Lesson Plan

Date: 23/11/22 Year group: 1

Number in class: 8

Context of lesson
Recognising 3D shapes.

Learning Objectives Resources

To recognise 3D shapes. 3D shapes
Worksheets
Success criteria
I can recognise 3D shapes shown in different
sizes.
I can recognise 3D shapes shown in different
orientations.
I can recognise 3D shapes found in everyday
objects
Key Vocabulary Key Questions
Orientation How are they different?
size True or false questions
Names of 3D shapes What is this shape?
How many (cubes) are there?

Assessment strategies Who will you assess? How and when will you assess them? What are you looking for?
Strategies might include: questioning, observation, discussion, marking, self-assessment, peer-assessment)
 Children need to be able to name the 3D shapes.
 Children need to understand that the name of the shape is the same even though the
orientation of the shape is different.
 Children to have discussion about 3D shapes.
 Children to be able to identify real life objects and relate to 3D shapes.
 Live marking and feedback from the teacher.
 Challenge children to explore further by allowing them to look at 3D shapes we have not
discussed.

Introduction (to include key teaching and learning points and how you intend to model, demonstrate and explain key
concepts and tasks – this will also relate to your key questions and resources)
 Following presentation
 Match the 3D shapes with their names-as a class
 Recapping the 3D shapes from previous lesson (Name the 3D shape as it appears).
 True or false- cubes are the same just the size is different- MODEL to children with visual
3D shapes (repeat with the other shapes).
 True or false- cuboids are the same just the orientation of the shape is different- MODEL to
children with visual 3D shapes (repeat with the other shapes).
 Give children time to explore with the shapes and discuss with their friends what shape
they have and which ways they could turn the shapes and understand that the shape name
will still be the same jus the orientation/size is different.
 To manage behaviour- children are aware that a sad face is drawn on the whiteboard and
if their names are written they will miss 2 minutes from their break or lunch time, this can
be taken off with the hard work they produce or their understanding that their behaviour
that was presented was not appropriate.
 Misconceptions that will be addressed:
 Some children find it difficult to imagine 3D drawings as 3D shapes- Not being able
to imagine or visualise in three dimensions.
 Cube and cuboids being similar- cube has square shaped faces/cuboid has rectangle
shaped faces.

Main part of lesson (including differentiation, use of adults, brief description of tasks, reference to children’s
targets, SEN etc )

 Worksheets are prepared in children’s books- children to look at their worksheet and
teacher to briefly EXPLAIN what to do and MODEL the first question/activity together as a
class.
 Teacher to remind children about the learning aim and success criteria.
 Teacher to check for children’s understanding with a show of thumbs up. For those
children that need help the teacher could support, higher ability children to work
independently. TA deployed to support the 2 children.
 Whilst children are working teacher to walk around with green highlighter and stickers to
reward and praise children’s good work and get an understanding of those children who
grasped the concept of today’s lesson.
 Differentiation-

Review (How do you intend to review the children’s learning? Once again, key questions are useful along with
opportunities for self and peer-assessment. Will you be planning a further task/activity to support you in this review of
progress)
 Check for confidence and understanding in recognising 3D shapes with thumbs.
 Quick test of 3D shapes- showing shapes to the children and them to call out the name of
the shape.
 Present the last 2 slides which prepares them for their next lesson.
 Depending on the learning and understanding from todays lesson- further planning will
support the children to fully grasp the concept of 3D shapes.
 Check through the books and make a note of children who have not met the objective.

Q1 How will this lesson build on the student prior knowledge?

Answer: My maths lesson will build on student’s prior knowledge since the first part of my lesson
incorporates about what the students feel the difference between the 3D shapes. This will induce the
students and motivate them to brainstorm and visualise the previous objects they have seen and relate
them to the shapes they have just seen. When students are asked to think about what they know about a
topic, then they are thinking about their thinking which entails prior knowledge and is also known as
metacognition (Bransford, 2000). The questions help the teacher see the prior knowledge the students
may have and if misconceptions are a part of their prior knowledge. The questions also help address and
confront the misconceptions (Bransford, 2000). If a student announces a misconception about 3D
shapes, then the teacher has the opportunity to eliminate that misconception. For example if a student
said that ball looks like the shape of a cube, the teacher could interject and explain that ball is the shape
of a sphere but also pull in other analogies. For example if a student that orange is the shape of a
cylinder the teacher could explain that orange is the shape of a sphere and also pull in other example to
make the idea more clear. Lastly the questions help the teacher see that what the students understand
from the material. For example if one student continues to give information and ask questions then the
information can be brainstormed by giving them relevant examples of the shape they likely are curious
about. For example if a student asks about bubbles then it can be assimilated by giving them different
analogies for better understanding of the concept. Also Flavell says, “in learning, metacognition
involves the active monitoring and conscious control and regulation of cognitive processes.” It involves
thinking about thinking, self awareness and self regulation. When students are thinking about shapes
and relating different objects they have seen to different shapes they just studied, they are thinking about
their thinking and therefore activating their prior knowledge. For example when I show students any
spherical object and tell them about sphere. One student might say, “Well last year my science book
read that earth is spherical in shape.” Another student might say, “My last year book read that marbles
are spherical in shape.” Also some students might know other objects from memory they were told
previously that are spheres. The questions not only help students activate background knowledge but
also combine new information as well as learn things that may were not included in the original lesson
plan. The use of the process of questioning in the classroom helps students become curious and more
engaged in the learning process. The job of the students is to think and come with up with information
and questions while the teacher acts as a scribe compiling all of their thoughts, conversions and
discussions, which accomplishes a powerful lesson that entails deeper understanding.

Q2 How will this lesson promote mentally active learning?

Answer: My maths lesson will promote mentally active learning since the students will self-assess at the end of
the lesson, which will help them reflect over as well as document their strengths, weaknesses, needs, and
interests. Another part of the assessment includes the students identifying real life objects and relating them to
3D shapes while the teacher observes. Mentally active learning means how to learn the information (Bransford,
2000). In the lesson, I have the students discuss questions that promote mentally active learning in a
sociocultural environment, which is working with others to enhance learning opportunities and increase critical
thinking skills. Since they are thinking about their opinions and ideas they are mentally active in their learning.
Metacognition means when someone is thinking about their own thinking, which is one strategy to learn new
information (Bransford, 2000). At the end of the lesson I ask the students to answer the true and false
questions. In order to answer the questions the students must have been paying attention, reflecting,
comparing, relating and thinking about their thinking throughout the lesson. As a class we start out that how
are the 3D shapes different? Then move on with identifying if a particular object relates to a 3D shape,
observe if the student identifies that it is true or false, then inquire the students if they relate the object
with a 3D shape and then assimilate further knowledge by inculcating them showing a diagram
containing cubes to see if they can identify the number of cubes present in the diagram.

Q3. Why is this lesson likely to promote transfer?

Answer: My lesson is very likely to promote transfer since my students have to connect it to other
situations rather than educational ones. Transfer means when one is taught information and then is able
to connect it to other situations and contexts (Bransford, 2000). My lesson promotes transfer since at the
of my lesson get into groups and talk about, how many cubes are there? Do you observe anything
different? The teacher walks around, observes and listens to what each group says. They are responsible
for discussing how many cubes are there in the diagram. These questions provide them with opportunity
to problem solve in other situations. If students think outside of the learning context and into real life
experiences, they are able to become a part of society and problem solve in real world scenarios. For
example, if students discuss the ways to identify a shape of a mountain, a student might suggest
pyramid, another student might answer differently as he is looking at it from a different perspective
which consequently promotes creativity. As a group they are working together through creative thinking
as problem solvers in the community. Also, thinking outside of the box is a part of transfer. Instead of
traditional answers to problems, students have to use their imagination and problem-solving skills to
explain the number of cubes in the diagram. After this lesson students will be able to apply this
kn0owledge of 3D shapes to be a better problem solver in their community.

Q4 How is this lesson likely to promote the eventual development of expert knowledge?

Answer: My lesson contains mentally active learning, prior knowledge and transfer but does not have
enough room to allow development of expert knowledge. In order to have expertise in one’s lesson, one
must be able to teach in-depth, connect and organize concepts, encourage application, and have rich
subject matter (Bransford, 2000). These are all things that could be added to this topic and to do so
would require additional time and more lessons. In a perfect situation, I would be able to create more
lessons or a small unit over shapes that would include 2D and 3D shapes and relate them over the course
of the duration. In order to make my lesson have expertise I would first of all need more time to teach.
With extra time, I could add more to the lesson that could include video or a short clip, artifact boxes,
mini-field trip, and/or individual research or a group research project. Any of these extra things added to
another lesson or as a part of a small unit plan would nicely contribute to expertise. If I were to teach in-
depth on this topic, one lesson would not suffice and would not lead to effective learning. For expertise
to be accomplished, I would need to create multiple lessons. An effective way to add expertise to my
lesson is to bring my students on a community-related field trip. The students can observe objects in a
natural setting and apply the information in a real-life setting. Additionally, it would activate problem
solving skills in a real-world setting.