LESSON PLAN
Year: Date: Year 7 13th August 2012 Curriculum Area: Time Period: Mathematics 45 Minutes
The Australian National Curriculum Mathematics: Measurement and Geometry ACMMG160 Calculate volumes of rectangular prisms Mathematical Proficiencies: Fluency Students will readily recall their knowledge of two dimensional shapes and can efficiently answer questions regarding the features of two dimensional shapes Students will use appropriate expressions to describe the features of three dimensional shapes Understanding Students will adapt their knowledge of two dimensional shapes to identify the features of three dimensional shapes by using familiar ideas to develop new concepts Students will think mathematically and will be able to interpret the mathematical information given to them Specific Lesson Learning Goals Students will be able to: Describe and name simple three dimensional shapes Draw a cube and a rectangular prism in a way that demonstrates depth Students Prior Knowledge: Students know about two dimensional shapes and can name many as well as their features Students are aware of three dimensional shapes and how they are different from two dimensional shapes Differentiation: Students who finish early Draw other regular three dimensional shapes Triangular prisms Pentagonal prisms Hexagonal prisms Octagonal prisms Pyramids Students who are struggling Focus on drawing the cube alone Demonstrate on their paper the principles of drawing a cube and then ask them to
LESSON PLAN
follow with their own cube
Preparation: A variety of simple three dimensional shapes Cubes Rectangular prisms Triangular prisms Spheres Pyramids White board and white board markers Graph paper for each student
LESSON PLAN
Time: Start Getting Started Ask all the students for their attention and for quiet Ask the students if they can name some two dimensional shapes As the student why we call them two dimensional shapes what are the features of two dimensional shapes Ask the students what three dimensional shapes are ask them to name some Look at the box of three dimensional shapes ask the students to name them and discuss the features of each of the shapes Ask the students if they think it is possible to draw a three dimensional shape on two dimensional paper if so how do they think it can be done Ask for a volunteer to draw a cube on the board 10 minutes Ask if there is an alternate way to draw a cube on the board Working On It Have a volunteer draw the cube in an alternate way Demonstrate on the board how to draw a cube on the graph paper Have a volunteer hand out the graph paper Instruct the students that they need to use a pencil and ruler to draw a cube and a rectangular prism on their graph paper Allow the students to discuss strategies in quietly in pairs As the students are working, walk around the room checking that the students are on task Answer any questions the students have about the task 35 minutes Mark completed drawings while walking around the room and make corrections as necessary Once the work is marked have the students glue the graph paper into their maths books Consolidation Ask the students to quietly pack up their work and sit quietly Ask the students some focus questions Name some three dimensional shapes 45 minutes Describe the features of a cube Describe the features of a rectangular prism Describe how to draw a cube Tell the students they had a great lesson and dismiss the class for their next lesson Lesson Progression
LESSON PLAN
Informal Assessment of Student Outcomes What will you assess? Describe and name simple three dimensional shapes Draw a cube and a rectangular prism Record the size of the sides of their shapes (in terms of blocks) How will you assess? What evidence will you collect? Discussion: Asking the students to describe the features of a 2 dimensional shape and then asking them to describe the features of the 3 dimensional version of that shape Ask the students to name as many 3 dimensional shapes as they can Evidence Collect, mark and return the graph paper on which the students have drawn their cubes and rectangular prisms
