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Shapes in Space
Class Project Resource
EDP4130Technology Curriculum
Kim Field - W0103002Gwenda-Maree Burton – D9712207
Michelle Brown – W0057297Ashlie Davis –O050056580Angela Moyer – W0057420
Shapes in Space is a four to five lesson unit designed to develop students’ knowledge, understanding and skills in the KLA areas of Math and Technology. Students will participate in learning experiences that make use of various technological resources that complement their learning and develop their knowledge of two and three dimensional shapes. Ideally at the completion of this mini unit students will be able to identify, compare and analyse various attributes of 2D and 3D shapes whilst being able to use the correct vocabulary terms. Additionally students will have a deeper understanding of how and why geometry relates to their everyday lives.
This unit of work incorporates both New South Wales and Queensland curriculum documents. New South Wales documents have been used due to the fact this unit was initially developed to be taught in a New South Wales school setting. However Shapes in Space is more than relevant to the Queensland school setting due to the incorporation of Ways of Working and Knowledge and Understanding element s that influences all Queensland schooling and education. Additionally the rubric associated with this unit is based on a Queensland Studies Authority template that is recommended for use in Queensland. Each lesson within this unit clearly identifies what component of the curriculum is being targeted and the specific learning experience/activity students will engage in to develop that particular part knowledge.
Gardner’s Multiple Intelligence theory, the Universal Design for Leaning, 21st Century Pedagogy and Blooms Taxonomy have all been drawn on during the planning process. As a result a variety of learning experiences and teaching strategies have been incorporated throughout Shapes in Space. There are learning opportunities for students throughout the unit to engage in group and individual work to compliment and stimulate the intended learning. As well as ample opportunities to access technological resources that solidify and further students’ knowledge. Additionally Shapes in Space provides students with experiences that enable them to develop a clear link with the content they are learning to the real world around them.
No two students are the same therefore it is essential that all learning documents, experiences and resources are able to be modified and adapted to meet the diverse and varying needs of students. Such adaption’s present within this unit include the incorporation of visual, kinaesthetic activities to cater for different learning styles. Considerations have also been made for gifted and talented students to ensure they are
engaged. For example, pairing students with similar abilities during various activities. Additionally recommendations have been made to ensure activities can be altered to suit learners needs if they require teacher aid assistance. The technology resources incorporated within the unit are excellent in that they allow the learner to work through at their pace and level while providing additional assistance when required. It is essential that teachers and students using the resources detailed in this document have reliable access to internet and computer facilities. Without such services most resources are rendered inadequate. Additionally students’ learning is enhanced through the use of an interactive whiteboard. If access to an interactive whiteboard is not possible tasks can be modified. For example diagrams etc. can be displayed on a standard whiteboard instead.
It is essential that student learning and development is assessed throughout all learning experiences to ensure quality learning is taking place and students are developing the required knowledge and understanding. Students are assessed (formally and informally) on their knowledge and understanding, thinking and reasoning, reflecting, communicating, investigating, designing and producing during this unit through observations, questioning, worksheets, think pair share activities, group activities and participation as well as work booklets. Additionally a rubric used to assess students’ work is included to guide teachers and students and help identify progress and areas of improvement and extra assistance at the completion of this unit.
Unit planSchool Name: Professional experience host school
Unit title: Shapes in space
KLA(s): Mathematics and ICT
Class: 2/3 composite class
Duration of Unit:5-6 sequence of lessons
Identify curriculum Ways of working Knowledge and understanding
Ways of Working: Mathematics Identify mathematics in everyday situations Communicate thinking and reasoning, using everyday
mathematical language, concrete materials, visual representations and technologies
Reflect on learning to identify new understandings Communicate thinking and reasoning, using everyday
mathematical language and using visual representations and technologies
Ways of Working: Information: ICT and Technology Identify the purpose for design ideas Select resources, simple techniques and tools to make products
As this webquest will be taught in a NSW school the Queensland Essential Learnings and New South Wales outcomes have been used.
NSW Mathematics outcomes: SGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environment SGS2.1 Makes, compares, describes and names three dimensional objects including pyramids, and represents them in drawings SGS1.2 Manipulates, sorts, represents, describes and explores various two dimensional shapes SGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their features WMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems WMES1.4
Knowledge and Understanding: Mathematics Geometric names and properties are used to describe, sort
and explore 2D & 3D objects Geometric names and properties are used to sort, describe 2D
shapes including squares, rectangles, triangles and circles, and 3D objects, including prisms, pyramids, cones, cylinders and spheres
Obvious features in everyday environments can be represented
Classification using geometric names and defining properties
Knowledge and understandings: Technology Information, materials and systems (resources) Resources have characteristics that can be matched to design
requirements Simple techniques and tools are used to manipulate and
process resources
Knowledge and understandings: ICT Inquiring with ICT’s Experiment with different ICT’s and select and use ICT’s
appropriate to the inquiry Conduct structured searches for data and information from a
limited range of sources Organise data and information Creating with ICT’s
Represent ideas, information and thinking Record evidence of their learning
Uses pictorial representations to support conclusions WMS2.3 Uses appropriate terminology to describe, and symbols to represent mathematical ideaWMS2.5 Links mathematical ideas and makes connections about existing knowledge and understanding Technology UTS1.9 Selects and uses a range of equipment, computer based technology, materials and other resources to undertake an investigation or taskTP 3.3 Students cooperatively develop and follow production procedures to make products that reflect their design ideas. INF 3.2 Students select and use techniques for generating, modifying and presenting information for different purposes. MAT 2.2 Students select and use suitable equipment and techniques for manipulating and processing materials. UTS1.9 Selects and uses a range of equipment, computer based technology, materials and other resources to undertake an investigation or task
Context for learning School priorities The unit “Shapes in space” is aimed towards Year 2 and year 3 students was created from a sequence of 4-5 lesson plans as well as a webquest looking at the strand "Spatial Concepts" in particular two and three dimensional shapes. The lesson sequence introduces the geometrical terms and properties of two and three dimensional shapes and at the end of the lesson sequence students were able to identify, compare and analyse attributes of 2D & 3D shapes as well as develop the vocabulary to describe relationships in real life i.e. shapes in space.
This webquest incorporates two of the lessons from the unit "Shapes in space" and is designed to guide students through an inquiry based lesson to explore the web and use 21st Century higher order thinking skills.
This unit also integrates the use of ICT is provides students with opportunities to use ICT as a integral part of their learning and is designed to guide students through a inquiry based lesson to explore the web and use 21st Century higher order thinking skills.
The school strives to create an environment that is secure, accepting and educationally challenging. The school seeks to have students, staff and parents working together to enhance each student's academic, cultural, physical and social development, so that each may become a motivated learner who is able to work independently and co-operatively, whilst striving for success.The school aims to integrate ICT across the curriculum as we believe it is important for students to use information technology as a regular part of their learning to promote higher order thinking skills that aligns with 21st century learning. The school caters for a variety of learning styles and cultural and social differences through the use of different activities such as worksheets, group work, role plays, class discussions and analysing scenarios. It is recognised that not all students learn the same way, which is why my unit is aimed to cater for all skill levels and interests.
Develop assessment Make judgmentsType of assessment What will be assessed When it will be
assessed Purpose of assessment Assessable elementsObservation
Informal assessment
Informal assessment
Informal assessment
Informal assessment
Group participation
Think/pair/share
Question answer
Formal Assessment
Student’s knowledge and understanding. See assessable elements and descriptors.
Student’s knowledge and understanding. See assessable elements and descriptors.
Student’s knowledge and understanding of shapes and samples provided from the lesson.
Student’s knowledge and understanding and thinking and reasoning
Student’s knowledge and understanding
Group participation and communicating skills
Group participation and communicating skills
Comprehension, knowledge and understanding and reflecting
Student’s knowledge and understanding of the unit shapes in space
Throughout the unit
Week 1, 4
Week 1, 4
Week 2, 4
Week 2, 4
Week 3, 4
Week 3
Week 5
Week 5
To assess students prior knowledge of two and three dimensional shapes and plan for each lesson
To assess students knowledge and understanding of geometric names and properties of 2 & 3D shapes learnt in the lesson
To assess students knowledge and understanding of geometric names and properties of 2 & 3D shapes learnt in the lesson
To assess student’s knowledge and understanding of 2 & 3D shapes from different viewpoints and their ability of thinking and reasoning
To assess student’s knowledge and understanding of identifying 2 & 3D shapes of specific families
To assess student’s participation in group collaboration
To assess student’s participation in group collaboration
To establish students
Knowledge and understanding/Thinking and reasoning
Knowledge and understanding and reflecting
Knowledge and understanding and reflecting
Knowledge and understanding/Thinking and reasoning
Knowledge and understanding
Communicating
Communicating/reflecting
Knowledge and understanding/ investigation and designing /Communicating/reflecting
Knowledge and understanding/producing/ investigation and designing and reflecting
knowledge and achieved outcomes.To establish students knowledge and achieved of the unit and to create a piece of work that demonstrates their knowledge and understanding of how to use mindtools
Prior Knowledge and Prerequisite skills Needs of learnersStudent learning aspects Planned adjustments for needs of learners
Students understand the basic concepts of circles, squares, rectangles, cones, cylinders, cubes, pyramids, rectangle prisms, spheres and triangles. Students are familiar with the use of ICT to explore and use ICT in the processes of inquiry and research across key learning areas. Students are able to conduct structured searches for data and information from a limited range or sources.
Through the integration of ICT in my planning I have acknowledged the needs of the students and have created activities that will enhance student learning and enrich my lessons influencing student engagement, making learning and teaching more effective. I also acknowledge that there is a diversity of learners in the 21st classroom, and that no one teaching style fits all. My planning incorporates Gardner’s Multiple Intelligence theory catering for all students learning styles and needs, by providing the different styles for example, visual, kinaesthetic activities. I also consider in my planning the three principles of the Universal Design for learning (UDL) which include; multiple means of representation for example, student directed activities, based on real world examples, and allow students to have full access to technology and programs that are fun, motivational and educational and that engage reluctant learners and provide indirect learning opportunities that meet the needs of the 21st century student.
There are students in the class who has access to a teacher’s aide for support because he has difficulty with maintaining attention, has poor concentration and distractibility as well as behaviour problems. The following considerations would be made: Strategies to maintain attention include:
Task is appropriate for his ability and interest Break down tasks into smaller steps Individual and frequent feedback Explicit instructions
Behaviour management strategies: Classroom rules, school policies and management plan A combination of different teaching approaches are used
such as direct teaching, student centred, inquiry approach, guided discovery,provide more scaffolding where necessary.
Resources Health and safety Curricular considerations
Books, Equipment etc. required Risk assessment considerations
Cross curricular connections, thinking skills and skills and processes etc.
Access to a computer labSmartkiddies Mathematics login and student profileAccess to websites (not blocked)Interactive Whiteboard12 sets of game cards for the following gamesWho am IIdentify the 3D shapeSoftware program KidspirationWord Processsing program WordCaptain Invincible and the space shapes by Stuart MurphyOther science books Web quest http://questgarden.com/99/51/4/100327164207/index.htm
IWBNetiquetteFiltering software
Mathematics and ICTICT – IWB, Webquest, Computers, use internet to plan, conduct searches and use computer to create poster
Blooms revised taxonomy
Remember Compare EvaluateProduce
Recognise Organise ExperimentIllustrate
Recall Distinguish DetermineCompare
List Investigate DebateCreate
Describe Understand Discuss DesignName Interpret Apply
ComposeAnalyse Label Construct ImagineClassify Summarise Demonstrate
Explore
LESSON OVERVIEWLesson Overview
Topic Resources Assessment
Lesson 1 – Introduction to unit and Shape Vocabulary
Handout – what do I know? Shape book, magazines, scissors, glue Observation, questioning, informal assessment activities, formal assessment in shapes book
Lesson 2 – Shape vocabulary continued
Shape book activities, Math’s Fair book Informal assessment, observations, question/answer, think/pair/share
Lesson 3 – 2D and 3D shapes
IWB, laptop, access to websites, computer lab 1 computer to each student, Smartkiddies login, Game cards
Group participation, question and answer, question/answer, think/pair/share
Lesson 4 – Classifying and sorting shapes
IWB, shape book, laptop, 3D objects i.e. toilet roll, tin, waffle cone, ball, cube
Observation, questioning, group participation, informal assessment in shapes book - classification
Lesson 5 – Shapes in space
List of websites, computer lab, 1 computer to 2 students, space books, paper, drawing programs such as Kidspiration, word document, IWB, printer, 3 sets of game cards, webquest
Observation, informal assessment of completed piece of work,
LESSON ONE – SHAPE VOCABULARY
Curriculum Area: MathematicsStrand: Space – space and line Year Level: 2/3
Essential Learnings:Ways of Working:
Identify mathematics in everyday situations Communicate thinking and reasoning, using everyday mathematical language, concrete materials, visual representations and technologies Reflect on learning to identify new understandings
Knowledge and Understanding: Geometric names and properties are used to sort, describe and construct common 2D shapes, including squares, rectangles, triangles and
circles, and 3D objects including prisms, pyramids, cones, cylinders and spheres Obvious features in everyday environments can be represented
NSW outcomes:SGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environmentSGS2.1 Makes, compares, describes and names three dimensional objects including pyramids, and represents them in drawingsSGS1.2 Manipulates, sorts, represents, describes and explores various two dimensional shapesSGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their featuresWMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problemsWMS2.3 Uses appropriate terminology to describe, and symbols to represent mathematical ideas
QSA Core Content3D shapes and objects and 2D shapes
Definition of prisms, spheres, cylinders, cones and pyramids Common characteristics of cube, prisms, spheres, cylinders, cones, pyramids, rectangles including squares Spheres, cylinders, cones pyramids
Geometric terms and properties Face, corner, side, edge Vertex, base, apex, congruence, parallel lines, nets symmetry
Overall Aim of Lesson:The purpose of this lesson is to introduce the unit “Shapes in space” and to provide students with the geometric terms needed for the unit as well as give them opportunities to practice using this vocabulary and determine prior knowledge. To introduce the properties of 2D and 3D geometrical shapes ie. Number of sides and number of faces and have basic knowledge of parts (faces, edges, vertices) of circles, squares, rectangles, cones, cylinders, cubes, pyramids, rectangle prisms, spheres, triangles.
Prior knowledge: Students understand the concepts of circles, squares, rectangles, cones, cylinders, cubes, pyramids, rectangle prisms, spheres, triangles.
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Orientating Phase (K)
S 2.1 Students describe 3D shapes and objects and 2D shapes according to geometric properties and identify shapes and objects from different viewpoints or orientations
10mins Introduction of Unit “shapes in space” Tell students they will be starting a new
unit on geometry. Discuss the importance of geometry in real
life that they are all around us.
Ask students to give some examples of geometric shapes i.e. buildings we live in, the cars we ride in, the food we eat to reinforce the shapes with the technical terminology for the different shapes they know
Direct students to be seated and handout the worksheet “what do I know?”
Ask students to fill out the worksheet what do I know? Teacher collects to pre-assess students prior knowledge of shapes and their properties for next lesson
Explain how the shapes book is to be used in class and for early finishers to use
Handout shape book and direct students to write their name only
Teacher directed
Teacher directed/student centred
Teacher models the process of „Think a loud“ strategy“ to create discussion
Teacher directed
Teacher directed
Teacher directed
Handout “what do I know?”
Shapes book for each student
Page 1 of shapes book
Observational to assess student’s knowledge and understanding. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Enhancing PhaseS 3.1 Students describe the defining geometric properties of 2D shapes and objects and identify and describe the properties of specific families
25 mins Given the number of vocabulary terms, this lesson may need to be divided into two lessons over several days depending on student’s prior knowledge.
Ask students to turn to page x in their shapes in space book. Teacher has given a definition and a picture of 2D & 3D shapes in the book. Students are to write a brief description of the new term of the shape and draw a picture to match
Teacher directed/student centred
IWBShapes book for each student
Page 2 – 21 handbook
Informal assessment to assess knowledge and understanding and reflecting. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Synthesising Phase
S 2.1 Students describe and sort 2D & 3D shapes and identify shapes and objects from different viewpoints or orientations
10 mins
Once the students have written the vocabulary in their shapes book, present students with non-linguistic representations i.e. pictures from magazines.
Ask students to cut out and paste real world examples that they can find from magazines and place them in an envelope provided. Ask them to sketch examples of real life shapes into their shapes book
Student centredShape book, magazines, scissors, glue, Envelope
Page 22 handbook
Informally assess student’s knowledge and understanding of shapes from the samples provided. See assessable elements and descriptors
.
Evidence of learning Students recognise, name, draw 2D & 3D shapes Describe attributes and parts of 2D and 3D shapes Recognise and represent geometric shapes from different perspectives in the environment Identify, compare and analyse attributes of 2D and 3D shapes and develop vocabulary to describe attributes
Self evaluation Did students understand geometric terms and properties? Did students engage in the lesson to achieve lesson
outcomes? Did students respond well to activities Did I consistently and fairly manage student behaviour? Were instructions clear and explicit?
What’s next? Given the number of vocabulary terms in this lesson, timing of lesson and the two year levels another lesson will be needed
Special considerations:This lesson caters for gifted and talented students by pairing those students up into similar abilities. If there are students in the class who have learning disabilities more scaffolding would be necessary and/or teachers aide assistance. For students with limited language proficiency (LLP) the lesson gives them a chance to think about definitions on their own terms, using words and pictures that are meaningful to them.
LESSON TWO – SHAPE VOCABULARY CONTINUED
Curriculum Area: Mathematics & ICTStrand: Space – space and line Year Level: 2/3
Essential Learnings:Ways of Working:
Identify mathematics in everyday situations Communicate thinking and reasoning, using everyday mathematical language, concrete materials, visual representations and technologies Reflect on learning to identify new understandings
Knowledge and Understanding: Geometric names and properties are used to sort, describe and construct common 2D shapes, including squares, rectangles, triangles and
circles, and 3D objects including prisms, pyramids, cones, cylinders and spheres Obvious features in everyday environments can be represented
QSA Core content:3D shapes and objects and 2D shapes
Definition of prisms, spheres, cylinders, cones and pyramids Common characteristics of cube, prisms, spheres, cylinders, cones, pyramids, rectangles including squares Spheres, cylinders, cones pyramids
Geometric terms and properties Face, corner, edge Vertex, base, apex, congruence, parallel lines, nets symmetry
NSW outcomes:SGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environmentSGS2.1 Makes, compares, describes and names three dimensional objects including pyramids, and represents them in drawingsSGS1.2 Manipulates, sorts, represents, describes and explores various two dimensional shapesSGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their featuresWMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problemsWMS2.3 Uses appropriate terminology to describe, and symbols to represent mathematical ideas
Overall Aim of Lesson:The purpose of this lesson is to provide students with the geometric terms and gives students multiple exposure and opportunity to be come more familiar with the shapes and their properties.
Prior knowledge:Students understand the concepts of circles, squares, rectangles, cones, cylinders, cubes, pyramids, rectangle prisms, spheres, triangles.
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Orientating Phase (K)S 2.1 Students describe and sort 2D & 3D shapes and identify shapes and objects from different viewpoints or orientations
10 mins Introduction: Explain this is a continuation of previous lesson
Warm up activityShape match up activity in shape bookHandout shape book
Teacher directed Shape book – shape match up2D shapes3D shapes
Informal assessment activity to assess thinking and reasoning. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Enhancing Phase
S 3.1 Students describe the defining geometric properties of 2D shapes and objects and identify and describe the properties of specific families
20 mins
Ask students to complete the definitions and pictures where they were last up to in their shape book.
Explain this activity should take no longer than 20minsWalk around classroom and provide scaffolding where necessary
Teacher directed
Student centred
Shape book
Informal assessment and observation to assess knowledge and understanding. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Synthesising PhaseS 2.1 Students describe and sort 2D & 3D shapes and identify shapes and objects from different viewpoints or orientations
S 3.1 Students describe the defining geometric properties of 2D shapes and objects and identify and describe the properties of specific families
15 mins Game timeTeacher reads the story “Math Fair Blues” aimed at Year 1 to Year 3.
Teacher asks questions to test student’s comprehension of lessons so far and for comprehension of book.
Teacher directedStory bookMath Fair Blues
Observational assessment to assess knowledge and understanding. See assessable elements and descriptors
Evidence of learning Students can recognise and name 2D & 3D shapes and properties Students identify an object from a description of its features Students use correct geometric terms when describing shapes and properties
Self evaluation Did students understand geometric terms and properties? Did I allow enough time for rotation stations Did I manage transition timing Did students engage in the lesson to achieve lesson
outcomes? Did students respond well to activities Did I consistently and fairly manage student behaviour? Were instructions clear and explicit?
What’s next? A lesson that integrates the use of ICT to reinforce the concept of 2D & 3D shapes by naming, and describing the common properties and giving students a greater awareness to define and distinguish the properties between groups
Special considerations:This lesson caters for gifted and talented students by pairing those students up into similar abilities. If there are students in the class who have learning disabilities more scaffolding would be necessary and/or teachers aide assistance. For students with limited language proficiency (LLP) the lesson gives them a chance to think about definitions on their own terms, using words and pictures that are meaningful to them.
LESSON THREE – 2D & 3D SHAPESCurriculum Area: Mathematics & ICT Topic: Space – Space and line
Year Level: 2/3
Essential Learnings:Ways of Working:
Reflect on learning to identify new understandings Communicate thinking and reasoning, using everyday mathematical language and using visual representations and technologies
Knowledge and Understanding: Geometric names and properties are used to sort, describe 2D shapes including squares, rectangles, triangles and circles, and 3D objects,
including prisms, pyramids, cones, cylinders and spheres
NSW Core Learning Outcomes:S 2.1 Students describe and sort two and three dimensional shapes using geometric properties
QLD Core content:Mathematics space2D and 3D shapesIdentifies, sorts and describes by name families of 3D shapes (prisms, pyramids, cones, cylinders and spheres)Identifies and describes common 2D shapes (squares, rectangles, triangles and circles)
Information and communication technologies (ICT)Inquiring with ICTExplores and uses ICT in the processes of inquiry and research across key learning areasConducts structured searches for data and information from a limited range or sources (i.e. follows given hyperlinks)
NSW outcomes:SGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environmentSGS2.1 Makes, compares, describes and names three dimensional objects including pyramids, and represents them in drawingsSGS1.2 Manipulates, sorts, represents, describes and explores various two dimensional shapesSGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their featuresWMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problemsWMS2.3 Uses appropriate terminology to describe, and symbols to represent mathematical ideaUTS1.9 Selects and uses a range of equipment, computer based technology, materials and other resources to undertake an investigation or task
Overall Aim of Lesson:Students should be able to identify two and three dimensional shapes by naming and describing the common properties that define and distinguish the properties between each groupPrior knowledge:Students have knowledge of 2D & 3D shapes and can recognise, name, draw, compare and sort two and three dimensional shapes and have knowledge of geometric terms and properties as well as a login and password for Smartkiddies.
Learning Outcomes (lesson)
Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Orientating Phase (K)2S1 Students use simple geometric properties to identify, describe and classify common shapes and objects
15 mins Introduction:
Give students an overview of the day’s lesson.
What is a 2 D shape?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm
What are the properties for each of these shapes?
What is a 3D shape?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm
What are the properties for each of these shapes?
Whole classStudent centred
Internet access to websitesIWB
Group participation Verbal observation to assess knowledge and understanding and communicating. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment
StrategiesEnhancing Phase
3S1 Students identify and represent families of shapes using the defining geometric approaches
25 mins
Students login to “Smartkiddies” Mathematics website and follow teacher’s instructions on what activities they will be completing today.1. Recognising and naming 2D shapeshttp://www.smartkiddies.com.au/teachersresources/popup?path=task/level-2/space-2d/&file=2DnamingShapes-389.swf&width=560&height=410
2. Properties of solid surfaceshttp://www.smartkiddies.com.au/teachersresources/popup?path=task/level-2/space-3d/&file=solidSurfaces-405.swf&width=560&height=410
3. Properties of solid shapeshttp://www.smartkiddies.com.au/teachersresources/popup?path=task/level-2/space-3d/&file=solidCorners-404.swf&width=560&height=410
Whole class activity in computer lab. 1 computer per student
Student centred
Computer labSmartkiddies mathematics login Observation to
assess knowledge and understanding and thinking and reasoning. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment
StrategiesSynthesising Phase
3S1 Students identify and represent families of shapes using the defining geometric approaches
15mins
Organise students into pairs with 6 students to a rotation tableEach of the three rotation tables have 3 sets of the game for that particular table“Who am I”?“Shape match”Identify the 3D objectDiscuss how to play each of the game in pairs and rotate to next state after 5 mins
Teacher directed
3 sets of game cards
Think/pair/share
Evidence of learning Students identified 2 and 3 dimensional shapes Students identified the properties of squares, rectangles, triangles and circles, and 3D objects, including prisms, pyramids, cones, cylinders and
spheres Students used the correct geometric names
Self evaluation Did students engage in the lesson to achieve lesson
outcomes? Did students respond well to activities Did I consistently and fairly manage student behaviour? Were instructions clear and explicit?
What’s next? A lesson to give students a deeper understanding of the characteristics of shapes by classifying them
Special considerations:This lesson would be taught with the knowledge that there may be children with special needs within the classroom context and I may need to utilise support from teachers aides throughout the lesson.The following considerations would be made:
1. To have teachers aide assistance as required 2. Make sure my instructions are explicit 3. The children with special needs have already been grouped into mixed ability grouping by teacher4. Have a good understanding of the history of the students and have strategies in place for their individual needs 5. Know the class rules and provide consistency with teachers behaviour management strategies
LESSON FOUR – Classification
Curriculum Area: Mathematics & ICTStrand: Space – space and line Year Level: 2/3
Essential Learnings:Ways of Working:
Identify mathematics in everyday situations Communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies Reflect on learning to identify new understandings
Knowledge and Understanding: Geometric names, properties are used to sort and explore 3D shapes Classification using geometric names and defining properties
QSA Core content: S 3.1 Students describe the defining geometric properties of families of 3D shapes using visual representations, mind pictures and concrete
materials
NSW Core Learning Outcomes:SGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environmentSGS2.1 Makes, compares, describes and names three dimensional objects including pyramids, and represents them in drawingsSGS1.2 Manipulates, sorts, represents, describes and explores various two dimensional shapesSGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their featuresWMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problemsWMS2.3 Uses appropriate terminology to describe, and symbols to represent mathematical ideas
Overall Aim of Lesson:The purpose of this lesson is to solidify student’s knowledge of properties (e.g. number of sides, corners etc) and of similarities and differences between simple geometric shapes.
Prior knowledge:Students have a good understanding of the concepts of 3D shapes as well as the basic concept of congruence for the above 3D shapes.
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Orientating Phase (K)3S1 Students identify and represent families of shapes using
the defining geometric approaches
15mins
Introduction: Explain that today’s lesson will be about engaging in the process called “Classification”.
Teacher models how to use the process of classification using real life objects that students are familiar with i.e. ball, toilet roll, can, rubric’s cube etc
Warm up:
Have students sit in a circle and place the collection of 3D objects in the centre.
Invite a student one at a time to sort the different items into their family group and describe their features.
Teacher introduces the concept of the classification system and uses scaffolding to demonstrate i.e. using the real life examples. A student records the information into categories on IWB after a group class discussion.
Discuss with students the categories in terms of attributes and what the relationship is between using the Venn Diagram in the NSW syllabus.
Once students have finished classifying all of the objects within today’s lesson, teacher checks for understanding on how well the classification system worked i.e. headings on the IWB and ask questions for comprehension
Instruct class to go back to their desks
Teacher directed
Teacher directed
Teacher directed/student centred
Students sit on the floor in a circle and one student at a time enters the circle and sorts and classifys an object from collection
Teacher directed/student centred
Teacher directed
Collection of 3D objects to be sorted and classified
Classification system document on IWB, Venn Diagram on IWB to refer to
Whiteboard marker
Observation
Group participation
Discussion/question/answer
Verbal comprehension
Combination of assessable elements to check knowledge and understanding, thinking and reasoning and reflecting. See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment
StrategiesEnhancing Phase
3S1 Students identify and represent families of shapes using the defining geometric approaches
25mins
Remind students of the magazines pictures of real life examples of shapes that they had previously cut out in a previous lesson. Ask students to use those pictures and paste into the classification system in their work book.
Teacher directed/ scaffolding where necessaryStudent centred
Magazines, scissors, glue, blank paper
Informal assessment to assess thinking and reasoning
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Synthesising Phase3S1 Students identify and represent families of shapes using the defining geometric approaches
10mins Thinking game – What am I
Select a volunteer to come out to the front of the class and select one of the collection objects from today’s lesson and play the game “what am I thinking of”
Student answers yes/no questions (for example does it have curved edges).
Students can attempt to name the object when all the features have been identified and the winner takes their place and thinks of next object
Whole class approach
Student centred
Observational assessment to assess knowledge and understanding and communicating. See assessable elements and descriptors
Evidence of learning Students were able to sort and classify 3D objects into the correct family group according to their properties Students explored congruence and similarity Students identified attributes of 3D objects and use the correct vocabulary when describing attributes Students used mind pictures when playing the game “what am I”
Self evaluation Did students engage in the lesson to achieve lesson
outcomes? Did students respond well to activities Did I consistently and fairly manage student behaviour? Were instructions clear and explicit?
What’s next? A lesson to provide students with the opportunity to explore and identify geometric shapes in the world around them. Students create a work piece demonstrating their knowledge of the strand 2D & 3D shapes through the use of a webquest to produce a drawing of shapes in space.
LESSON FIVE – SHAPES IN SPACECurriculum Area: Mathematics & ICT Strand: Space – space and line
Year Level: 2/3
Essential Learnings:Ways of Working: Mathematics
Identify mathematics in everyday situations Communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies
Ways of Working: Information: ICT and Technology Identify the purpose for design ideas Select resources, simple techniques and tools to make products
Knowledge and Understanding: Mathematics Geometric names and properties are used to describe, sort and explore 2D & 3D objects
Knowledge and understandings: TechnologyInformation, materials and systems (resources)
Resources have characteristics that can be matched to design requirements Simple techniques and tools are used to manipulate and process resources
Knowledge and understandings: ICTInquiring with ICT’s
Experiment with different ICT’s and select and use ICT’s appropriate to the inquiry Conduct structured searches for data and information from a limited range of sources Organise data and information
Creating with ICT’s Represent ideas, information and thinking Record evidence of their learning
QSA Core contentMathematicsVisual representations
‘mind pictures of 3D shapes 3D objects from different view points and orientations
TechnologyTP 3.3 Students cooperatively develop and follow production procedures to make products that reflect their design ideas.INF 3.2 Students select and use techniques for generating, modifying and presenting information for different purposes.MAT 2.2 Students select and use suitable equipment and techniques for manipulating and processing materials.UTS1.9 Selects and uses a range of equipment, computer based technology, materials and other resources to undertake an investigation or task
NSW Core Learning Outcomes:MathematicsSGS1.1 Sorts, describes and represents three dimensional objects including cones, cubes, cylinders, spheres, and prisms, and recognises them in pictures and their environmentSGS2.2a Manipulates, compares, sketches and names two dimensional shapes and describes their featuresWMES1.2 Uses objects, diagrams, imagery and technology to explore mathematical problemsWMES1.4 Uses pictorial representations to support conclusionsWMS2.5 Links mathematical ideas and makes connections about existing knowledge and understandingOverall Aim of Lesson:This lesson is to provide students with the opportunity to explore, recognise and identify what shapes are found in the world around them. Students will then explore these shapes by completing a webquest that produces a drawing or a piece of work that demonstrates shapes in space.
Prior knowledge:Students have a deep understanding of 2D & 3D shapes. They are capable of identifying, comparing, analysing attributes of shapes and use correct vocabulary to describe the attributes. They are also familiar with the software program “Kidspiration”.Learning Outcomes
(lesson) Time Teaching I Learning Strategies Organisation Resources Assessment Strategies
Orientating Phase (K)
S 2.1 Students describe 3D shapes and objects and 2D shapes according to geometric properties and identify shapes and objects from different viewpoints or orientations
12minsIntroduction:Explain today’s lesson will be to explore space and identify as many shapes as you can of shapes in space.
Ask students what shapes they think might be in space?
Draw a mind map of the shapes that were given on the IWB such as circles – sun, spheres – planets, crescent – moon, ovals – orbit, cylinder – rocket part, cone – tip of rocket, triangles – sides of rocket, etc
Teacher reads the story ‘Captain Invincible and the space shapes’ by Stuart Murphy. This book is a cartoon format book and is a great introduction to 3D shapes. This story gives examples to students of the different 3D shapes Captain Invincible and his dog use to return to earth.
Explain that before you begin this exploration you will work in pairs. Your mission is to research websites, or books that are provided and to create a piece of work either using either a drawing program like kidspiration, a word document or for those of you that like to draw you may draw.
Give students list of websites on IWB, and use scaffolding to assist those students who are not proficient with the use of computers and have books available at the front
Teacher directed IWB, list of websites, white board marker, books
Captain Invincible and the space shapes book by Stuart Murphy
ObservationalQuestion and answer assessments to knowledge and understanding and reflecting. See assessable elements and descriptors
of the room.http://www.kidsastronomy.com/http://www.nasa.gov/audience/forkids/kidsclub/flash/games/leveltwo/KC_Rocket_Builder.htmlhttp://www.sciencekids.co.nz/pictures/space.html
Give students enough time to come up with a plan for their work piece and tell them that they must incorporate at least three 3D shapes into their piece.
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment
StrategiesEnhancing Phase
S 2.1 Students describe 3D shapes and objects and 2D shapes according to geometric properties and identify shapes and objects from different viewpoints or orientations
25mins
Students begin the webquest shapes in space and create a work piece using at least 3 three, dimensional shapes in their piece.
Once students have finished their shapes in space piece, students print off their work or drawings and paste into their shapes book for the student to mark. The teacher selects a few of the students to display to the rest of the class
Student centredStudents work in pairs
Teacher provides scaffolding where necessary
http://questgarden.com/99/51/4/100327164207/index.htm
List of websites, Computer lab, 1 computer to 2 students, space books, paper, drawing programs such as kidspiration, word document, IWB, printer
Observation, informal assessment of completed piece of work. Combination of assessments knowledge and understanding, investigating and designing, producing See assessable elements and descriptors
Learning Outcomes (lesson) Time Teaching I Learning Strategies Organisation Resources Assessment
StrategiesSynthesising Phase
S 2.1 Students describe 3D shapes and objects and 2D shapes according to geometric properties and identify shapes and objects from different viewpoints or orientations
5 mins Closure:Teacher asks questions about the lesson. What did you learn from this activity? What did you like best about it? Teacher wraps up the sequence of lessons on developing the concept of 2D & 3D shapes and marks rubric “How well do I know my shapes”.
Teacher directed/student centred
Work samples, rubric Formal assessmentQuestion and answersDiscussion
Combination of assessable elements to assess knowledge and understanding, reflecting and thinking and reasoning.
Evidence of learning Students identified shapes using vocabulary, mind pictures and other visual representations Students were able to show their knowledge of 3D shapes in their piece of work Student used pictorial representations to support conclusions Completion of webquest successfully
Self evaluation Did the student identify shapes from different viewpoints and
orientations Did students engage in the lesson to achieve lesson outcomes? Did students respond well to activities Did I consistently and fairly manage student behaviour? Were instructions clear and explicit?
What’s next? A lesson introducing position of objects using maps and grids to represent position.
2D and 3D Space Diorama Design BriefContext:This design brief is for students in year 2 or 3 who are learning about 2D and 3D shapes. The students have also completed an investigation on space to find out what they would see and what shapes they would find.
Students are to design and make a space diorama using 2D and 3D shapes only.You need to:
Draw a design of your diorama List the shapes you will be using in your diorama
When making your diorama you need to have: At least 3 different 2D shapes At least 3 different 3D shapes
Materials: Shoe boxes Paper Cardboard Pencils Paint Craft rolls Bottle lids Small boxes Other craft supplies
Transition and Extension Activity Websites
Young students spend much of their day in transition, passing from one place or activity
to another. Teachers need to utilise this time for planned activities which reinforce
learning (Reynolds & Mcleod, 2003). There are periods when student’s move from place
to place in the classroom, when student’s complete activities before others and when
the class must prepare for a new activity/lesson. Too often during these times young
students are told to "Sit down, be quiet and wait" rather than shown how to use these
times effectively (MacNaughton & Williams, 2004).
Finger, Russell, Jamieson-Proctor, & Russell (2007) suggest that the best transition and
extension activities come from ideas generated from lessons or other activities. By
embedding these hands-on interactive 2D & 3D activities everyday into the curriculum
these new ideas and concepts are saturating the student’s learning.
Below is a list of transition and extension activity websites that are to be integrated
everyday whilst this 2D & 3D unit is being taught.
Week 1 http://www.firstschoolyears.com/numeracy/shape/interactive/shapes.htm
Week 2http://teachers.ash.org.au/jmresources/shape/index.html
Week 3 http://www.woodlands-junior.kent.sch.uk/maths/shape.htm
Week 4 http://www.firstschoolyears.com/numeracy/shape/shape.html
Week 5 http://www.bbc.co.uk/schools/ks2bitesize/maths/shape_space/shapes/play.shtml
Extension
Activity Websites
http://www.interactivestuff.org/match/maker.phtml?featured=1&id=15http://www.topmarks.co.uk/Interactive.aspx?cat=26http://mathematics.hellam.net/http://www.apples4theteacher.com/math.html
In conclusion, the Shapes in Space unit is a well developed a set of learning experiences that will enhance students’ knowledge and skills in the Key Learning Areas of Math and Technology, specifically in two and three dimensional shapes. The unit has offered these learning experiences in the form of active student participation through a webquest and the effective integration of various technological resources. It has also presented students with the tools to identify, compare and analyse attributes of 2D and 3D shapes while encouraging appropriate language use. The unit allows students to recognise the importance of everyday geometry and begin to see it in the context of their everyday lives. The future of society has begun to rely on the use of computers, and so does this unit. It is essential that there is reliable access to internet and computer facilities for the successful execution of this unit. Student learning is at times enhanced through the use of an interactive whiteboard, though it is possible to modify the lessons. Other means of enhanced learning is through appropriate teaching strategies. Some of the strategies utilised in this unit are based around Gardner’s Multiple Intelligence theory; the Universal Design for leaning, 21st Century Pedagogy and Blooms Taxonomy to create stimulating learning experiences. This will result in a variety of learning experiences and teaching strategies such as group and individual work and the use of technological resources that solidify and extend students’ understanding and encourage a deep and clear link between content and the real world. To meet the diverse and varying needs of students that are ever-present in today’s classrooms, learning documents, experiences and resources within this unit are able to be modified. Incorporation of visual, auditory and kinaesthetic activities cater for different learning styles; consideration has been given to gifted and talented students to ensure their engagement and recommendations have been made within lessons for possible alterations to suit learners’ with additional needs. The use of technology resources allows the teacher and learner to proceed at their own pace and level irrespective of learning style or ability level. There are curriculum links in this unit related directly to both the New South Wales and Queensland curriculum documents, in addition to the Ways of Working and Knowledge and Understanding, which are influential in Queensland Education. The explicit curriculum links for this unit are clear and described within each lesson template, and a Queensland Studies Authority template has been used to base the marking rubric on in addition to the clear curriculum links through each lesson.
The variety of assessment tasks offered in this unit provides a strong grounding to ensure learning and development occurring and students are developing the required knowledge and understanding. Formative and summative assessment is used to check for understanding, thinking and reasoning, reflecting, communicating, investigating, designing and producing and presented as observations, worksheets, think pair share activities, group activities and work booklets. As stated above there is a rubric used for formal assessment for teacher consistency and student expectations.Through the teaching of this unit, the teacher must use self reflection as a tool to inform future revisions and changes to teaching strategies. Appropriate use of student assessment and self reflection will aid in evaluation of and revision to the material and techniques used within this learning sequence. Through the delivery of an exceptional lesson sequence, using outstanding resources with strong links to the state curriculum, this is an excellent learning tool for an early childhood classroom to learn real life mathematics through technology.
REFERENCESArthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2005). Programming and Planning in early childhood settings (3rd ed.) Victoria: ThomsonFinger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT, Making it happen. Frenchs Forest: Pearson Education AustraliaGilpin, S., (2002). Shapes, Shapes everywhere, A Second-Grade Geometry Unit Aligned with Mathematics Standards from Content Knowledge: A compendium of Standards and Benchmarks for K-12 Education last accessed 17th April 2010 from http://www.mcrel.org/PDF/Curriculum/5021CM_Shapes.pdfMartin, D., (2010), Week 1 of geometry, University of Southern Queensland, Toowoomba, retrieved 25th April, 2010 http://usqstudydesk.usq.edu.auMurphy, S.,(2001) Captain Invincible and the space shapes: Level 2: Three Dimensional Shapes, New York, Harper CollinsNew South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion paper. SydneyNew South Wales Department of Education and Training. (2004). Quality teaching in NSW public schools: An assessment practice guide. SydneyNew South Wales Board of Studies (2002). Mathematics K – 6 Syllabus, Board of StudiesNew South Wales Board of Studies (2002). Science and Technology K – 6 Syllabus, Board of StudiesQueensland Studies Authority. Retrieved 13th April 2010 from www.qsa.qld.edu.auSmartkiddies Mathematics, (2010) last retrieved 19th April 2010 from www.smartkiddies.com.auQueensland Government, (2009) Professional Development and Leadership Institute initiative, Understanding behaviour in context, Better Behaviour Better Learning Professional Development Suite, Education QueenslandVan de Walle, J. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Sydney: Pearson Education.
Images and websitesBirmingham Grid for learning, (2010). Shapes, last accessed 20th April 2010 from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htmHow to draw funny cartoons (2010) last accessed 19th April 2010 from http://www.how-to-draw-funny-cartoons.com/cartoon-rocket.htmlRicksmath.com, (2009) last retrieved 24th April, 2010 from http://images.google.com.au/imgres?imgurl=http://www.ricksmath.com/images/congruent2.jpg&imgrefurl=http://www.ricksmath.com/congruent-figures.html&usg=__MZvGz9kjT0m5XezkDgXtSIlxGQ4=&h=298&w=453&sz=17&hl=en&start=19&um=1&itbs=1&tbnid=kSfC4v6ldc_ZrM:&tbnh=84&tbnw=127&prev=/images%3Fq%3Dcongruent%26um%3D1%26hl%3Den%26sa%3DN%26tbs%3Disch:1Teachers Paradise.com, (2010). Geometric shapes, last accessed 17th April 2010 from http://www.teachersparadise.com/VictorianEssential Learning standards, (2008). Mathematics – Working mathematically Level 3, last accessed 21st April 2010 from http://images.google.com.au/imgres?imgurl=http://vels.vcaa.vic.edu.au/images/content/samples/maths/symmetry2.gif&imgrefurl=http://vels.vcaa.vic.edu.au/assessment/maps/maps_domain/maths/working/level3.html&usg=__4fv2dv-dPnW2KuawZCzlez8BI1Q=&h=505&w=500&sz=11&hl=en&start=5&um=1&itbs=1&tbnid=vK5L0d0KaM1DuM:&tbnh=130&tbnw=129&prev=/images%3Fq%3Dsymmetry%26um%3D1%26hl%3Den%26tbs%3Disch:1
Hinde Mcleod, J. & Reynolds, R. (2003). Planning for learning. Victoria: ThomsonMacNaughton, G & Williams, G. (2004). Techniques for teaching young children: choices in theory and practice. New South Wales: Pearson Education Australia
Appendix
GAMES
SHAPES
IN
SPACE
circle
Teacher definition
A plane figure bounded by a single curved line, every point of which is equally distant from the point at the center of the figure
Teacher picture
My definition My picture
square
Teacher definition Teacher picture
A four sided plane figure with four right angles, opposite sides parallel and each side equal in length
My definition My picture
rectangle
Teacher definition
A four sided plane figure with opposite sides parallel and four right angles
Teacher picture
My definition My picture
Isosceles triangle
Teacher definition
A triangle in which two sides have the same length and two angles have the same size.
Teacher picture
My definition My picture
cone
Teacher definition
A solid which has a circular base and comes to a point at the top, similar to an ice cream cone
Teacher picture
My definition My picture
cube
Teacher definition
A solid, shaped like a box, with twelve equal edges, six equal square faces and eight corners. A cube is a type of cupoid.
Teacher picture
My definition My picture
cylinder
Teacher definition
A cylinder is a shape like a can. It is a solid with two circular faces at right angles to a curved surface.
Teacher picture
My definition My picture
pyramid
Teacher definition
A solid (3D shape) which has a polygon for a base and all the other faces are triangles.
Teacher picture
My definition My picture
rectangular prism
Teacher definition
A polyhedron whose base is a rectangle. Another name for a cuboid.
Teacher picture
My definition My picture
sphere
Teacher definition
A three dimensional shape like a round ball. A sphere has one curved surface and no corners or edges. Every point on the sphere’s surface is the same distance from the sphere’s centre.
Teacher picture
My definition My picture
rhombus
Teacher definition
A shape (parallelogram) with four equal sides. Opposite angles are equal.
Teacher picture
My definition My picture
trapezium
Teacher definition
A four sided figure (quadrilateral) with one pair of sides parallel and the other not parallel.
Teacher picture
My definition My picture
congruent
Teacher definition
Exactly equal. Matching exactly. Two figures are congruent if they have the same shape and same
Teacher picture
symmetry
Teacher definition
A shape has symmetry or is symmetrical when one half of the shape can fit exactly over the other half.
Teacher picture
My definition My picture
vertex
Teacher definition
Top, the highest part or
Teacher picture
point.
A point where two or more adjacent lines meet to form and angle or a corner.
My definition My picture
base
Teacher definition
The face on which a shape or solid stands.
Teacher picture
My definition My picture
apex
Teacher definition
The highest point where two or more lines meet to form a corner of a figure or solid. The apex is the furthest vertical distance from the base.
Teacher picture
A is the apex
Parallel lines
Teacher definition
Two or more lines that go in exactly the same direction. Parallel lines always remain the same distance apart. They never meet.
Teacher picture
My definition My picture
net
Teacher definition
A flat pattern which can be cut out, folded and glued together to make a three dimensional model of a solid.
Teacher picture
My definition My picture
HERE ARE SOME REAL-WORLD EXAMPLES:
SHAPE MATCH UPDraw a line from the picture to the word:
Cylinder
Circle
Cone
Rectangular prism
2D SHAPES1. Name the shape from the word list: circle, square, rectangle, triangle, rhombus, hexagon
a)
c)
e)
2. Draw a shape that has:
a) 3 sides b) 4 equal sides
c) six equal sides d) no equal sides but is curved
________________
b) ________________
________________
d) ________________
________________
f)________________
3D SHAPES1. Name a real life picture that looks like:
a) looks like this _____________________
b) looks like this ______________________
c) looks like this ______________________
2. How many surfaces does each of the 3D objects have?
a) b) ______ _______
c) _________ d) _________
BLANK PAGE
CLASSIFICATION SYSTEM
Parallelograms Trapeziums Quadrilaterals
BLANK PAGE
WEBQUEST
http://questgarden.com/99/51/4/100327164207/index.htm
SHAPES IN SPACE POSTER
Glue your poster or drawing here
MATHEMATICS ASSESSABLE ELEMENTS AND DESCRIPTORS OF QUALITY FOR A–EAssessable elements and descriptors support teacher judgments about the standard a student has achieved.Assessable elements: • identify the valued features of the key learning area to be assessed• draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding• can be used together or independently when designing assessment.Descriptors: • indicate the qualities evident in student work• use an A–E scale.Assessable Elements
DescriptorsA B C D EThe student work demonstrates evidence of :
Knowledge and understanding
Comprehensive knowledge andunderstanding of concepts, facts andprocedures
Thorough knowledge andunderstanding of concepts, facts andprocedures
Satisfactory knowledge andunderstanding of concepts, facts andprocedures
Variable knowledge andunderstanding of concepts, facts andprocedures
Rudimentary knowledge andunderstanding of concepts, facts andprocedures
Thinking and reasoning Insightful application of mathematicalprocesses to generate solutions andcheck for reasonableness
Proficient application ofmathematical processes togenerate solutions and check forreasonableness
Competent application ofmathematical processes togenerate solutions and check forreasonableness
Variable application of mathematicalprocesses to generate solutions andcheck for reasonableness
Minimal application of mathematicalprocesses to generate solutions andcheck for reasonableness
Communicating Clear and accurate communicationof ideas, explanations and findingsusing mathematical representations,language and technologies
Coherent and accuratecommunication of ideas,explanations and findings usingmathematical representations,language and technologies
Sound communication of ideas,explanations and findings usingmathematical representations,language and technologies
Disjointed communication of ideas,explanations and findings usingrepresentations, language andtechnologies
Unclear communication of ideas,explanations and findings usingrepresentations, language andtechnologies
Reflecting Perceptive reflection on thinkingand reasoning, the contribution ofmathematics and learning
Informed reflection on thinkingand reasoning, the contribution ofmathematics and learning
Relevant reflection on thinkingand reasoning, the contribution ofmathematics and learning
Superficial reflection on thinkingand reasoning, the contribution ofmathematics and learning
Cursory reflection on thinkingand reasoning, the contribution ofmathematics and learning
www.qsa.qld.edu.au © The State of Queensland (Queensland Studies Authority) 2007
TECHNOLOGY ASSESSABLE ELEMENTS AND DESCRIPTORS OF QUALITY FOR A–EAssessable elements and descriptors support teacher judgments about the standard a student has achieved.Assessable elements: • identify the valued features of the key learning area to be assessed• draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding• can be used together or independently when designing assessment.Descriptors: • indicate the qualities evident in student work• use an A–E scale.Assessable Elements
DescriptorsA B C D EThe student work demonstrates evidence of :
Knowledge and understanding
Comprehensive knowledge andunderstanding of concepts, facts andprocedures
Thorough knowledge andunderstanding of concepts, facts andprocedures
Satisfactory knowledge andunderstanding of concepts, facts andprocedures
Variable knowledge andunderstanding of concepts, facts andprocedures
Rudimentary knowledge andunderstanding of concepts, facts andprocedures
Investigating and designing
Discerning interpretation and analysis of information and evidence to generate well-reasoned design and ideas
Logical interpretation and analysis of information and evidence to generate convincing design ideas
Relevant interpretation and analysis of information and evidence to generate credible design ideas
Variable interpretation and analysis of information and evidence to generate design ideas
Rudimentary interpretation and analysis of information and evidence to generate design ideas
Producing Controlled and skilful implementation of production processes to make products
Purposeful and effective implementation of production processes to make products
Appropriate and credible implementation of production processes to make products
Variable implementation of production processes to make products
Minimal implementation of production processes to make products
Evaluating Perceptive evaluation of products and processes
Informed evaluation of products and processes
Relevant evaluation of products and processes
Narrow evaluation of products and processes
Cursory reflection of products and processes
Reflecting Perceptive reflection on the impact of technology and on their learning
Informed reflection on the impact of technology and on their learning
Relevant reflection on the impact of technology and on their learning
Superficial reflection on the impact of technology and on their learning
Cursory reflection on the impact of technology and on their learning
www.qsa.qld.edu.au © The State of Queensland (Queensland Studies Authority) 2007
