Teacher : Mrs Tan Choon Mooi
School : SJKC Tsun Jin
Kg Pandan, Kuala Lumpur
Subject : Mathematics
Learning Area : Three dimensional shapes (3-D shapes)
Date : 18 May 2004
Duration : 30 Minutes
Year : 3
Number of pupils : 30
Teaching Aids : LCD, Note book, 3D objects, Worksheets
1. Pictures of Kuala Lumpur and parts of the world in the form of
power point presentations
2. Various kinds of three dimensional shapes and mathematical models
(4 sets each)
3. Objects of different shapes eg. skittle, box etc.
4. Paper folding models of
4.1 a cube
4.2 a cuboid
4.3 a square-based pyramid
4.4 a rectangular-based pyramid
4.5 a cone
4.6 a cylinder
(The sphere model is not included here)
5. A set of practice worksheets:
5.1 To name the different 3-D shapes
( cube ,cuboid ,cone ,cylinder ,sphere ,square-based pyramid, rectangular based
pyramid )
5.2 To list out the properties of the various 3-D shapes
5.3 A set of riddles , to guess the name of the 3-D shapes
A set of notes which contain:
the properties of 3-D shapes
1
the cross-section of 3-D shapes
Learning outcomes
By the end of the lesson;
1. pupils should be able to identify and state the properties of the seven different 3-D shapes introduced.
2. pupils should be able to develop their creativity by making models of buildings using 3-D models.
Value : Love our environment
Vocabulary : Cube, cuboid, cone, cylinder, square-based pyramid, rectangular-based
pyramid ,sphere ,edge ,corner, flat surface, curve surface.
Duration Interactive Activities / Questions Strategies /Approaches Teaching Skills Teaching aids /
Posed Materials
Set Induction Step 1 : Pictures of buildings are shown on LCD Observing Analyzing LCD. LAPTOP
( 5 Min ) screen. Properties of the different shapes of Future study
buildings are explained, This is to enable pupils
to appreciate the outlook of the different
buildings.
Teacher highlights the point that all the buildings
on the earth are built on the concept of 3-D
shapes.
Step 2 : Revise the difference between the Observing Classifying LCD, LAPTOP
concept of flat surface and curved surfaces.
Step 3 : Teacher will relate some of the objects Enquiry-discovery Observing
in the classroom. Students are encouraged to
give more examples.
Development Step 1 : Teacher shows and introduces the Enquiry-discovery Comparing LCD, Laptop
2
(20 Min ) various kind of 3-D shaped models
Firstly, introduce the cube and cuboid models.
Students touch and see the models. Now ,
teacher switches on the LCD and Laptop to
show the pictures and the terms : CUBE AND
CUBOID. Teacher asks the students to state
the similarities and differences between the two
models. ( Similarities : they have flat surfaces
,no curved surfaces.
Differences : For cube, it consists of 6 square
surfaces, For cuboid, it consists of 6
rectangular surfaces.
Step 2 : The square-based pyramid and the Comparing and Enquiry-discovery LCD, LAPTOP
rectangular-based pyramid are introduced. contrasting
Again, the pupils compare and contrast the two
models. ( Similarities : They have flat surfaces,
no curved surfaces.
Differences : A rectangular-based pyramid
consists of 4 triangular surfaces and one
rectangular surface. A square-based pyramid
consists of 4 triangular surfaces and one
square surface.)
Step 3 : Models of a sphere, cone, cylinder are Comparing and Enquiry-discovery LCD.LAPTOP
shown and pupils are encouraged to state the Contrasting
similarities and differences. (Similarities : They
have curved surfaces.
Differences : For sphere, it has only one curved
surface, no flat surface.
For cone, it has one curved surface and a round
base.
For cylinder, it has one curved surface and two
round surfaces)
3
Step 4 : Pupils are given set 1 practice cards. Strengthening Inference Task sheet 1
They are to write down the names of the various
models introduced.
Step 5 : Teacher uses the LCD screen to show Gathering data Inference LCD,LAPTOP
a chart which contains 3-D shapes and some
questions to fill in the blanks.
Eg: This is _____.
It has ____ curved surfaces.
Step 6 : Teacher introduces the term ‘edge’ Observing Observing LCD,LAPTOP
‘corner’ of the 3-D shapes.
Step 7 : Teacher discusses the properties of the Logical intelligence Analyzing LCD, LAPTOP
seven models with the pupils. While questions Contextual learning
are asked, answers will be shown one by one
on the LCD screen.
Step 8 : Pupils are required to fill in the blanks Gathering data Classifying Task sheet 2
of practice set 2 – The properties of various 3-D
shapes.
Step 9 : A set of riddles is given to quiz the Linguistic intelligence Analyzing Task sheet 3
pupils on names of the shapes which were
introduced earlier.
Evaluation/ Paper Model Folding Activity Future study Inferring Task sheet 4
Enrichment Teacher distributes task sheets which are
Activity printed with outlines of the six models
(5 Min) (excluding sphere). Teacher facilitates
the model folding activity using
cellophane tape to join the edges of the
models.
4
After folding the six models, pupils are Cooperative learning Inferring
encouraged to use the six models to
construct models of buildings of different
shapes and sizes.
Display the models of buildings done by
the different groups in the mathematics
corner of the class.
Give rewards to the winners.
A set of notes are given to the students at
the end of the lesson.
-THE END-
