Mathematics Week Term

APS MATHS UNIT PLANNER VELS Level 3 Term: 2 Year: 2011

Dimension: SPACE Focus: 2D and 3D Shapes Length of Unit: 6-8 lessons VELS Learning Focus Statement: VELS Standard/s (if necessary): Dimension Level Progression Point Space 1.0 Standard … Students identify basic two-dimensional shapes such as triangles, circles and squares and three-dimensional solids and objects such as boxes and balls.

They sort geometric objects according to simple descriptions. 1.25  Recognition of lines, corners and boundaries in two-dimensional shapes

 Classification of shapes according to number of sides 1.5  Sorting of objects onto a Venn diagram labelled with shape information 1.75  Identification of the important features of two-dimensional shapes and use of these distinguishing features to compare and contrast various shapes 2.0 Standard … Students recognise lines, surfaces and planes, corners and boundaries; familiar two-dimensional shapes including rectangles, rhombuses and hexagons, and three-dimensional shapes and objects including pyramids, cones, and cylinders.

They arrange a collection of geometric shapes, such as a set of attribute blocks, into subsets according to simple criteria, and recognise when one set of shapes is a subset of another set of shapes. 2.5  Identification of shapes in terms of faces, edges and vertices 3.0 Standard … Students identify edges, vertices and faces. 3.5  Classification and sorting of two-dimensional shapes using the properties of lines (curvature, orientation and length) and angles (less than, equal to, or greater than 90°) 4.0 Standard … Students classify and sort shapes and solids (for example, prisms, pyramids, cylinders and cones) using the properties of lines (orientation and size), angles (less than, equal to, or greater than 90°), and surfaces. Vocabulary Development: All different 2D shapes, All different 3D shapes, perpendicular, straight line, vertical, horizontal, solid, net, face of shape, vertex/vertices, edges, parallelogram Common Assessment Tasks Assessment FOR Learning Assessment OF Learning Assessment AS Learning Student Tasks (Teachers to asses students abilities Student Tasks. during each lessons and work with focus groups where Nelson Maths Assessment Task necessary) Other Resources: Maths of the Go Book 1 and 2 Rob Vingerhoets, Problem Solving in Mathematics Book E, toothpicks, chickpeas, geoshapes, cardboard paper, protractors, 2D flat shapes. NAPLAN 2010, Nelson Maths 3&4

1 APS MATHS UNIT PLANNER VELS Level 3 Term: 2 Year: 2011

Teaching and Learning Sequence

Lesson Focus – What is it Seque I want my Student Learning Activity (including introduction) nce Warm up students to Share / Reflection / Assessment Focus know by the end of the lesson? Establ To find out what students Students to be posed question – What do you know about ishing already know about 3D 2D and 3D shapes? Students can use diagrams and words Prior Shapes to show their thinking. Knowl edge 1 To have students identify Introduction - What does 2D stand for? What does 3D stand What are the differences between features of 2D and 3D for? What does the D stand for? What is dimensional and similarities between 2D and 3D shapes. How are they mean? shapes? characterised? Exploring the language of the unit. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/ http://www.watchknow.org/Video.asp maths/3d/index.htm x?VideoID=27366&CategoryID=6976

Venn Diagram comparing 3D and 2D shapes. Students to create on Venn Diagram and add to it from classroom Create class diagram-Name, shapes and then walk around school to locate 2D and 3D definition, related words, example. shapes to add to Venn Diagram. Students to compare diagram from first lesson to last lesson.

2 What shape am I? Students can: Introduction – Rainforest Maths – 3D Shapes – What is my See/Saw: To Look at geometric shapes – view. In pairs, one person goes first (See) have what are their names? Teacher  identify the faces, to state something that they learned stude to read out statements students edges and corners on 1. Provide students with a variety of common 3D from today’s lesson. The other nts have to guess shape. common 3D objects objects, including cones, cubes, cylinders, spheres person (Saw) then states something recog  identify 3D objects from and prisms, to observe and manipulate. Discuss they gained from the session. Back to nise different views with students the features of common 3D objects - See’s turn. This continues until either 2D the shape of the faces, as well as the number of See or Saw is unable to recall and corners, edges and faces. These could be recorded another fact of the lesson. 3D in a class chart. shape 2. Students select a known 3D object, e.g. cube, s sphere, cone, cylinder, rectangular prism, pyramid, within triangular prism. and outsid e the enviro 2 APS MATHS UNIT PLANNER VELS Level 3 Term: 2 Year: 2011 nment .

3. Students take their object and place it on a base to establish a chosen orientation.

Question the students regarding the view of their object and the shape of its faces from the chosen orientation.

 What shape are the faces in this view?  In this view can you see circles? rectangles? etc.

Students view the same 3D object and change the orientation then respond to the same questions.

 What shape will you see from the top? From the side? From the front?

Extension: use square based pyramid. Turn on side and do the views again.

3 What shape am I? Using mathematical Share samples of student work. . Look at geometric shapes – language to describe the http://www.primaryresources.co.uk/maths/powerpoint/cm_3 what are their names? Teacher properties of shape. dShapes.swf to read out statements students have to guess shape. Students to choose 2 3D shapes and draw onto A3 paper to create a “What shape and I?” Use kinder squares to cover the shape and write clues on the front of the kinder square to solve the problem – “What shape am I?

Either display or create a class book.

For example - I have 5 flat surfaces. My base surface is square. The other 4 surfaces are triangular, that make a sharp point.

What am I?

4 Understand that 3D Building A Box Rocket Writing: You have 4 shapes can be made from Emma got a new job at the Acme Box Factory. Her job is to minutes to write about anything you different nets construct cubes that will be used as learnt today. (Students are not to jewellery boxes. Her boss, Ron, showed her the company’s write a recount of the activity must be  Create, compare and current blueprint for making these boxes about things they learnt Tell me describe different two- (Figure 1). He explained, “This shape is called a net. A net everything you know about angles.). dimensional nets that is a flat figure that can be cut out and can be folded into a folded into a box. This net can be folded into a cube that three-dimensional measures 3 centimetres on each side.” cube Emma was then instructed to cut out Figure 1 and fold it  Examine the into a cubical box. (You may also want properties of the nets to do this.) and resulting cubes, “Your job,” Ron continued, “is to draw as many of these including surface area nets as you can, cut them out, and fold  Use rotations and them into cubes.” flips to compare “Do all my nets have to look like this one?” asked Emma. various nets “Well, I guess they don’t have to look like that… but how else could they look?” inquired Ron. Emma quickly sketched out another net (Figure 2) and Questions to ask - What exclaimed, “Wouldn’t this also work?” properties are common to “Yeah, maybe,” said Ron sceptically. “It doesn’t matter to all nets that will form a me how you do it. You can make the cube? nets anyway you want, as long as you end up with cubes [All acceptable nets have measuring 3 centimetres on each edge.” six squares and 14 sides.] “Great!” replied Emma. “I wonder how many ways there are What type of nets will not 4 APS MATHS UNIT PLANNER VELS Level 3 Term: 2 Year: 2011 work? Why not? to make such a net?” [Nets with more or fewer Your task is to help Emma answer this question: than six squares will not How many different nets can you draw that can be work. In addition, many folded into a cube? nets with six squares cause Use the grid paper to draw and test several net designs, two squares to overlap. and then count and label each of the Obvious cases of this are different figures. Carefully explain how you know that you when four squares share a have found all possible nets that will vertex; when two squares form a cube. lie on the same side of a center row of squares; and when more than four squares occur in a row.] Without folding, is there a quick way to determine whether or not a net will fold into a cube? [If a net suffers from any of the problems noted above, it will not form a cube, and these problems can be Figure 1. Figure 2. determined by visual inspection.] How can you determine if two nets are identical? [One of the nets will fit exactly on top of another net when flipped or rotated.] What sort of properties does your final cube have? How do these compare to the properties of the nets? [The surface area of the cube is equal to the area of the net. The cube has 12 edges, while each net has 14 sides.]

5 To make shapes from Introduction – Matching nets to shapes. How do you know Journal Entry. . nets and identify the what matches? What do you visualise when you see the Why are certain objects in the attributes of the shape. net? What are the properties of this shape? Also work environment the shape they are? backwards - what would this 3D shape look like as a net? Give me three more examples of objects in the environment and reasons why they are that shape? Support – Computer Task - http://www.ngfl- cymru.org.uk/vtc/ngfl/maths/cynnal/polyhedra/polyhydra.ht ml - Complete results activity sheet (support version)

Consolidate – Making 3D Shapes from Nets and naming the properties of that shape.

Extend - Give students 3D shapes to complete problem – What is the same and what is different about these shapes? (Use Venn diagram to sort)

6 Tell me 10 true things about this To have students Students practise drawing all shapes in order to be able to Verbal Sharing. shape..... identifying different views read and understand 3D shapes. Ask students how their shape would of cubes. Drawing cubes. change if they swapped the base to a round shape or polygon.

7 To have students Student Task. Journal Entry creating 2D and 3D 3D shapes What is an edge? shapes. Give each child some chickpeas and toothpicks. What is a vertice?

1. Which 2D shapes can we make? Let the students work individually. The chickpeas will be used as "corners" and the toothpicks and the sides.

. 2. When all students seem confident in making 2D shapes. Let them continue by making different 3D shapes on their own.

3. Thereafter let the children work in pairs, to create one 3D shape of their own choice, using as many tooth picks and chickpeas as they want, as long as they can keep the 3D shape from falling apart.

When they are done with their shape, let it dry and use a string to hang it on the classroom ceiling. Underneath each

shape they put a note, on which they have written their names, and also a "name" for their shape.

Extension activities: -Discuss where in real life the students have seen shapes, like the ones they have created? -Draw 2D shapes from the 3D shapes. Copy from different angles, and write the names of the 2D shapes. -Measurement activities: Count the number of toothpicks and chick-peas or calculate the area, circumference, volume, weight etc. 8 Assessment Task (you may like to give this task at the Create class diagram-Name, beginning of the unit for baseline data and again at the end definition, related words, example. to see progress made from the unit of work) Students to compare question from first lesson to last lesson. Nelson Maths Books 3& 4, plus OET. Assessment task to be found in grade teaching team folder.