Grade 2 St Patricks Kassandra Schramm

Unit Overview


Unit title:
Once upon a castle

Content maths area:
2D and 3D Shapes

Year level:
Grade 2

Learning Focus:
See planner

Rationale:
Studying geometry is an important component of learning mathematics because it allows
students to analyse and interpret the world they live in as well as equip them with tools they
can apply in other areas of mathematics (Ozerem, 2012).
Assumed prior knowledge of students:
Students at level 2 should describe and draw two-dimensional shapes with and without digital
technologies and also describe the features of three-dimensional objects (ACARA, 2013).

Grouping strategies to support learning:
Throughout this unit of work students are working in pairs. Students can choose anyone to be
paired up with therefore this unit will have mixed ability groups to allow extension work for
the higher achievers and remedial support for those with difficulties (Sullivan, 1997), this
enables students to support one another.



Overview of assessment:
Assessment and reporting are integral to teaching and learning (Siemon, Beswick, Brady,
Clark, Faragher & Warren, 2011, p.139) as it allows teachers to see whether their students have
understood the topic. The assessment strategies used throughout this unit of work include:
The use of open-ended and probing questions - this allows teachers to gauge the
students understanding. This approach is suitable for mixed ability classes (Sullivan,
1997) therefore all students are involved in the discussions.
Observing and anecdotal notes Van De Walle (2010) explores the use of anecdotal
notes to monitor students progress. These can be written while teacher is observing the
lesson. This is a good opportunity to listen to students strategies and reasoning on how
they complete a task.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA, 2013). Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/Mathematics/Rationale

Ozerem, A. (2012). Misconceptions in Geometry and suggested solutions for seventh grade students. Retrieved
from
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC0QFjAA&url=http%3
A%2F%2Fwww.ijtase.net%2Fojs%2Findex.php%2FIJTASE%2Farticle%2Fdownload%2F150%2F186&ei=M--
SUoCCIaXoiAfGl4HoBA&usg=AFQjCNGm2NStzVBQmsOfIodZwJd4VehuGg&sig2=wlnATie4eGAcPjFMghmEI
w&bvm=bv.56988011,d.aGc

Siemon, D., Beswick,K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundation to
middle years. South Melbourne: Oxford.

Sullivan, P. (1997). Mixed ability mathematics teaching: Characteristics of suitable tasks. Learning Matters, 2(3),
66-69.

Van De Walle, J., Karp, K., Bay-Williams, J. (2010). Elementary and middle school mathematics : Teaching
developmentally. Boston: Pearson.

Wong, M. (2007). Equivalent Fractions: Developing a Pathway of Students Acquisition of Knowledge and
Understanding. In Len Sparrow, Barry Kissane & Chris Hurst (Eds.), 2010 Shaping the future of
Mathematics Education proceedings of the 33
rd
annual conference of the Mathematics Education
research group of Australasia(Vol 2.pp.673-680). Melbourne: MERGA


MATHEMATICS UNIT PLANNER
Topic: Once upon a castle (Maths 3d/2d Shapes) Year Level: 2 Semester: 2 Week: Date:
Key mathematical understandings
Van Hiele Model (1986)
Level 1: Visualisation/Recognition students
recognise and learn to name certain geometric
shapes but are usually only aware of shapes as a
whole and not of their properties or their
components.
Level 2: Analysis/Descriptive students begin to
recognise shapes by their properties.
Level 3: Abstraction/Relational students begin
to form definitions of shapes based on their
common properties and to understand some
proofs (Ozerem, 2012)

Key AusVELS Focus / Standard
Content strand(s): Measurement and Geometry
Sub-strand(s): Shape

Level descriptions:
Describe and draw two-dimension shapes, with and without digital technologies
Describe the features of three-dimensional objects

Proficiency strands:
Understanding, fluency and problem solving
Reasoning

Possible misconceptions
Wrong conversion of metric measurements
(such as changing mm to m)
Student mixed the names of three-dimensional
shapes
Wrong use of vocabulary (eg. Translation
instead of transformation)

Key skills to develop and practise
Use of correct mathematical language
Describing the features of 2d and 3d shapes
Sketching a plan of a castle
Team work
Oral language skills when presenting to the class

Key equipment / resources:
Interactive Whiteboard (ICW)
Computer
Castle cut outs
Castle shape tally
Blank paper
Cardboard for the base
Key probing questions
What are you including in your castle?
What shapes will you be using?
How do you draw that shape?
Show me how you did this.
How many of this shape will you need?
What did you find challenging?
How will you put it together?
How will you make it stand?
Links to other contexts
NA
Key vocabulary:
Two-dimensional, three-dimensional, castle, nets, tally,
model, tower, gatehouse, moat, sculpture, spires,
drawbridge, unveil, features, turret, designer, arrange,
baseboard, construct
L
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i
e
s
/

s
k
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s


Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable



MATHEMATICAL
FOCUS



TUNING IN
(WHOLE CLASS FOCUS)




INVESTIGATIONS SESSION
(INDEPENDENT LEARNING)





REFLECTION & MAKING
CONNECTIONS SESSION
(WHOLE CLASS FOCUS)





ADAPTATIONS






ASSESSMENT
STRATEGIES


Session 1
Students will be
introduced to the
topic and create a
plan of their castle

Focus:
Revision of 2D and
3D shapes as per
unit of work
covered in term 3.
Discussion re: how
these shapes are
represented in a
castle.


Explore the castle with the
class.
Point essential words that
tower, gatehouse, moat,
spires, drawbridge, turret

Students to work in pairs

The King and Queen of St
Patricks challenge you to
design a castle.
You are the designers.
You are to build a 3D model
with strong walls, towers, a
gatehouse, spires, a working
drawbridge and a moat.

Have students plan their
castle on A4/A3 paper.


Choose 3 pairs and ask them to
share their ideas of their castle.

What shapes do you think you
will need to make for your
castle?

Have 1 student choose
something they like about their
castle and 1 student on
something they could
improve/any
recommendations.
Enabling
Have image of castle for a
support for the students
that are having trouble.

Extending
Students to start creating a
tally on what shapes they
need.
Teacher can gauge students
understanding through the
discussion.

Peer feedback allows
students to reflect on each
others work.
Session 2
Students are to
finish their plans
and create a tally
of shapes they
need for their
castle

Focus:
Revision of 2D and
3D shapes as per
unit of work
covered in term 3.
Discussion re:
recap the different
shapes that are
represented in a
castle.


Show students 3D castle from
2J and explore the features.

This will motivate and engage
students.

Students work together in
pairs and finish their plan of
the castle.

Students to create a tally of
the shapes they need to form
their castle.
Choose 3 different pairs and ask
them to share their ideas of the
castle they are creating.

What shapes do you think you
will need to make for your
castle?

Have 1 student choose
something they like about their
castle and 1 student on
something they could
improve/any
recommendations.
Enabling
Ensure there is pictures of
castles around for students
to get ideas.

Extending
Start cutting out the shapes
and colouring in. Keep all
pieces in a plastic pocket.
Teacher and students to
recap and use prior
knowledge from last lesson
of the different parts of the
castle

Peer feedback allows
students to reflect on each
others work.
Session 3
Students will create
their castle based
on the plan they
have made

Focus:
Revision of 2D and
3D shapes as per
unit of work
covered in term 3.
Students should be
working together as
a team to create
shapes that are
represented in their
castle.

Choose 1 pair and ask them to
share their ideas of the castle
they are creating.

Talk about their ideas.

I really like how you have
included

Students work together in
pairs and hopefully they have
finished their plan and tally.

Students need to cut out the
shapes they need for their
castle and colour in and start
constructing the castle.
Keep all pieces in a plastic
pocket.


Choose 2 different pairs and ask
them to share their ideas of the
castle they are creating and
what they have done so far.

What have you found that has
been challenging?
What have you enjoyed about
this most?
What shapes have you used?

Have 1 student choose
something they like about their
castle and 1 student on
something they could
improve/any
recommendations.

Enabling
Have students create more
basic 2d and 3d shapes. And
once they are comfortable
with this the students can
start more challenging
shapes.

Extending
Once students have finished
they can start creating an
advertisement for their
castle.
Teacher roaming around
room to observe how
students are working
together and creating their
castle ensuring they are
using a range of 2D and 3D
shapes.

Peer feedback allows
students to reflect on each
others work.
Session 4
Students will
continue creating
their castle they
have made

Focus:
Revision of 2D and
3D shapes as per
unit of work
covered in term 3.
Students should be
working together as
a team to create
shapes that are
represented in their
castle.



Choose 1 pair and ask them to
share their ideas of the castle
they are creating.

Talk about their ideas.

I really like how you have
included


**Explain to students that this
is their last lesson for making
their castle so it is important
that they do not waste any
time.
Students continue working
together to complete their 3D
castle. Students should be
cutting out the shapes they
are using and should be well
on their way of constructing
the castle.

Keep all pieces in a plastic
pocket.


Choose 2 different pairs and ask
them to share their ideas of the
castle they are creating and
what they have done so far.

What have you found that has
been challenging?
What have you enjoyed about
this most?
What shapes have you used?

Have 1 student choose
something they like about their
castle and 1 student on
something they could
improve/any
recommendations.

Enabling
Have students create more
basic 2d and 3d shapes. And
once they are comfortable
with this the students can
start more challenging
shapes.

Extending
The students that have
finished can start creating
an advertisement for their
castle.
Teacher roaming around
room to observe how
students are working
together and creating their
castle ensuring they are
using a range of 2D and 3D
shapes.

Peer feedback allows
students to reflect on each
others work.

Session 5
Students will
present their castle
to the class and
explain the features
of their castle

Focus:
Students will be
orally presenting
their castle to their
peers explaining
the features of the
castle and what
shapes they have
included.

Line up all the castles and
have students walk around
looking at all the castles


Each pair has 2-3 minutes to
explain their castle and what
they shapes they have
included.
Give feedback to students on
how they worked and about
their castles.


Self-evaluation
What have you learnt?
If you do this activity again
What would you change?
Was there any parts that were
challenging?
What part did you enjoy the
most?
Rating.
NA Group activity of
presenting
Anecdotal notes of students
presentations.

Ensure students use
mathematical language
when describing the shapes
they have used.

Self-evaluation for feedback
on the unit activity.





































Once Upon a Castle Self-Evaluation


Name: ___________________________

How do you feel about the Once upon a Castle activity?


Create your own

What did you enjoy most about this activity?





What didnt you like about this activity?





What did you find difficult in this activity?




If you did this activity again, what would you change about your castle?




How well did you work with your partner? Circle your answer


Really well Well Okay I could have worked better