Week 4 Block Prac Lesson 20 (MATHS)

Class:

Date: July 15, 2013

5 Gold
Key Learning Area: Mathematics

Time: Start: 12:30 PM

Finish: 1:30 PM

Lesson Topic: Space and Geometry 2D shapes

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss have worked with 2D shapes and understand properties for different shapes. They also know what regular and irregular shapes are.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

- SGS3.2a: Manipulates, classifies and

draws two-dimensional shapes and
describes side and angle properties.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- identify and draw regular two-dimensional shapes.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
- Collect and mark workbooks where Ss were
required to draw shapes and write down
properties for each of the shapes.

- enlarge and reduce shapes.

- identify the angles of shapes.

Any safety issues to be considered:

N/A

- Collect and mark grid paper and t-shirt

template (A3) where Ss were required to
design a picture/logo for a t-shirt using 5
shapes.

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Mathematics workbooks
- Task card on A3 paper
- Task card for Ss
- Grid paper
- A3 t-shirt template
- Protractors
- Mystery shape cards

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Can anyone tell me what they know about

2D shapes?
- Polygon
Can anyone name me a few 2D shapes?

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

Monday
- T asks 3 Ss to collect the mathematics workbooks for the
class and place them on their tables.
- T explains to Ss the mystery shape warm up.
- Ss do the mystery shape warm up.
- Ss are asked to stop what they are doing and to sit on the
floor quietly focusing on the whiteboard.
- T has task card on A3 paper to explain to Ss the learning
intentions of the lesson for the next 3 days.
- T hands out task card to Ss.
- T goes through task card and explains that today Ss would
be focusing on naming 5 2D shapes and its properties in their
math workbooks focusing on the shapes angles.

- Whiteboard, A3 lesson task card

and mathematics workbooks.

Monday
- T tells Ss they can work individually, in pairs or in a group.
- T tells Ss they should only be drawing up 5 shapes and
writing everything they know about the shapes they are
drawing, and after finishing this Ss must show their work to T
to get it marked off so they can start on drawing the shapes on
to grid paper to design a picture for a t-shirt logo.
- T explains to Ss that there are protractors at the front of the
class for Ss to come and get to find out the angles of each
shape they draw.
- T sends Ss back to their tables to start on the task.
- T roves around the classroom to ensure Ss are on the right
track.

- Protractors, grid paper, t-shirt

template.

- Mystery shape cards

- Task card

DEVELOPMENT

There are protractors at the front of the

classroom, come out to get it when you are
working out the angles of your shapes.
35

CLOSURE
- Reflecting and learning.
What did you find challenging and easy
about the task?
Hands up who have finished drawing up
their 5 shapes and writing all the properties
of the shape?

(add further pages as required)

10

Monday
- T asks Ss to stop what they are doing and come to the floor
with their mathematics workbooks.
- T asks Ss what Ss found challenging about the task.
- T asks Ss what they found easy about the task.
- T asks Ss where they are up to in the task.