Name: Angus Coates Student ID:11685869

Mathematics Unit
Unit Title: 3D Objects around us Stage & Year: 12.5
Syllabus: Mathematics K-10 (2012) Number of lessons: 8 lessons
Sub Strand: 1130: 3-Dimensional Space 1 and 2 Number of Weeks: 3 weeks
Outcomes Key considerations Overview
MA2-1WM: Uses Key ideas/Rationale This unit of work encompasses:
appropriate terminology  3-Dimensional Space 1
to describe, and In this unit, students will develop their knowledge and understanding of 3-  Some of 3-Dimensional Space 2
symbols to represent, dimensional space, as well as objects they interact with, such as cubes, cones
mathematical ideas and spheres, as well as connecting them to objects they interact with in their Assumed knowledge from the same stage:
daily lives. Through this, students will be able to identify and interact with  Stage 2: Length 1 (Measuring to the
MA2-2WM: selects and various objects in society in a more nuanced and sophisticated manner, nearest millimeter)
uses appropriate mental utilising their mathematical knowledge to utilise them to their fullest  Stage 2: 2-Dimensional Shapes
or written strategies, or potential. (Special Quadrilaterals and their
technology, to solve features)
problems Language
Links to learning across the curriculum
MA2-3WM: checks the Students should be able to communicate using the following language: object, Students will develop their literacy skill in
accuracy of a statement two-dimensional shape (2D shape), three-dimensional object (3D object), this unit through their communication of
and explains their cone, cube, cylinder, prism, pyramid, sphere, surface, flat surface, curved various concepts and features of 3d shapes
reasoning surface, face, edge, vertex (vertices), net, top view, side view, isometric grid they are investigating
paper, isometric drawing and depth.
MA2-14MG: makes, Critical and Creative thinking will be
compares, sketches and Background information developed through their investigation of
names three- various shapes and their features through
dimensional objects, The formal names for particular prisms and pyramids are not introduced in investigation and manipulation of objects
including prisms, Stage 2. Prisms and pyramids are to be treated as classes for the grouping of
pyramids, cylinders, all prisms and all pyramids. Names for particular prisms and pyramids are
cones and spheres, and introduced in Stage 3. Students should also have a level of intrinsic
describes their features understanding of how to draw simplistic 3-dimensional shapes, such as cubes
and cones, allowing them to present how these 3d objects appear in modern
space
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869

Lesson No. & Teaching, learning and assessment Resources

Syllabus
Content
Lesson 1: Intro Review the types of objects that students interact with on a daily basis, and can see Resources
to 3D shapes in the room, and what 2d shapes and objects they are similar to (e.g. a basketball is
similar to a circle, which is round like a cookie; a cube has similar sides to a square, Floor Space
Make models of which is like a dice).
three-dimensional  Inform students that they will be starting a new unit of learning focusing on 3-d Interactive Whiteboard
objects and shapes. Ask students what a 3-dimensional shape? How might it be similar and
describe key Appendix 1 Worksheet
different to a 2-dimensional shape? What might the third dimension be?
features
 Once a student has an idea for a comparison of objects and shapes, have this Pens/pencils
(ACMMG063)
comparison written on the Interactive Whiteboard for other students to read and
understand Blocks for each shape (cube, sphere, cone,
Identify and name
three-dimensional  Introduce each student to the different shapes they will be investigating in the cylinder, rectangular prism, pyramid,
learning sequence (cube, sphere, cone, cylinder, rectangular prism, pyramid, triangular prism)
objects as prisms
(including cubes), triangular prism) with blocks representing each object, with students passing the
blocks around to gain a tactile understanding of the object and its different features. Appendix 2 Worksheet
pyramids,
cylinders, cones  During this passing around of the object, ask students to identify what they notice
and spheres about the object, with the teacher elaborating and expanding on student’s ideas (e.g.
The sphere is smooth, and has no edges; the cube and rectangular prism are very
Recognise and similar).
describe the use  Hand each student the Appendix 1 Worksheet, and have students work together in
of three- groups of 3-4, with each member from a group being given a number. In these
dimensional groups, students will work together to do the following:
objects in a 1. Write down each shape and its name from the image
variety of 2. What shape it resembles
contexts, 3. Key features of the shape
eg buildings,
4. Four objects they recognise from their personal lives that resemble the shape
packaging
(Communicating)
 Every 4 minutes, 2 members from each group will move left or right, allowing for

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
students to rotate through the groups they work through and work with a wide
variety of peers.
 Afterwards, have students regroup as a class and share their information with the
class and what they have learnt about the various 3d shapes

Differentiation strategies:
-Collaborative discussions
- Tactile learning
-connections with personal experiences
-Direct Instruction
Lesson 2:  Review the types of 3d Objects the students interacted with in the previous lesson, Resources
Features of 3D and what they remember about each shape (e.g: a sphere is like a 3d circle because
Shapes they are both round). Interactive Whiteboard & Whiteboard pen
 Provide students with a variety of common 3D objects, including cones, cubes,
Describe and cylinders, spheres, and prisms, to observe and manipulate. Ask students what a Paper models of Cubes, Pyramids and
compare curved “side” is on a 2d shape; How many sides does a square have? What about a triangle prisms (rectangular and Triangular), cones
surfaces and flat or circle? and cylinders
surfaces of  Introduce students to the concept of “faces” on a 3d shape and how we count them
cylinders, cones being the main “surfaces” on a 3-dimensional shape with the Appendix 3 Website, Red & blue pencils/markers
and spheres, and which can be seen as different 2d shapes. Ask students why 3d objects might have
faces, edges and Appendix 2 Worksheet
different faces? Give each student a printed-out paper cube, pyramid or prism
vertices of prisms (rectangular or triangular), and have students draw a smiley face on the different
Appendix 3 Website
(including faces of their given shape with the pencils or markers. Note to students that these
cubes) and faces can either be “flat”, or curved”, asking students to think about which ones may Paper
pyramids be which
 Introduce students to the concept of “Edges” on a 3d shape and how we count them
Describe being the main “points” on a 3-dimensional shape with the Appendix 3 Website, that
similarities and are sharp to touch. Ask students to close their eyes and feel the different points on
differences their chosen objects, and count in their head the number of points they can feel. On
between prisms each student printed out 3d shape, have students colour in the different edges on
(including cubes), their 3d object in red to make them recognisable.
pyramids,  Introduce students to the concept of “Vertices” on a 3d shape and how we count
cylinders, cones them being the main “sides” that people can feel on a 3-dimensional shape with the

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
and spheres Appendix 3 Website. Ask students to feel around on their objects and count the
(Communicating) number of sides that an object has. Ask students how the number of edges of a shape
might be connected to the shape of the different faces on a 3d object. On each
students given “object”, have students colour in each of the vertices blue with the
pencils and markers.
 During this explanation and analysis of Faces, Edges and Vertices, students and
teachers will work together as a class to complete the Appendix 2 Worksheet, with
students being encouraged to write their answers on the whiteboard.
 After the video, students will use work together with a peer that has a different 3d
object to create a Venn diagram, comparing and analysing their objects. These
similarities may include the number of faces, vertices and edges, shapes of the
different faces on the object, similar designs or names, as well as whether the shapes
are curved or flat b

Extension: If students have finished their Venn Diagram, they will be encouraged to
split up and join another group with students that are struggling, allowing them to
impart their wisdom and help their peers within a Vygotskian Zone of Proximal
Development

 Once done, students will share their learning with their peers and the realisations
they have noticed with their classmate

Differentiation strategies:
-Collaborative learning in Vygotskian Zone of Proximal Development
-ICT integration
-Tactile learning
-Construction-based learning
Lesson 3:  Review the types of 3d shapes and how we can recognise them based on their Resources
Creating 3d different features. Ask students questions such as” what is a face/vertices/edge? Are
Shapes there any 3-dimensional shapes that have the same number of faces/vertices/edges? Interactive WhiteBoard
 On the interactive whiteboard, demonstrate how we can perceive 3 dimensional
Sketch three- objects on a 2 dimensional page through google images of different shapes, using Appendix 3 website
dimensional the Appendix 3 website, allowing students to see the different perspectives of the
objects from investigated 3 dimensional shapes from various viewpoints. Ensure that students can Objects to represent each type of object (see

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
different views, recognise how areas that cannot normally be seen are represented by dotted lines lesson plan)
including top, when drawing, allowing for a level of size and perspective
front and side  In dedicated desks places around the room, place various objects brought from home Desk space for objects to be placed
views on desks and tables dedicated to individual shapes, such as, but not limited to:
Paper
investigate -Soccer balls, an orange and marbles to represent spheres
different two- Pencils
dimensional -Dice, a tissue box and a Rubik’s cube to represent cubes and rectangular prisms
representations of Rulers
three-dimensional -a Didgeridoo, canned food and a candle to represent cylinders Area for students to move around the room
objects in the
-An ice cream cone and a party hat to represent cones Clay
environment,
eg in Aboriginal
art -a Miniature pyramid and a miniature teepee to represent pyramids
(Communicating)
-a Toblerone block and a door wedge to represent a triangular prism
compare their
own drawings of  During this time, students will choose 3 of the 6 shapes to draw on paper, sketching
three-dimensional them with pencils and rulers to develop their understanding of how the objects exist
objects with other in space, and how they are perceived on a 2-dimensional plane.
drawings and  Once students have drawn half of the shapes, they will have access to some
photographs of moulding clay, where they will have to construct the other shapes, they have not
three-dimensional chosen yet. Students will be encouraged to be near the objects they are modelling to
objects understand the features of the object they are moulding
(Reasoning)
Extension: If students have finished drawing and moulding each type of object types
of objects, encourage them to redraw them without the use of a ruler from memory, and
have students focus on utilising framing and shadow, as well as drawing it from a
different angle, such as from a diagonal angle.

 After some time, students will go around and view each other’s creations, discussing
what they noticed about the objects, as well as discussing which shapes they found
easier/harder to make and why

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
Differentiation strategies
-Creative expression and interpretation
-multiple options of learning
-ICT integration and interaction
-Tactile learning
-connection to personal experiences and objects
Lesson 4: 3d  Review the types of 3d Objects the students have previously interacted with, and Resources
objects In an some examples of objects they interact with daily that reminds them of a shape (e.g:
Indigenous a sphere is the same shape as a soccer ball; a rectangular prism is like a cereal box, Local Indigenous Artefacts (digeridoo,
Environment etc). Boomerang).
 Discuss with students that depending on a person’s historical and cultural
sketch three- background, they may have different perspectives of shapes. Interactive Whiteboard
dimensional  Ask students if there are any particular objects that are special to their cultures and
objects from personal history that remind them of a particular 3d shape (e.g: A jewish student Pen
different views, may say that a dreidel has a cone-like shape; an Indigenous student may say that a
including top, digeridoo they have at home is similar to a cylinder). Paper
front and side  Inform students that today, they will be investigating how 3d objects can connect to
Clipboards
views our histories, with an investigation of the local environment and an interview with a
local indigenous member of the community.
investigate  During this time, the local Indigenous representative will discuss their personal
different two- experience with shapes as a part of their indigenous culture, discussing aspects of 3d
dimensional Shapes surrounding their indigenous culture, including artwork, artefacts and
representations of celebrations, connecting their experiences to those of the students.
three-dimensional  During the discussion of Indigenous aspects of art and celebrations, show examples
objects in the of these on the Interactive Whiteboard, and discuss with students what examples of
environment, 3d objects they can see in the traditional rock paintings, as well as what objects are
eg in Aboriginal being used in the ceremonies, connecting to the types of shapes that the objects are
art constructed from
(Communicating)  When discussing relevant Indigenous Artefacts, have students carefully pass them
around and hold them, discussing which shapes they are similar to and what aspects
Compare their make them connect their traditional view of shapes to Indigenous artefacts and
own drawings of perspectives of 3-dimensional areas
three-dimensional  With the Indigenous Representative, have students go into the school courtyard and
objects with other oval with a clipboard, paper and pencil, and investigate the different shapes that
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869
drawings and students can find within the school, such as plants/trees, insects, ovals, etc. During
photographs of this time, students will write down 5 objects they can find in nature and/or the
three-dimensional school environment, and which 3d object/s they believe they are similar to, and why.
objects
(Reasoning)
Differentiation strategies
-connection to Local indigenous culture
-ICT integration
-Tactile learning
-Collaborative learning
-expert-centric teaching
-exploratory learning
Lesson 5:  Inform students that in this lesson, students will be constructing various 3- Resources
Unravelling dimensional shapes from paper, utilising a scaffold.
Shapes:  Introduce students to the concept of a “net” of a 3d shape, and how it is an Paper
“unfolded” version of a 3d Shape with each of the lines able to be folded to create a
3d Shape, from its 2d dimensions. Scissors
Recognise that a  Show a picture of a rectangular prism’s net on the interactive white board, and ask
net requires each students which 3d they believe it may be and why? What aspects of the shape makes Glue
face to be the students believe it might be a certain shape? Ask students why 3d objects might
connected to at have different faces Interactive Whiteboard
least one other  Watch the Appendix 4 YouTube video with the class, pausing the video to elaborate
face YouTube video in lesson plan
on information, as well as conducting a quiz with the class on what nets
demonstrated in the YouTube video can turn into different shapes.
Investigate, make Nets of Cubes, Pyramids, prisms
 As a class, hand out to each student a net for a cube, and work together as a class to
(rectangular and Triangular), cylinders and
and identify the complete the net, carefully showing how students need to fold along each of the cones
variety of nets edges, that the vertices need to match each other, as well as how the face shows each
that can be used side of the shape
to create a  In groups of 2-3, students will work together to sketch, construct and cut out 4 of the
particular prism, 7 separate nets for the 3d shapes that have been investigated in the sequence so far
such as the (Cubes, Pyramids, rectangular and Triangular prisms, cylinders and cones), and, for
variety of nets each object, work together to identify and construct the various 3d shapes that are
that can be used being investigated, folding the paper along the vertices to create paper
to make a cube, representations. Students will have access to 3d representations of the objects to
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869
ensure that their paper creations mirror the 3d shapes design.
distinguish
between (flat) Extension: if a group finishes early, students may experiment to create new 3d shapes
nets, which are from the remaining paper, analysing their various features, such as faces, verticies and
'two-dimensional', edges from the remaining paper
and objects
created from nets,
which are 'three- Differentiation strategies
dimensional' -Tactile learning
-Collaborative learning
-Creative expression
-exploratory learning
Lesson 6: Robot  Review the types of 3d Objects the students have previously interacted with and Resources:
Making: discuss what parts of their body remind them of a 3d shape (e.g: our eyes are like
spheres; our fingers are cylinder shaped). A4 Paper
recognise and  Display the Appendix 5 Picture of a house and discuss how many objects we
describe the use interact with are not just made up of one 3d shape, but a cumulation of multiple Appendix 5 Image
of three- shapes.
dimensional  Have students investigate the picture of the house and allow students to label and Interactive Whiteboard
objects in a colour each object a different colour. When students identify a particular 3d shape,
variety of ask students to justify how they recognised the chosen 3d shape Building Blocks of various 3d shapes
contexts,  Inform students that they have been hired by a local toy manufacturer to make a new
Coloured Pencils
toy robot and doll, and that as part of the requirements, they will need to:
use a variety of
Phone with camera
materials to make 1. Use 5, distinct, 3d shapes in the design of their toy
models of prisms 2. Create a 2d and 3d model of the object, using the paper to draw the toys design,
(including cubes), as well as a 3d model using the blocks available in the room
pyramids, 3. Write a justification around why your toy will be popular with other children, as
cylinders, cones well as why specific shapes are used in the toys design, labelling key shapes in
and spheres, the toys design, labelling key features of each shape
given a three-
dimensional  While students are creating their toy, take photographs of the students designs and
object, picture or discuss with the students their justification for the type of toy they chose, as well as
photograph to features that it may have, based on the shapes used in its design.
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869
view
Extension: If students have finished designing their product, students will be
Compare their encouraged to detail the key mathematical features of their robot, including the number
own drawings of of visible faces, edges and vertices, as well as its approximate height, length and width
three-dimensional in informal units.
objects with other
drawings and  Once each student has designed their 3d and 2d representation of their toy, allow
photographs of students to present their designs to the rest of the class, discussing which shapes
three-dimensional they used in its design
objects
Differentiation strategies
-Tactile learning
-Creative expression
-connection to entertainment and external interests
-Engagement in literacy
Lesson  Engage students in a class discussion of what key aspects of 3d shapes they Resources
7:Assessment remember investigated throughout the prior lessons. Ask students what parts of the
task previous lessons they enjoyed and found interesting A3 and A4 paper
 Inform students that they will be completing a task that summarizes what they have
Describe and learnt from their prior learning Pencils/pens
compare curved  Hand each student an A3 piece of paper and inform them that they have been hired
surfaces and flat by the government to make an informative poster surrounding two 3d shape they Scissors
surfaces of have investigated throughout the learning sequence of their choice (cone, cube,
cylinders, cones cylinder, rectangular or triangular prism, pyramid, or sphere). Glue
and spheres, and  Students will be required to decorate their poster with information surrounding its
faces, edges, and shape, with students needing to include the following information:
vertices of prisms
(including 1. The name and a description of the object’s key features (number of faces, edges, and
cubes) and vertices, as well as the 2d shape represented on each of its faces)
pyramids
2. A drawn “net” for each 3d shape, with detailed coloring of where the edges, faces
Investigate, make, and vertices
and identify the
variety of nets 3. A cutout and folded copy of both chosen objects glued onto the poster from a created
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869
that can be used
to create a net
particular prism,
such as the \ 4. A drawn image of both 3d shapes on a 2-dimensional plane
variety of nets
that can be used 5. A minimum of 4 objects in society and/or nature that resemble each shape
to make a cube,
6. The creation of an object (of their design) that utilises each of the chosen 3d objects
sketch three- as the primary feature
dimensional
objects from 7. A Venn diagram comparing each of the 3-dimensional shapes and their key
different views, features/design
including top,
front and side  While students are creating their posters and their 3d objects for investigation
views (students that are indecisive or low skill may have their shapes chosen for them), the
teacher will go around the classroom to evaluate the students though processes, the
Make models of accuracy of the information they have input, as well as why they chose
three-dimensional  the shapes they are investigating.
objects and  Once all students have completed their poster to the best of their ability,
describe key congratulate them on their success in creating their poster, hanging up the posters
features for each 3d shape around the room.
(ACMMG063)
Differentiation strategies
-connection to student’s personal experiences
-multiple options for learning
-creative learning
-tactile learning
-Construction-based learning

SUMMATIVE ASSESSMENT TASK

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
Stage: 2

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
Activity Name: 3D Object Poster making
Context:
Within the learning sequence, students develop their knowledge of various 3d objects, utilising their creative abilities, knowledge of real-world objects
and understanding of 2-dimensional shapes to demonstrate their knowledge and understanding of objects and shapes they interact with daily.

Description:
In this Assessment Task, Students will individually create an A3 poster, focusing on two 3d shapes of their choice that they have investigated in this
leanring sequence (cone, cube, cylinder, rectangular or triangular prism, pyramid, or sphere). Students will be required to decorate their poster with
information surrounding its shape, with information such as:
-The name and a description of the object’s key features (number of faces, edges and vertices, as well as the 2d shape represented on each of its faces)
-A drawn “net” for each 3d shape, with detailed coloring of where the edges, faces and vertices
- A cutout and folded copy of both chosen objects glued onto the poster from a created net
-A drawn image of both 3d shapes on a 2-dimensional plane
-A minimum of 4 objects in society and/or nature that resemble each shape
-The creation of an object (of their design) that utilizes each of the chosen 3d objects as the primary feature
-A Venn diagram comparing each of the 3-dimensional shapes

Students will be given free reign to create their poster however they like, but students of low skill will have certain sections marked off for each portion
of the assessment, base guidelines for how to start and complete the tasks, as well as 3d shapes chosen for them to analyse
Outcomes:

MA2- 1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2- 2WM: selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM: checks the accuracy of a statement and explains the reasoning used

MA2-14MG: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes
their features

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
Criteria for success:
Students will be assessed on the following criteria regarding their assessment:

1. Their ability to create an effective and informative poster to communicate ideas surrounding 3d objects and their different features, such as the
number of faces, edges and vertices for each 3d shape
2. The student’s ability to correctly present mathematically and graphically correct information on their poster, demonstrating the correct
formatting of their 3d objects and their nets, and the detailed identification of where each of the faces, vertice and edge is
3. The creative and informative presentation of information on their poster, surrounding the various objects that represent the 3d shapes from their
own, and indigenous cultures
4. Their creative understanding of how 3d objects are used to create objects, and how multiple shapes can be combined to create new shapes and
objects in society

Recording evidence:
Students will be formatively and summatively assessed in 3 separate methods by the teacher, allowing students to utilise different forms of knowledge
to succeed, while ensuring that all students are assessed effectively based on their personal needs (references here)

1. The final produced product of the poster, which will be submitted to the teacher at the end of the lesson and presented around the classroom as
decoration to reinforce students’ knowledge.
2. The formulae and strategies that each student uses to demonstrate their understanding of their chosen shape, including the completed and net
versions of their 3d shape, with the correct utilization of the measuring tools such as rulers to create an effective schematic, being continually
assessed throughout the sequence.
3. The student’s ability to draw and present the 3-dimensioanl shape on a 2-dimensional plane, using their pre-requisite knowledge of 2-
dimensional objects

STANDARDS REFERENCED MARKING CRITERIA:

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
Standard of Marking Criteria
Achievement (A-
E scale)
A  Students extensive evaluate their knowledge and understanding of multiple 3-dimensional shapes through their high-
quality poster, clearly identifying & presenting correct information surrounding the features of each shape.
 The poster is highly engaging and informative, presenting key information in an easy-to-understand manner, with
effective demonstration of key formulae and facts surrounding their chosen 3d objects
 All depictions of the chosen 3d objects are created to a highly sophisticated level, with a high level of detail being put
into the student’s creation of the 3-dimensional models utilising their nets
 Students engaged in a extensive investigation of objects within society that resemble their chosen 3-dimensional
shape, connecting heavily to their personal experiences in school and at home
 Student creates highly detailed designs for objects utilising their 3d shape/s, with an extensive analysis of how the
shapes interact and work with each other

 Students thoroughly evaluate their knowledge and understanding of multiple 3-dimensional shapes through their
B high-quality poster, identifying & presenting correct information surrounding the features of each shape.
 The poster is engaging and informative, presenting key information in an easy-to-understand manner, with
demonstrations of key formulae and facts their chosen 3d objects
 All depictions of the chosen 3d objects are created to a high level of quality level, with the 3D nets created by
students being thoroughly created and detailed
 Students engaged in a detailed investigation of objects within society that resemble their chosen 3-dimensional shape,
connecting to their personal experiences in school and at home
 Student creates detailed designs for objects utilising their 3d shape/s, analysing how the shapes interact and work with
each other

C  Students express their knowledge and understanding of one or more of their chosen 3-dimensional shapes through
their poster to a sound level, identifying & presenting some correct information.
 The poster is informative, presenting key information surrounding key formulae and facts involving their chosen 3d
objects
 All depictions of the chosen 3d objects are created at a sound level, with students taking consideration into how the
net is constructed in relation to the edges and vertices
 Students engaged in a moderate investigation of objects within society that resemble their chosen 3-dimensional
Name: Angus Coates Student ID:11685869
Name: Angus Coates Student ID:11685869
shape, connecting to objects they recognise
 Student creates designs for objects utilising their 3d shape/s, analysing how the shapes interact and work with each
other to create a new object

D  Students show a basic knowledge and understanding of their chosen 3-dimensional objects in their poster,
demonstrating some correct surrounding the dimensions of at least one of their chosen objects.
 The poster presents some information correctly, with students acknowledging the net and its features
 All depictions of the chosen 3d objects are created to a basic level of detail, with students taking consideration into
how the net is constructed in relation to the edges and vertices
 Students engaged in a basic investigation of objects within society that resemble their chosen 3-dimensional shape
 Student creates designs for the object utilising their 3d shape/s, with some connection between how shapes interact
with each other to make objects.
E  Students show an elementary understanding of their chosen 3d shape, with several areas of the poster being missing
and/or incorrectly represented, with one or more of the 3d shapes not being properly represented.
 The poster is unengaging and uninformative, with simplistic information on aspects surrounding the vertices, edges
and faces being presented or non-existent
 Most depictions of the chosen 3d objects are created to an elementary level, with minimal ability to create a 3-
dimensional model of their object utilizing the nets
 Students engaged in an elementary investigation of objects within society that resemble their chosen 3-dimensional
shape
 Student creates simplistic designs for the object utilising their 3d shape/s, with minimal imagination or connection
between how shapes interact with each other to make objects.

Appendix 1: Worksheet

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869

Appendix 2 Worksheet (Live Worksheets, 2022)

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869

Appendix 3: 3d Shape imaging site

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Geometric-Solids/

Appendix 4: YouTube video: Nets of 3d shapes Explained

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869

Appendix 5: House image

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869

 Name: Angus Coates Student ID:11685869
References
Australian Curriculum, Assessment and Reporting Authority (ACARA) (n.d). General capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/.

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Name: Angus Coates Student ID:11685869

Name: Angus Coates Student ID:11685869
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Name: Angus Coates Student ID:11685869