Lesson Plan – Week 4 Mathematics – Friday 16.8.

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Class: 6D Date: 16/8/19 Time: Start: 10am
Finish: 11am
Key Learning Area: Mathematics Lesson Topic: Three-Dimensional Space
Recent Prior Experience:
Students have recent prior experience/knowledge of three-dimensional objects and using dotted paper to draw 3D shapes. Students have an adequate
understanding of the properties of prisms and pyramids and have some experience in sketching objects.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

MA3-14MG – identifies three- By the end of this lesson, the students will:
dimensional objects, including prisms - List a range of 3D shapes - prisms and pyramids.
and pyramids, on the basis of their - Construct a range of 3D models of prisms and
properties, and visualises, sketches pyramids using match sticks and playdoh.
and constructs them given drawings - Sketch the side, front and top views of their
of different views. constructed models.
WALT
We are learning to construct three-dimensional models of
prisms and pyramids and sketch the front, side and top
views.
WILF
I can construct a three-dimensional model of a shape and
correctly identify and sketch the front, side and top view.
Any safety issues to be considered: Resources:
- Ensure that Ss tuck in their chairs and - Match sticks
make their way to their seats with - Playdoh
ease – no running. - Mathematics work books
- Ensure that Ss are sensible with the - Writing materials
materials and do not poke any - White board markers
students or ingest the materials. - Smartboard
- Ss are able to correctly identify a range of 3D
shapes.
- Ss are able to successfully construct a range
of 3D models of prisms and pyramids using
the selected materials.
- Ss accurately sketch the side, front and top
views of the 3D shapes.
Formative Assessment
- T will observe Ss understanding of 3D models
– question Ss and take photos as work
samples.
- Ss will upload an image of their work on
Seesaw.
- T will mark Ss workbooks and take anecdotal
notes.
 - Ensure that all equipment used is
packed away at conclusion of lesson.

LESSON SEQUENCE
Lesson Content / Indicators Timing Teaching Strategies / Learning Experiences: Resources and
of Learning (What is (mins) (How it is taught) Organisation:
Taught):

INTRODUCTION
The introduction to this 10 mins T introduces the lesson and informs students that we will be expanding from Ss will be sitting on the
lesson will draw upon Ss the previous lesson and further exploring three-dimensional space. T shares floor during the
prior knowledge of 3D the learning intentions with the students. discussion/brainstorm
shapes/models. Ss will session.
revise their knowledge and T recaps 3D objects with students. T and Ss collaboratively create a list of 3D
identify 3D shapes that they objects/shapes on the whiteboard - Match sticks
know. e.g. - Playdoh
- Cube - White board
- Triangular prism markers
- Triangular pyramid - Smartboard
- Square prism
- Square pyramid
- Hexagonal prism
- Hexagonal pyramid
- Rectangular prism
- Rectangular pyramid

(Have image of these objects on slides for Ss to refer to)

DEVELOPMENT
Students will learn about
three-dimensional space
through creating models of
prisms and pyramids. Ss will
record down the shape of
40 mins T tells Ss that today their task is to create 3D models of some of the prisms and Ss will be seated at their
pyramids listed. Ss will be required to draw the top view, side view and front desks and working either
view of the objects. individually or in
pairs/small groups.
- Match sticks
the top view, side view and
front view.
CLOSURE
T and Ss will revise what
they have learnt and
consolidate their learning as
a class. Ss will be able to
share their work with their
peers and compare the
different types of shapes
created.
T asks Ss to explain what a top view, side view and front view is. T uses an - Playdoh
object in the classroom, e.g. a box as an example to show Ss what they need to - Mathematics work
be looking for in their object. books
- Writing materials
T models how to create a cube with the match sticks and playdoh. T then - White board
demonstrates how to draw the top view, side view and front view of the 3D markers
shape (T either draws this on the white board or using the smart board app). - Smartboard
T reminds Ss of the aim of today’s lesson and the learning objective.
T sends Ss to their desks and hands out the required materials. Ss are able to
begin creating their 3D objects of choice. Ss may work individually or in small
groups/pairs. Once Ss create the objects, they are to sketch the front, side and
top view in their books.
Once Ss create a few objects, they are able to upload their work to Seesaw, to
share with their parents.
Ss will write the following caption under their image …
We created 3D objects out of match sticks and playdoh and sketched the top,
side and front views.
10 mins Plenary – Sharing Session Ss will be seated at their
desks or will be seated on
Ss are to leave their objects at their tables. Selected Ss will project their images the floor in front of the
they uploaded to Seesaw and explain their models and findings. smartboard (dependent
on behaviour).
T asks Ss to pack up their materials and place their books at the back of the
room ready for marking. - Match sticks
- Playdoh
- Mathematics work
books
- Writing materials
- White board
markers
- Smartboard