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LESSON PLANNING

LEARNING AREA: Mathematics


YEAR LEVEL: 1
LESSON TOPIC: Shapes (Tessellations)
TIME: 45mins

AIM:
Shape
Recognize and classify familiar two-dimensional shapes and three-dimensional
objects using obvious features (ACMMG022)
Patterns and algebra
Investigate and describe number patterns formed by skip counting and patterns with
objects (ACMNA018)
LESSON OUTCOMES:
-

Students able to identify the properties and distinguish the difference


between different 2D shapes. Have an Understanding of why shapes
tessellate and noticing the patterns present.

REFERENCES & RESOURCES:


ACARA
STUDENT ASSESSMENT:
-

Summative assessment: Observation of the students participation and


ability to grasp the notion of 2D shapes and their features as to why they
tessellate.
Photograph will be taken on the iPad for record.

SELF-ASSESSMENT:
-

Noticing the students abilities to complete the task and whether the
lesson was engaging.

TEACHING PROCEDURE:
TIME
5mins

STEPS
1. Introduction

15mins

Allow the students to settle on the


floor and remind them what we did
in the previous lesson: making
patterns with shapes.
Highlight the focus of the lesson:
making tessellations with 2D shapes
and look out for patterns.
Guided questioning: ask students to
give examples of tessellation in the
classroom and what is tessellation?
Discuss the definition of a
tessellation.
Examples of tessellations in the
classroom e.g. brick wall.
Can every shape tessellate?

COMMENTS
IWB- shows the images of the
previous lesson.

2. Explicit Teaching and/or Guided


Discovery

Part A:
-

Students are given a tessellation


picture. They are to fill the sheet
with the tangible shapes
available (tessellation).
Work in partners at their desks.
Show the students an example
of how to fill the activity sheet.
Students have tangible shapes to
fill the card.
Colors are a hint for the students
Students have to discus how
many shapes it took to fill the
area.
Students are to write in their
books: questioning1) Types of shapes used.
2) How many shapes they used.

Key on the IWB so


students know
what shapes they
have use and can
record and which
explains the names
of the shapes.
Students work in
pairs at their desks.
Focus on geometry
as well as
developing their
visual
discrimination
skills.
Shape blocks
(pattern blocks)
Stencils

20mins

3. Exploration/Practice
-

Part B:

Students are given a second


sheet in their pairs. They have to

fill in the blank outline of the


figure and record all the shapes
-

used:
-

5 mins

Encourage group
and class
discussion.
Students are to
look at their other
tessellation on their
tables and
compare.
IPad

How many different ways they


can fill the area using different
shapes.
The second sheet is more
challenging.
Students have to figure out
which shapes go in the space.

4. Conclusion
-

Gather students on the floor and


have a group discussion, about
what they have accomplished
through the activities.

Teacher notes:

Tessellation

A tessellation is a repeated geometric design that covers a


plane without gaps or overlaps
Extension activity:
How many ways to make a hexagon (worksheet).
Students use the shape blocks to fill the hexagons.

Evidence of Student work:

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