Lesson Plan |

WHERE IN THE WORLD DO YOU SEE 3D

SHAPES?
YEAR 5 MATHS| 45 MINUTES
LEARNING FOCUS OF THE LEARNING EXPERIENCE
What are the key mathematics/concepts o 3D objects are all around them.
being developed? o 3D objects can be represented by a net which is its 2-
dimensional representation.
o 3D shapes can be configured to create a city.
What are the key aspects of thinking and o Capture photos of 3D shapes in the world around them.
working mathematically being o Identify properties of 3D shapes.
developed? o Explain properties of 3D shapes to their peers.
What are the key o Use iPads to capture 3D shapes around them.
manipulative/algorithmic skills being o Use prior knowledge to connect 2D shapes with their
developed? 3D figures.

LEARNING EXPERIENCE
Learner Organisation &
Teacher Activity Learning Activity Time
Resources

Introducing the Experience:

To initiate the following lessons Students are to use the Organisation: 15min
and to grasp an idea of what iPads to take photos of 3D Students are to work
students already know, students shapes around them. individually so the teacher
are to head outside in the school can get an idea of what
yard with iPads and take photos of students know.
3D shapes around them.
Students are to take photos of at Resources:
least one of the following shapes:  iPads
 Cube
 Cuboid
 Sphere
 Pyramid
 Cone
 Cylinder
Key questions that may be asked to engage learners or to challenge their ideas:
1. What is the name of that 3D shape?
2. Where else would you see that 3D shape?
3. What basic 2D shapes would make up that 3D shape?
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4. What 2D shapes would form the net of that 3D structure?
5. What areas would have a lot of 3D structures? Playground, carpark, PE class, gym.
Developing the Experience:
Using the iPad app, Explain Using the iPad app, students Organisation: 20-25min
Everything, students are to are to annotate 3D shapes Students are to sit back at
annotate the shapes they have they have just captured their desks and work
found, labelling the shape with its around the school. individually again, just so
name, number of edges, corners the educator can get a better
and sides with at least one idea of where the students
example of where else this shape are with their knowledge on
can be seen around the 3D shapes.
school/community.
Resources:
 iPads
 Explain Everything
 Images captured in
previous task.
Key questions that may be asked to engage learners or to challenge their ideas:
1. If you don’t know the shape of the 3D structure, what shapes do you see that make up the 3D figure?
2. Think of places like Coles or Woolworths, or parts of a car, or the beach for ideas of where you may see these
shapes.
3. Have a go at drawing the net of the 3D shape.
4. Try drawing the shape first so you can mark the sides and edges of the shape.
Closing the Experience:
(Not to be completed unless Students are to engage in Organisation: 10min
majority of students have class discussion and raise Students are to share their
completed their annotations). their hand when wanting to work through the iPad app
As a class discussion, the teacher speak. All students are to and take turns of annotating
is to work through what 3D contribute to the discussion. their shapes.
shapes students found around the
school which have been shared Resources:
through the iPad app, Explain  iPads
Everything.  Explain Everything
Ensuring this closing activity is
not completed until majority of
the class finishes ensures students
are contributing to their own
learning, rather than copying their
friends. Having students label
their photographs and sharing
them through Explain Everything
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also allows the educator to look
back at the photos the students
identified.
Key questions that may be asked to engage learners or to challenge their ideas:
1. Does anyone else have another answer for that shape?
2. Where else may we see that shape?
3. Does anyone know what the difference is between a pyramid and a prism? (If any were found).