TERM 3, 2015 (Weeks 1-5) - Year 3 - Maths Planning -2D space

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YEAR 3
MA2-15MG- 2D SPACE
Compare and describe features of two-dimensional shapes, including the special quadrilaterals

identify and describe two-dimensional shapes as either 'regular' or 'irregular', eg 'This shape is a regular pentagon because it has
five equal sides and five equal angles'
identify regular shapes in a group that includes irregular shapes, such as a regular pentagon in a group of pentagons, eg

Creative Arts- shapes, lines, 2D, materials, size etc

(Reasoning)

Teaching & Learning Activity 1

high Independe
Whole
nt
Reflection
Problem
Class
Plenary/ Activities
LISC
Solving
/
Modelled
(low /
Teaching
middle /

YEAR 3
Learning Intention:
Success Criteria:
I am learning to identify two-dimensional shapes as either
I can identify two-dimensional shapes as either 'regular' or irregular and
'regular' orregular
irregular
explain
the difference
between
the difference between them.
Introduce
andand
irregular
shapes
by watching
the followingexplain
clip; http://www.showme.com/sh/?h=t027i8u
Then go through the powerpoint (lesson 1- 2d shapes).
Students complete a worksheet from the following website: http://www.commoncoresheets.com/Shapes.php
L= Regular shape worksheet
M= Identifying irregular and regular polygons
H= Irregular shapes.
While
students
areGuide:
independently completing worksheets the teacher
walk around
and ask
students to explain why they are calling the
Problem
Solving
Go to can
the following
website:
http://www.commoncoresheets.com/Shapes.php
- Circle key words
Click on where it says select a worksheet next to where it says word
- Box key numbers
problems and you can download many worded problems. You can have them
- What words help you know what operation to use?
on your board and the students can write them in their books to answer.
- What operation will you use {x , -, +,

}.

Teaching & Learning Activity 2

Whole
Class
LISC
Modelled
Teaching

YEAR 3
Learning Intention:
I am learning to draw representations of regular and irregular twoReview what a regular and irregular shape is. Explain
artworks. Depending on the student ability they may
one. Explain to students how to construct 2D shapes
cannot be constructed from three straws if the sum of
longest straw. Place the materials down the front of

Success Criteria:
I can draw representations of regular and irregular two-dimensional
to students that today they will be creating regular and irregular shape
create an artwork with both regular and irregular shapes like the last
from materials. Be sure to explain and demonstrate that a triangle
the lengths of the two shorter straws is less than the length of the
the classroom and if students would like to use them to

Problem
Solving
Problem Solving
Compare
andGuide:
describe features of two-dimensional
shapes,Question:
including the special quadrilaterals
- Circle key words
-Box key numbers
Go to the following website: http://www.commoncoresheets.com/Shapes.php
Identify
the what
environment (ACMMG066)
- What
wordssymmetry
help you in
know
Click on where it says select a worksheet next to where it says word problems and you can download
compare the rigidity of two-dimensional frames of three sides with the rigidity of those of four or more sides
operation to use? - What operation will
many worded problems. You can have them on your board and the students can write them in their books
construct and manipulate a four-sided
frame and explain how adding a brace can make a four-sided frame rigid
to answer.
}.
you use {x
,
-,
+,
(Communicating, Reasoning)
identify lines of symmetry in pictures, artefacts, designs and the environment, eg Aboriginal rock carvings or Asian lotus designs
Creative Arts- shapes, lines, 2D, materials, size etc

content

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TERM 3, 2015 (Weeks 6-10) - Year 3 - Maths Planning -2D space

Students choose the artwork they are going to create and start working on it. Teacher places a timer on the board.
YEAR 3
Students who finish their artwork earlier may create 2D shapes from the materials and trace them into their books. Next to each shape they must label
SPACEits properties and write what the shape is out of.
whatMA2-15MGthe shape is,2D
descrybe

Teaching & Learning Activity 1

Reflection
ProblemActivities Independe
Modelled Whole
Plenary/
LISC
Solving
/
(low /
Teaching
nt
Class

YEAR 3
Learning Intention:
Success Criteria:
* I am learning to compare the rigidity of two-dimensional frames of three
* I can compare the rigidity of two-dimensional frames of three sides
Investigation: Class discussion on rigidity. Use questions such as: What do you know now about rigid and non-rigid shapes? Can you give any
examples of buildings that use rigid shapes? Can you think of any example of rigidity around your house?
Demonstrate to students using card board and split pins the rigidity of shapes with different number of sides (3,4,5 sides). Explain the more braces
you add to the shape the more rigid it becomes.
Assessment: Students work in small groups using paddle pop sticks/drinking straws and poppy pins to construct the strongest bridge they can
make to hold an object of your choice.
L= Students make a 4 or 5 sided shape and make it more rigid by added a brace in the middle.
M/ H= Students work in small groups using paddle pop sticks/drinking straws to construct the strongest bridge. They develop an understanding
of
how to Solving
constructGuide:
a strong bridge from the video clip.
Problem
No word problem in this lesson as they students will be using lots of
- Circle key words
-Box key numbers
questioning when creating their bridges. They will have to solve problems
- What words help you know what operation to use?
during their independent activity.
- What operation will you use {x , -, +,

}.

Teaching & Learning Activity 2

Whole
Teaching Class LISC
Modelled

YEAR 3
Learning Intention:
Success Criteria:
*I am learning to identify lines of symmetry in pictures, artefacts,
* I am learning to identify lines of symmetry in pictures, artefacts, designs and
Introduce what symmetry is- When one half of a mirror image looks like the other half.
Introduce the line of symmetry- the imaginary line that divides the images into two matching halves.
Explain and demonstrate why any line through the centre of (and across) a circle is a line of symmetry.
Go to the following website : https://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/symmetry_your_world.pdf
View page 21 to provide students with an understanding of symmetry. Complete page 10 together on the IWB.

(low / Independ
Reflection
Problem
Plenary/
middle /
ent
Solving
/
high Activities

EVERYONE= Print page 6 from the website above (the rugs). Give students a strip of rugs. Students draw the line of symmetry and then cut along the
line of symmetry and glue it into their books.
Use the same website to print the following pages for each group.
L= Print page 13
Problem Solving Guide:
Problem Solving Question:
- Circle key words
-Box key numbers
Go to the following website and answer the questions on the last page.
- What words help you know what operation https://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/symmetry_your_world.pdf
to use? - What operation will you use {x ,
-, +,

}.