Lesson Syllabus Learning Experiences Resources Assessment

Content
1 - Students will participate in a class quiz where they will be presented with a range of 3D objects Resources:
Identify and name on the IWB and be required to identify the name of each 3D object. - IWB
three-dimensional - When students have identified the object correctly, the teacher will explicitly draw attention to - Presentation of 3D objects
objects as prisms the object features, modelling appropriate mathematical language that students will be - Cards with 3D objects on them
(including cubes), encouraged to use throughout the unit e.g., “correct, a cube is a box-shaped solid object that - Beetroot strainer
pyramids, cylinders, has six identical square faces.”
cones and spheres. - Each student will be given a different card with a 3D object on it. Students will be required to Assessment:
search the room and collect 3 objects that resemble the shape on their card e.g., a student with a Diagnostic
describe similarities cylinder may collect a pencil holder. Students will come together in a circle to present their Students’ ability to identify and name 3D
and differences findings to the rest of the class. When showing their objects to the class, students will be objects on IWB board.
between prisms encouraged to use similar language to when the teacher explained the features of the shapes, to
(including cubes), justify their choice in object. Further additional questions will include “where else may we find Teacher observation of students’ ability to
pyramids, cylinders, this shape outside of the classroom?” collect 3 objects that resemble the shape on
cones and spheres - Using the objects that the students collected, students will work in small groups (2-3 per group) their card.
to classify a small range of 3D objects (the teacher will selectively group objects to ensure
there are is good variety in each group). It is likely that there will be a wide range of responses, Teacher questioning surrounding students’
so students will again come together to justify their groupings. justification of chosen shapes.
- To conclude the lesson, students will participate in an activity that enables the teacher to assess
students’ level of understanding around 3D objects, in particular the dimensions and features of Teacher questioning and observation of
3D objects. In this activity students will be presented with a beetroot strainer (Appendix A) groups classification of 3D objects.
where they will have to find and determine 3D objects that will fit through the opening.
Students’ ability to suggest reasonable
Differentiation: objects based on their size and dimensions
- Students struggling with the concept of 3D objects will intentionally be given the 3D objects of to attempt to fit through the beetroot
a cube, cylinder, cone and sphere to find around the room. strainer.
- Students will work in mixed ability groups during the classification activity to allow high-
achieving students to support students struggling with the concept of 3D objects.

Extension:
- During the classification activity high-achieving students will be given leadership roles where
they will use discussion and demonstration to assist other students in understanding how we
can classify 3D objects.
2 - The teacher will explicitly recap students’ knowledge on what edges, faces and vertices are on Resources:
3D objects to reinforce students’ mathematical language. - 3D objects to point out edges, faces
describe and - In pairs, students will be allocated a 3D object in which they will become experts on. Students and vertices
compare curved will be required to create a poster or digital presentation that includes a diagram of their 3D - iPads
surfaces and flat object and lists its features, including: - Poster paper
surfaces of cylinders, 1. Vertices - Drawing materials
cones and spheres, 2. edges - Exit ticket paper
and faces, edges and 3. faces - Pens/pencils
vertices of prisms 4. different views of the object - Folders/buckets for level of
(including cubes) 5. and where we may see find the object outside of the classroom understanding
and pyramids - Groups will present their poster/digital presentations to the rest of the class to enable all Assessment:
students to become experts of the shapes. These will be displayed around the room as anchor
charts for students to refer back to throughout the unit. Strategic teacher questioning will be used to
- Exit ticket: Ask students to write their name, what they learned during this lesson, and any evaluate students understanding of what
further concerns/questioning on a blank card or “ticket”. Before leaving the class, direct edges, faces and vertices are on 3D objects.
students to deposit their exit tickets in a folder or bucket labelled either ‘Got It’, ‘More Practice
Please’ or ‘I Need Some Help!’- whichever best represents their understanding of the lessons Collection of student posters/digital
content. presentations.

Differentiation/Extension: Students will self-assess their knowledge of

- Students struggling with the concept of 3D objects will intentionally be given the 3D objects of the concept in filling out their exit ticket
and placing it in the folder that corresponds
a cube, cylinder, cone and sphere to create a poster/digital presentation on.
their level of understanding.
- Similarly high-achieving students will be given challenging shapes such as a hexagonal prism,
pentagonal pyramid etc. The exit slips with be collected by the
- Students may have their exit ticket scribed to ensure they convey their correct learning and teacher and used to adjust teaching and
concerns. content in future lessons to address
students’ questions and concerns.
3 - Students will participate in a game of ‘Shape Heads’ where 3 students will come out the front. Resources:
Each student wears a headband with a picture of a 3D object on it that they cannot see. The - Headbands with attached object
describe and students can ask the class questions about their object. The class can only answer YES or NO cards
compare curved to the questions. - Concrete objects of the shapes
surfaces and flat - Using their knowledge of the properties of 3D objects, students will complete the open-ended required for the task
surfaces of cylinders, task, ‘A chain of polyhedra’ (NRICH, 2023). This task will require students to arrange the - String
cones and spheres, shapes below in a chain so that each one shares a face (or faces) that are the same shape as the - Poster paper
and faces, edges and one that follows it - Permanent marker
vertices of prisms (the faces do not Assessment:
(including cubes) have to be the same
and pyramids size.) Informal observation of students’ ability to
construct appropriate questions and respond
describe similarities when asked these questions
and differences
between prisms Observation of students’ ability to
(including cubes), manipulate materials to demonstrate
pyramids, cylinders, conceptual understanding of key concepts.
cones and spheres
 Collection of students answers to open-
ended task
Teacher questioning surrounding approach
taken to complete the task.
- Students will be required to find how many ways they can make a loop (a closed chain) using
all the shapes so that each one shares a face (or faces) that are the same shape as the one that
follows it?

Differentiation:
- Students requiring more support could work in pairs or small groups and could work their way
up to eight objects, starting with 4 basic objects including cube, square pyramid, rectangular
prism, and a triangular prism. Concrete 3D objects with holes to thread onto string will be
provided to allow students to physical match the faces of two objects

Extension:
- Students could be extended by adding more objects to create a longer change or different
criteria such as ‘they have to have the same size face’ with different sized objects to order.

- Students will come together to review the activity. Using a think-pair-share approach, students
will share with different partners their approach to completing this activity. The students will
then be asked to share their approach with the teacher so that he/she can make an anchor chart
with a list of strategies to approach these complex, open-ended tasks in the future e.g. trial and
error, classifying objects etc.
4 - Introduce students to the concept of nets. The teacher will model to students the net of a square Resources:
pyramid, highlighting the following key features of nets: - Folding plastic 3D nets
recognise that a net 1. The 'net' of a shape (also called a geometry net) is a term used to describe what a 3D shape - Online Game:
requires each face to would look like if it was opened out and laid flat. https://www.turtlediary.com/game/n
be connected to at 2. nets have the same number of faces and that the shapes of the faces of the solid match the ets-of-3d-shapes.html.
least one other face shapes of the corresponding faces in the net. - Scissors
(Reasoning) 3. There may be several possible nets for one 3D shape. - Paper
- Students will participate in the following online game as they try to identify 3D objects based - Pencils
investigate, make on images of nets https://www.turtlediary.com/game/nets-of-3d-shapes.html. This is a great - Rulers
and identify the resource as once students have made an attempt at guessing which 3D object the net represents, - 3D objects
variety of nets that there is a video demonstrating how all faces come together to make the object. - Printed nets
can be used to create - Students will then participate in an activity, opposite to the previous task, where the teacher - Cut outs of shapes
a particular prism, will present a 3D object seen in everyday life (tissue box, soft drink can etc) and students will - Small whiteboards (one for every
such as the variety of guess what the net will look like by roughly sketching an image on their individual whiteboard. student)
nets that can be used Students will then deconstruct the object to identify if their sketch of the net was right. - Whiteboard markers (one for every
to make a cube - The teacher will model to students using a rectangular prism, important things to consider student)
when creating a net: Assessment:
deconstruct everyday 1. How many faces does this 3D object have?
packages that are 2. How many squares and how many rectangles are there? Teacher observation of students’ ability to
prisms (including 3. Are all the shapes of faces the same size? correctly identify the nets of 3D objects
cubes) to create nets, 4. how are these faces would be positioned? Which faces border with each other?
eg cut up tissue 5. When folded up, do all faces join? Strategic questioning will be used to
boxes - The teacher will then deconstruct a box of cereal to reveal the net and demonstrate how it can determine individual level of understanding
be folded to form a rectangular prism. of features of nets.
- Students will then attempt to create their own nets of 3D objects (excluding cubes).
Informal observation of students’ net
Differentiation/Extension: sketches
- The teacher will intentionally select students to answer during the online game so that
easy/difficult objects align with students’ mathematical abilities. Performance evaluation during practical
- When constructing nets students who struggle with fine motor tasks (Williams Syndrome) will activity of creating nets
be provided with pre-cut outs of shapes
- Printed nets will also be available for students struggling with the concept to develop their informal observation and feedback will
understanding by cutting out and folding the net to form a solid object. occur during practical activity
- Gifted students will be encouraged to attempt creating nets for more complex 3D objects such
as a hexagonal prism Collection of student work samples
5 - To recap students’ knowledge of nets and encourage students to mentally construct 3D objects Resources:
according to their net, students will participate in a game of ‘3D net bingo’ (Appendix B) - Paper
investigate, make - Using their knowledge of nets from the previous lesson, in particular the important things to - Pencils
and identify the consider when creating a net, students will complete the following open-ended task. - Rulers
variety of nets that ‘James wanted to build a cubby house in the shape of a cube. When designing his cubby house, - Scissors
can be used to create James brought a set of six square wooden blocks that were joined together with one whole side - 3D objects- cubes
a particular prism, of each square touching at least one who side of another square. However when James went to - Magnetic squares
such as the variety of assemble the cubby house, he found that the squares could not be folded to make a cube. What - 3D net bingo cards
nets that can be used might the net of James’s cubby house look like? Can you find multiple solutions?’ (Sullivan & - Counters
to make a cube Lilburn, 2017, p. 99). Assessment:
This activity will enable students to use materials or draw six squares that are joined together
recognise that a net and can be folded up to check whether it forms a cube. It will also enable students to identify Informal observation of students’ ability to
requires each face to valid/invalid nets of a cube. match nets to corresponding 3D objects
be connected to at Examples may include: during bingo game.
least one other face
(Reasoning) Collection of student work samples

distinguish between Informal observation and feedback will

(flat) nets, which are occur during practical activity
'two-dimensional',
and objects created Performance evaluation during practical
from nets, which are activity of creating nets
'three-dimensional'
Student questioning such as “why did this
net not work, what would we have to
change to make it work” will be used
encourage higher-level thinking during the
gallery walk.

Differentiation:
- Students will be provided with magnetic
squares that enable students to kinaesthetically configure and test the
nets
- Students may work in pairs or small groups
- The task description will be voice recorded for students to listen as an alternative to reading.
This may result in a better understanding of the task and avoid confusion.

- Students will participate in a gallery walk where students answers will be displayed to allow
students to discover alternate answers to what they found.
6 - As a class, students will view the image of a city on the IWB in which they will be asked Resources:
Recognize and “What 3D objects can we see in this image?” Using the labelling function, students will use - Image of city:
describe the use of iPads to identify which 3D objects can be seen in this image (Appendix C). https://www.google.com/url?sa=i&url=https
three-dimensional - Similarly, students will be shown an image of a dog and house created out of 3D objects %3A%2F%2Fwww.dreamstime.com
objects in a variety (Appendix D). Using their knowledge of 3D nets from the previous lesson, students will %2Fcartoon-beautiful-city-vector-highway-
of contexts assemble a range of 3D nets to construct something that is important to them (a cars-wonderfull-
house/animal/neighbourhood) using at least 4 different 3D objects. image111394697&psig=AOvVaw3suqnA9i
use a variety of - Again students will participate in a gallery walk to view others’ constructions and peer assess PUCH37lg82rSze&ust=1673400088966000
materials to make their classmates by providing feedback on their ability to: &source=images&cd=vfe&ved=0CA8QjRx
models of prisms 1. Use at least 4 different 3D objects in their construction qGAoTCNjqhqHru_wCFQAAAAAdAAA
(including cubes), 2. Select appropriate 3D objects to represent significant features of their selected model AABCuAQ
pyramids, cylinders, 3. Create a model that is structurally sound and contains all properties of chosen three- - iPads
cones, and spheres, dimensional shapes. - Scissors
given a three- - Pencils
dimensional object, - Paper
picture or Differentiation: - Sticky tape/ blu tack/ stapler
photograph to view - Students will be encouraged to construct easy/difficult objects according to their mathematical - Model images
ability - Marking rubrics
- Examples of easier constructions will be shown to struggling students to use as inspiration for
their model Assessment:
 - When completing the gallery walk, the teacher will verbally prompt students to fill out the peer
assessment rubric, reiterating what each number represents according to the criteria. Collection of student work samples (screen
shots of labelled image).

Students will peer assessment their

classmate’s construction according to a
provided rubric (Appendix E).

Photographs of student work samples.

7 - Summative Assessment Task Resources:
MA2-14MG- makes, This assessment task with be broken down into 3 parts: - Print outs of Who am I’s
compares, sketches - Pencils
and names three- - PART A: You will be required to read the following 3 Who Am I’s and identify which 3D object - Rulers
dimensional objects, is being described. - Paper
including prisms, 1. Who Am I? - Scissors
pyramids, cylinders, I have 6 faces, all which are rectangles. I have 12 edges and 8 vertices. I look like a tissue box, - Lined paper
cones, and spheres, box of cereal or a brick. Who Am I?
- iPads
2. Who Am I?
and describes their - Individual whiteboards and markers
I have a total of 5 faces. 4 of my faces are triangle and 1 is square. I have 5 vertices and 8
features edges. I look like a pyramid or tent. Who Am I?
3. Who Am I? Assessment:
MA2-1WM- uses I have 3 faces and 2 edges. 1 of my faces is curved and 2 are flat. I have 0 vertices. Who Am
appropriate I? Students will be assessed according to the
terminology to criteria on the marking rubric.
describe, and Extension:
symbols to represent, Who Am I? Students will also be observed when creating
mathematical ideas I have 7 faces. My 2 bases are in the shape of pentagons and 5 faces are in the shape of nets to assess their ability to apply
rectangles. I have 15 edges and 10 vertices. Who Am I?
mathematical procedures when creating nets.
MA2-3WM- checks
the accuracy of a - PART B: You are to create a valid net using provided materials (pencil, paper, ruler etc) for the
statement and objects that have been identified in PART A of the assessment (Who Am I’s).
explains the
reasoning used.
- PART C: Write or use the video recording function on the iPads, to justify why/how you have
come to the conclusion that the nets you have created are the objects described in PART A.

Differentiation:
- The Who Am I’s will be voice recorded for students to listen to instead of reading.
- More time will be allowed for students with learning difficulties.
- Students will be provided with individual whiteboards to draw 3D objects on and match its
properties according to the Who Am I criteria.