank/cardboard
Conclusion: (Reflection and evaluation)
- Students discuss what they did at the different rotations

Concl Studentswillengagein Floor


(10mins) classdiscussionto
Studentssitdown sharetheirlearning
onthefloorintheir
designatedspots.
Differentiation Summative Evaluation
Allrotationssuitmixedabilities. - Engage in critical reflection of learning
Teaching notes Follow up
- Use clap, clap freeze to gain students attention - Creating 2D prints with 3D objects
- Ensure students move during each rotation
- Take photos of students engaged in learning
LessonEvaluation:
Whatworked/whatdidnt?(Egconsiderteachingstrategies,timing,resources,classroommanagementandorganisation....)
Didthelessongoasplanned?
Towhatextentweretheoutcomesachieved?
Werethereanyunexpectedoutcomes?
HowwouldIchangethislessonforfutureuse?
Didthelessoncaterforallstudents?
WheredoItakethestudentsnow?

Stacey Sammut 17820631 8


Topic 3DSpace Date: Time:
Day: Session:

Content Outcome: Successcriteria: Priorknowledge


MAe-14MG - Manipulates, sorts and represents three-dimensional objects and describes them using everyday
language. Studentswillpredictandidentifythe Studentshave
- Describe the difference between three-dimensional objects and two-dimensional shapes using everyday
language. 2Dshapefromthe3Dobjectswhen knowledgeon2Dshapes
- Manipulates 3D objects in the environment. printedonapieceofpaper. and3Dobjects.Theycan
describetheattributeson
MA1-14MG Sorts, describes, represents and recognised familiar three-dimensional objects, including cones, cubes, a3Dobject.
cylinders, spheres and prisms.
- Recognise and classify objects using obvious features

Process Outcomes:
MAe-1WM - Uses concrete materials and/or pictorial representations to support conclusions.
- Identifies the 2D shapes on a 3D object
- Identifies the observable properties

Creative Arts:
VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences.
- Uses materials to create patterns and marks on their paper
- Talks about the print from the 3D object.

Time Teachingstrategies Grouping LearningStrategies Space Resources


Intro Introduction: (Modelled and guided learning) 3Dmodels
(10mins) Students will sit in a circle on the floor and: Studentsaretosit Scaffoldstudent Floor 3Dposters
- Identify different 3D objects onthefloorina learningbyusing 2Dposters
- Grouping prisms and pyramids formallanguage 3Drecycling
- Discuss the 2D objects on the sides of the 3D objects circlesinging
boxes
- Group all the objects that have circles, rectangles, squares etc. makeacircle.
Largepaperon
desks
Body: (Independent learning) Paintshirts
Body Explain and model to the students what they will be doing at their tables: Paintbrushes
(30mins) 1. Making prints on the paper using 3D objects Studentsexplore3D Desksand
Studentscanengage Colouredpaints
- Students are asked to predict in their brains the 2D shape on the 3D objectsusingconcrete floorspace
inanewactivityif Paintpots
object before printing it on to the paper. materials/ Buildingblocks
2. Building tall towers using 3D objects (Floor space) thereareenough
- Students are to predict the building and stacking capabilities of various 3D
seatsavailableatthe
3D objects. Coneandcube
tablegroup
3. Complete the cone and cube stencils stencils20of
each
Stacey Sammut 17820631 9
Conclusion: (Reflection and evaluation)
Students discuss:
Concl - What they did at the different rotations
(10mins) - What shapes/objects they used/manipulated Studentswillengagein Floor
- What they know about cones, cubes, etc.
Studentssitdown classdiscussionto
sharetheirlearning
onthefloorintheir
designatedspots.
Differentiation Summative Evaluation
Allrotationssuitmixedabilities. - Engage in critical reflection of learning during
conclusion of lesson.
Teaching notes Follow up
- Use clap, clap freeze to gain students attention - Students will now learn about time.
- Ensure students move during each rotation
- Take photos of students engaged in learning
LessonEvaluation:
Whatworked/whatdidnt?(Egconsiderteachingstrategies,timing,resources,classroommanagementandorganisation....)
Didthelessongoasplanned?
Towhatextentweretheoutcomesachieved?
Werethereanyunexpectedoutcomes?
HowwouldIchangethislessonforfutureuse?
Didthelessoncaterforallstudents?
WheredoItakethestudentsnow?

Stacey Sammut 17820631 10