Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm Date: 13th June 2018 Students’ Prior Knowledge:
 On Monday and Tuesday students found 3D
Learning Area: Mathematics – Measurement and objects around the room, created playdough
Geometry shapes and nets of shapes and described
them in terms of corners, vertices and edges
Strand/Topic from the Australian Curriculum
Describe the features of three-dimensional objects
(ACMMG043)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ Competence
competence
✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Fluency, understanding
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

1. Describe features of different 3D shapes
2. Identify shapes from their description

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 3D shapes mystery bag  Walk around the room constantly while
 PowerPoint students are on their iPads to ensure they
 Exit tickets understand and make progress with multiple
shapes

 Scribe Ellie’s exit ticket

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
 First objective was achievable and measurable found through students iMovie footage describing each
shape.
 Lots of the students were familiarizing themselves with the terminology which helped a lot to quickly work out
the features of the shape for their videos.
 Some of the students got a bit carried away by the excitement of the iPad activity and those who would
otherwise be very confident in terminology used to describe features of 3D shapes, mixed them up. Make
sure to monitor all students on the iPads even those that usually work well.
Teacher self-reflection and self-evaluation:
 Make sure to model how to use iMovie so that they do not waste time figuring out how to use it.
 While I think that the introduction game (Mystery bag) was a good idea to get students figuring out shapes
based on their description, it went for too long and it should have been a quick game. Only a few students got

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 to have a go, so next time I will differentiate the game by maybe only having one object in the bag at a time
and everyone passing around the bag describing what they feel, rather than one separate shape each.
 I have found the Exit Ticket strategy to be very useful as even though I keep mental notes throughout the
lesson, the written answers gives me a quick indication of where the students are at and what needs to be
worked on in next lessons.
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
11am  WALT: Describe 3D shapes Mystery bag of 3D
shapes (real life objects
 We will begin the lesson sitting on the back mat in a circle. Review and models of shapes)
what students learnt with Mrs C yesterday. Ask students (preferably
who has been on and off with their understanding):
“What is an edge?”
“What are vertices?”
“What is the face of a shape?”

 Choose a shape block and ask another student to tell you how many
edges there are on this shape. Ask two different students how many
vertices and faces. Do this with a pyramid and a prism, asking what is
different about the two shapes.
Shape blocks
 Explain to students that the reason we are sitting in a circle is
11:05am because we are going to use the mystery bag from Monday to help us
describe and identify different 3D shapes.

 I will start by picking a shape out of the bag without looking and
feeling it inside the bag. I will describe how many edges, vertices and
faces I can feel (also other descriptions such as “it is round”).
I will try to guess what the shape is. If I (model to students) can’t
guess I will ask a friend in the classroom what shape they think I have
based on my description. Then I will look at it to confirm which shape
it is and pass the bag on.

 Each student will have a chance to guess the shape inside the bag.

 (If the activity is not smooth because there is not enough room in the
bag to feel around, give students an empty bag with just one shape in
it. They can say one feature that they can feel and pass it on until
there is enough description to guess the shape)

Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Collect up all the shapes and explain that today we will be doing the
11:20am
next activity on from yesterday’s task of making 3D shapes with nets.

 Using the shapes that we made, each student will:

- Take pictures of the shapes in Chatterpix iPads
- Record their voice explaining the features of the shape
- They will repeat this process for as many shapes as they can Shape nets

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 - Put the collated videos into Movie Maker/iMovie
- Upload the final product to SeeSaw

 Ensure students use correct terminology: faces, vertices, edges

 Send off five students at a time to get there iPads and begin their
videos. Some students may only get through one or two while others
will likely complete all of the shapes. Depending on where they are at
in the middle of the lesson, maybe get students who are slower to
begin iMovie on the shapes they have finished rather than getting
through them all.

 Walk around the room to ensure students are on task and sharing the
shapes between them.

 At 11:45am tell students to start uploading their videos to SeeSaw,

stack their iPads and come and sit on the mat.

Lesson Closure:(Review lesson objectives with students) Index cards for exit
 To assess student learning of 2D and 3D shapes, hand out an index tickets
card for their “Exit ticket” with questions relating to the two topics.
11:50
Make sure they write their name on it before we begin.
1. Name a 2D shape that has 4 corners and 4 edges.
2. What are vertices?
3. Is a pyramid’s corner made up of triangles or rectangles?
4. How many faces does a cube have? (Hold up cube)
5. Name a real-life object in the shape of a sphere

12pm
Transition: (What needs to happen prior to the next lesson?)
 Students will stack iPads and hand in their exit tickets, then wait
patiently on the front mat for the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
✓ or X
Use students exit tickets to tick off whether or not they are understanding the
following questions about 2D and 3D shapes.
11th June 2018 Name a 2D What are Is a How many Name a
shape with 4 vertices? pyramids faces does real-life
corners and corner a cube object in the
edges made up of have? shape of a
triangles or sphere.
rectangles?
Keelie ✓ X ✓ ✓ illegible
Cohen ✓ ✓ ✓ ✓ ✓
Taylan illegible illegible X ✓ X
Izzy ✓ X wrote edges ✓ ✓ X Pencil
case/square
Bella ✓ X wrote faces ✓ ✓ X wrote can
(cylinder)
Casey ✓Square ✓Corners ✓Triangles ✓6 ✓Orange
Lawrence ✓ ✓ ✓ ✓ ✓
Maya ✓ ✓ ✓ ✓ ✓
Skye ✓ ✓ ✓ ✓ ✓
Hayley ✓ ✓ ✓ ✓ ✓
Shiloh ✓ X wrote edges ✓ X X
Jordi ✓ ✓ ✓ ✓ ✓

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Millie ✓ ✓ X X X
Chloe ✓ ✓ ✓ ✓ ✓
Carla X Wrote ✓ ✓ ✓ ✓
cube. May
have missed
the 2D
distinction
Mia X wrote X wrote sides ✓ ✓ ✓
cube
Hunter ✓ (but wrote X wrote face ✓ ✓ ✓
square and
cube)
Rebecca ✓ ✓ ✓ X X
Brodie ✓ ✓ X He wrote ✓ ✓ ✓
that vertices
are corners
and edges
Ellie X ✓ ✓
Rectangular
prism
Hudson X X X ✓ ✓ a circle
Rectangular
prism
Gabriel ✓ X X X X