MATHEMATICS UNIT PLANNER

Topic: Shapes 2D and 3D Key mathematical understandings

(2-4 understandings only):

Year Level: 2

Term:

Week:

Date:

Key AusVELS documentation (taken directly from AusVELS documents): Content strand(s): Statistics and Probability Sub-strand(s): Level descriptions:

Children are beginning to understand how to classify and order shapes they see in their environment Children are beginning to understand how to draw and label shapes 2D and 3D shapes with correct vocabulary.

Proficiency strand(s):

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Describe the features of three-dimensional objects (ACMMG043)
Understanding Fluency Problem Solving Reasoning

Key skills to develop and practise (including strategies, ways of working

mathematically, language goals, etc.):

To be able to classify and organise 2D and 3D shapes. To recognise shapes in everyday objects.

Key equipment / resources: Enchanted learning Smart kiddies.com Rigby maths Signpost maths Rainforest maths Nelson textbooks.

Key vocabulary: Sides, round, flat, Pointy, classify, identify, draw, hexagon, octagon, pentagon, diamond, square, triangle, circle, oval, Cone, cylinder, sphere, cube Twist, slide, turn, Face, edge, corner, base, vortex, apex.

Overview of assessment Teacher assessment: Ability to used good probing questions to lead class discussions.

Key probing questions

What 2D and 3D shapes do we know? How many sides does this shape have? Why have you classified it as that shape? How many sides does it have? How many corners?
Performing Persuading Planning Predicting Presenting Providing feedback Questioning Reading Recognising bias Reflecting Reporting Responding Restating Revising Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising Testing Viewing Visually representing Working independently Working to a timetable

Learning strategies/ skills

Analysing Checking Classifying Co-operating Considering options Designing Elaborating

Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying

Listening Locating information Making choices Note taking Observing Ordering events Organising

MATHEMATICAL FOCUS
(what you want the children to come to understand as a result of this lesson short, succinct statement)

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the focus of the lesson; sets the scene/ context for what students do in the independent aspect. e.g., It may be a problem posed, spider diagram, an open-ended question, game, or reading a story)

INVESTIGATIONS SESSION
(INDEPENDENT LEARNING) (extended opportunity for students to work in pairs, small groups or individually. Time for teacher to probe childrens thinking or work with a small group for part of the time and to also conduct roving conferences)

REFLECTION & MAKING CONNECTIONS SESSION

(WHOLE CLASS FOCUS) (focused teacher questions and summary to draw out the mathematics and assist children to make links. NB. This may occur at particular points during a lesson. Use of spotlight, strategy, gallery walk, etc.)

ADAPTATIONS
- Enabling prompt (to allow those experiencing difficulty to engage in active experiences related to the initial goal task) - Extending prompt (questions that extend students thinking on the initial task)

ASSESSMENT STRATEGIES
(should relate to objective. Includes what the teacher will listen for, observe, note or analyse; what evidence of learning will be collected and what criteria will be used to analyse the evidence)

Session Focus: Children are asked to think about any shapes they know from their world. Materials Whiteboard Maths books pencils

Session 1 2D shapes shape hunt around the school. Get all the children to Children take their Get the children to maths books and go sit on the floor for a gather back on the floor for a shape hunt class discussion. and reflect on the task around the school. The children will at hand. Get them to Get the children to discuss what they think about what they draw and label the know about 2D found out about the shapes that they find so they are easily shapes, where do shapes in their they see them in their accessible for sharing. environment.

Enabling Prompt. Rove around the classroom and prompt children when needed. As an open ended task though there is no need for simplified work as it is all drawing and self interpretation. Extending Prompt Restrict the shape choice so they cant draw squares and rectangles that way they have to be more complex with the shapes they are picking.

The teacher will observe and record some of the childrens ideas to use as a basis for the rest of the unit.

world?

Session 2 Shape hunt continues Session Focus

Children are beginning to draw and label shapes 2D and 3D shapes they see in their world.

Get all the children to sit on the floor for a class discussion. The children will discuss what they know about 2D shapes to revisit and extend upon the knowledge they

The children will come Shape hunt sheet is back to the floor and designed to get them share some of the ideas thinking about the they gained from doing different shapes of the activities. They will their world and discuss some things they drawing different have learnt that they did shapes they see within not know previously. the classroom. What shapes did they fine in the classroom:

Enabling Prompt. Rove around the classroom and prompt children with shapes that they can see, encourage them to get in touch with their inner detective. Extending Prompt

The teacher will have a roving role during this task assisting children with shapes they can find.

Discussion in closure about the childrens own discoveries and Have the children work get them to share

Materials

White board textas Shape hunt Sheet Shape Game Dice

developed yesterday. Have the children discuss what they know about different shapes and place all of these ideas on the board with pictures.

Allow them to walk around the classroom and search for different shapes. .

Who found different ones? What shapes were they? Where did we see circles? Etc.

in pairs on the shape game provided behind.

interesting things they found out from the tasks

Session 3 2D Shapes Lesson Focus: Children recap the knowledge they have gained about 2D shapes and really extend their knowledge about shapes properties. Materials

Touchy feely box 2D shape cards. What shape is that?- sheet Paddle pop sticks Pencils

Get all the children to sit on the floor and tune them in for a class discussion. Have the children play match with the 2D shape cards and then leave them in a circle to use as a prompt. Touchy feely box: get a few children to come up individually and describe an unidentified shape to the rest for the class to guess. Focus Questions: What 2D shapes do we know? How many sides does this shape have? What makes it that shape?

Explain to the children the task at hand. The sheet what shape is that? is designed to get the children to draw and describe 2D shapes by thinking about, drawing and listing properties of different shapes they see. Have the children work on this individually and rove around the class offering assistance.

Early Finishers Extension Activities Have the children work in pairs to create more shapes with the paddle-pop sticks. Ask them to create multiple representations of the same shapes.

Extension Activities Have the children work in pairs to create more shapes with the paddle- pop sticks. Ask them to create multiple representations of the same shapes.

Assessment of learning: Take up work samples to see how children are progressing.

Why is that shape? Why have you classified it like that? How many sides does it have? How many corners?
Session 4: 2D vs 3D shapes

Session Focus: Children will understand the difference of classification between 2D and 3D shapes. Materials Whiteboard Books Pencils Classroom examples.

Warm up : Buzz Discussion On the floor the children will have a discussion about the differences between 2D and 3D shapes. Focus on the ideas that they are not flat and have faces not sides. Prompt the childrens prior knowledge through the use of classroom examples. Focus Questions: How are 2D and 3D shapes different? What 3D shapes do we know? What is special about 3D shapes? Does anyone know what a face/ Edge is?

Have the children write up some of the things they know about the differences between 2D and 3D shapes in their books with drawn examples of the 2 different groups. Use the roving teacher technique to aid the children with this task and prompt them when needed.

The children will come back to the floor and share some of the ideas they gained from doing the activities. They will discuss some things they have learnt that they did not know previously. What shapes were they able to make? Draw a few of the examples on the whiteboard separating 2D and 3D shapes.

The children can go on with the 2D shape game that they have not yet done, concreting 2D shape knowledge that we learnt this week.

Childrens workbook samples and the discussion material.

Session 5 3D shapes continued Session Focus Children will begin to notice the differences between 2D and 3D shapes. Materials Buzz as a warm up activity. Discussion:

White board Maths books Pencils Classroom objects where needed

Get all the children to sit on the floor and tune them in for a class discussion. The children will have a discussion about 3D shapes. Focus on the ideas that they are not flat and have faces not sides. Prompt the childrens prior knowledge through the use of classroom examples.

In pairs assign one 3D shape to each and get them to write up the properties of that shape to share back with the rest of the class at the end and compile the information on a class chart.

The children will come back to the floor and share some of the ideas they gained from doing the activity and show the class what was special about their shape so that it can be written on the class chart.

Enabling Prompt. Give the children an object from the classroom to draw. Physically give them the object to touch and feel so they can then draw it. Extending Prompt Get the children to draw an object of that shape from a mental image and see if they can replicate it on paper to share with the class.

Teacher will rove to observe how effectively the pairs are working on the task. The teacher will also mentor the children to represent their 3D shapes only through drawings. Observe childrens thoughts to see what level of understanding they have about 3D shapes.

Session focus For children to be able to create models of 3D shapes that they know. Materials Straws Paddle pop sticks Pencils Paper String Plasticine Etc.

Warm up: Touchy feely box with 2D and 3D shapes. Discussion: What are the different types of 3D shapes? Why are they classified like that? Shapes: Cube Sphere Cylinder Cone Prism Pyramid

Session 6 3D creations Get the children to Have the children work in pairs to create bring their models back a type of 3D model out to the floor and discuss of everyday materials. their shapes with the Work as a roving rest of the class. teacher to help and give assistance where needed

Enabling prompt: Make a complex 2D model like an octagon. Extending prompt: Get the pairs to make 2 shapes from the same family, so they can discuss those features at the end of the similarities that them make it in that classification.

Observe childrens thoughts to see what level of understanding they have about 3D shapes.

Session Focus: For children to notice the relationship between nets and the composition of 3D shapes. Materials: Scissors Tissue box (for introduction net demonstration) Cubes sheet from nelson pg. 52 Glue Pencils

Warm up Game: Buzz Discussion Have the children talk about 3D shapes and recap what they have learnt then bring out a net and ask the children what the object is? What do they notice about a net? When are they used? And what is its purpose?

Session 7 Nets Get the children to Have the children work individually come back to the floor colouring in the net and with their completed then ask them to cubes and share them collaborate to construct with the rest of the the cube nets. class.

Enabling prompt: Cut out the net for the children and help them to fold it so they can then construct it. Ask them to draw a plan of a different 3D shaped net and get them to share their understanding with the class.

The creation of the childrens cubes to be displayed in the classroom.

Session focus: Children are beginning to understand the way in which shapes change when they are flipped, slid or turned. Materials

Warm up: Who am I number? Discussion about flip slid and turning objects what do they know about the 3 words. Use an image e.g smiley face as an example to show and explain the different transformations.

Session 8 Flip slid turn Children are to go to Sharing about what their table and they found challenging complete the flip slide about the task and turn pattern sheet what they learnt. individually.

Enabling Prompt. Give the children a solid shape to trace when they do the transitions flip, slide and turn in their book. Extending Prompt Make them do all the rotations of a new image without a visual prompt.

Self assessment through discussion at closure.

Session Focus: Children will see how different shapes work together to create repeating patterns. Materials Rulers, Geoboards Rubber bands Dotted paperNelson book Pencils

Warm up: Buzz Discussion: Talk to children about where they might see tessellating patterns after finding out what they know about them and discussing why tessellations are important.

Session 9 Tessellations Get children to play Have children discuss with the geoboards to which shapes worked try and create a well to tessellate and recurring tessellation which didnt work. with rubber bands that they can then copy onto the dotted paper.

Enabling prompt Have children work with diamonds and triangles as they are easily tessellated shapes. Extending prompt Have the children use more than one shape to tessellate to create a more complex design.

Collect work samples to see childrens thinking processes. Observe discussion to see childrens thoughts and content knowledge on the subject matter.