Lesson Focus

Learning Area / Strand

Maths

Maths

Year Level
Grade 2 (Grade 3)

Implementation Date
2nd November 2016
Duration 1hr

Prior knowledge of learners

Focusing on geometric features and describing 3D shapes and objects using everyday words
such as 'corners', 'edges' and 'faces'
Lesson Objectives

Describe the features of three-dimensional objects

Identifying geometric features such as the number of faces, corners or edges
Year 3
Make models of three-dimensional objects and describe key features
Links to Curriculum

Mathematics / Year 2 / Measurement and Geometry / Shape / ACMMG043

Mathematics / Year 3 / Measurement and Geometry / Shape / ACMMG063
Evidence of learning
Recorded observations from warm up quiz to establish student learning of Faces, Edges and Vertices
Page 132 in the students workbook 2/ workbook 3. Ask students to provide traffic lights on workbook page for
self-reflection. Transfer findings to student database..
Classroom Management Strategies
Use of Establish Expectations
Cueing with parallel acknowledgement
Green, Amber and Red face behaviour management system
Give Instructions
Descriptive Encouraging
Differentiation
Groups have been established based on anecdotal records in the preliminary class. That group, MTu, MD, MI,
MTr, MN, MSA
Resources
Lesson Plan, Whiteboard, Pencil, Eraser, Text book, Worksheet,

Lesson
Introduction
Introducing the
topic
Engagement
of the
learners
(15minutes
including
game)

Prior to lesson make sure all photocopying is complete. Clear whiteboard. Prepare resources
required. Place WALT and WILF on the Whiteboard.
In preparation for the quiz. Place 3D shapes on the group tables. Group the tables at the side.
Classroom organisation.
Gain students attention using Attention Grabber Clap
Cue with parallel acknowledgement
Try to select Riley,Cayde early on in the lesson for positive behaviour reward

Reward behaviour
Set expectations
Today I will be looking for people who are following the class rules. Lets revisit what those class rules
are. Hands up. Who would like to tell me a classroom rule? Select student with hand up, or select
student that is distracted or not paying attention Student responds Why is it important for us to follow
that rule? Who can give me another one? Student responds That is great, yes and why would that
be a classroom rule? Aim question at student who has had difficulty following particular rule lately
Hand up, instead of calling out (Noah). Dont speak when someone else is speakingPoint to classroom rules displayed on the wall. I will also be looking to see if you are following all of the
other classroom rules (ask displayed in the classroom) and working well together in group work, when
we do the word shuffle, what might that look like?
WALT We are learning about faces, edges, curved edges and vertices of a 3D shape
WILF I will be looking for how well you work in groups and I will be looking to see who is putting
there hand up to answer questions
We will review what we looked at yesterday, then we will play a game in groups after that we will split
into two groups. Mrs RB will take a small group of you and I will keep some of you and we will
http://www.slideshare.net/acolwell/what-3d-shape-am-i

Lesson Body
Delivering the
content
through
specific
strategies

Transition to the carpet either around the back or to the side.

Set expectations Do not move until I have finished giving the instructions, Move quietly to the carpet,
sit down with your legs crossed on your bottoms please and wait quietly for me to tell you what we are
doing next away you go. Gain students attention using Attention Grabber Clap (if required) Cue
with parallel acknowledgement, reward behaviour.
Split into two groups Mrs RB to take the extension group to work on workbook 3. Remainder of
students to remain with me. Students who are struggling with the concept (based on observations) are
to sit on table closest to me for monitoring.
I do, We do, You do place workbook on whiteboard. I do the first in the first activity (Modelling)

Lesson
Conclusion
Concluding
activities
Summarizing
the lesson
(10 minutes)

Transition to the carpet either around the back or to the side.

Set expectations Do not move until I have finished giving the instructions, Move quietly to the carpet,
sit down with your legs crossed on your bottoms please and wait quietly for me to tell you what we are
doing next away you go. Gain students attention using Attention Grabber Clap (if required) Cue
with parallel acknowledgement, reward behaviour.
Review the Lesson So today we..(refer back to visual WALT, WILF) Who thinks we achieved our
learning goal for today? Who can tell me one thing we might look at with 3D shapes? (Looking for
Edges, Faces, Curved edges and Vertices)
Can one person on each table please collect up the workbooks please.

Transition to the carpet to join with Mrs Martins End to prep for English.
Set expectations Do not move until I have finished giving the instructions, I want you to please
move quietly to the carpet (If students stand use body language [wave hand] to signal to remain
seated) sit down with your legs crossed on your bottoms please, eyes forward and wait quietly for the
teacher to clarify what we are doing next away you go. Gain students attention using Attention
Grabber Clap (if required) Cue with parallel acknowledgement, reward behaviour.
Evaluation / Reflection