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Reflection; Allow students to show the work they did to their partners
and discuss the objects they drew. Discuss the features of each group
of objects: those that rolled and those that slid. Ask: What makes an
object roll faster? What makes an object slide faster?
Assessment:
- Can students identify objects that will roll or slide?
- Can students describe the features that make an object roll or
slide?
- Are students aware of spatial features of objects?
Recognise and use informal Introduction: Ask class what type of ball shaped objects can they see Support
names for three-dimensional in the room? Ensure students only picked ball shaped objects, prompt Place 2 objects that have
objects, eg box, ball suggestions if necessary. Ask students what Square/box objects they similar properties in front of
can see in the room? Ask students what tube-shaped objects they can students. Choose a student
Manipulate and describe a see around the room? Get students to show the class the objects they to find a third object that they
variety of objects found in identify, Range of everyday think would fit into the same
the environment IWB Math Plus pg28 objects eg glue stick, group. Continue finding
dice, box, pencil objects that fit into the group.
Manipulate and describe an case, rubix cube Ask students to describe the
object hidden from view using texter. group.
everyday language,
eg describe an object hidden 1. Teacher places laminated words with images of the following A set of 3D objects a
“Cube (Box shaped), Sphere (ball shaped), Cylinder (tube)” on Extension
in a 'mystery bag' blindfold.
(Communicating) the floor while students are seated in a circle. Teacher shows Students hunt through
the objects to the class. Class discussion discussing the magazines and cut out
different properties of 3D objects (corners, face, edges). Worksheet. pictures of 3D objects. They
sort three-dimensional objects
and explain the attributes 2. Ask students to sort them into groups. Choose students to say sort their pictures into groups
used to sort them, eg colour, what it is that each group of items has in common. Encourage Laminated words and and paste them on to a
size, shape, function students to use language such as points, flat, curved, slide, images. paper.
– recognise how a group roll, box, shape.
of objects has been sorted, 3. Play a game of “Guess the 3D object”. A student is selected to
eg 'These objects are all sit on a chair facing the class and away from the board. A
pointy' (Communicating, laminated image of one of the 3D objects discussed will be
Reasoning) placed on the board behind the selected student. The student
then has to ask the class questions on the object. Students
can only answer with yes or no. Teacher is encouraged to help
prompt student questions.
Example questions:
- Does this object have edges?
- Does this object have faces?
- Is this object round?
4. Worksheet: Shade the 3D shapes and circle the odd 2D
shapes in the following.
https://www.math-salamanders.com/image-files/3d-shape-
worksheets-identify-simple-3d-shapes-1.gif
Reflection:
Discuss as a class what is the same about the sphere, the cylinder and
the cone?
Assessment:
- Can students identify the odd item in a collection of 3D
objects?
- Can students sort a collection of 3D objects according to their
properties?
Sort, describe and name Lesson 3 ‘Sorting Objects’ A range of everyday
familiar three-dimensional WALT: Describe the features of 3D objects objects, cards, a box
objects in the WILF: Name familiar 3D objects and describe their properties. & blindfold.
environment (ACMMG009)
Labelled cards saying
Introduction: Present objects to students one at a time. – pointy part, corners,
describe the features of Ask students to describe each object using a few words curved part, flat part.
familiar three-dimensional (flat, round, curved, pointy part). Show students
objects, everyday language, https://www.bbc.com/bitesize/articles/zgqpk2p video
eg flat, round, curved identifying edges, corners and faces.
IWB Math Plus pg49
sort three-dimensional objects Support
and explain the attributes Place three objects on a
used to sort them, eg colour, table that all have the same
1. Place everyday objects on a table in front of the class.
size, shape, function feature. Ask students to say
Ask a student to find two objects that have something the
same and place them together. Have other students make what the objects have in
recognise how a group of common. Students can hunt
three to five guesses of what the similarity is. Then ask the
objects has been sorted, student to give their explanation. Repeat this, using objects in the classroom that
eg 'These objects are all characteristics that are different (points, edges, faces). match the names on shape
pointy' (Communicating, 2. Present labels on cards with matching images (edges, corners, card.
Reasoning) curved part, flat part) and place labels in the corners of the
learning square on the floor. Extension
recognise and use informal 3. Divide the class into two teams. Have one student from each Ask students if they can
names for three-dimensional team select an object take it to the correct corner of the identify some items at home
objects, eg box, ball learning square to match its properties. One at a time they that would fit into the groups
must point to the part on their object that matches their identified and ask them to
manipulate and describe a description, to score one point for their team. Most objects can draw items in their work
variety of objects found in the under one or more label. Ensure to discuss with class books
(Example: A small box can go in corners and flat part).
environment
4. Teacher observes students through previous activity to assess
manipulate and describe an each students progression through the lesson and make notes
on their progression.
object hidden from view using
everyday language,
Reflection: Play a ‘What am I? game eg I have one point and one circle
eg describe an object hidden
NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 4
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
in a 'mystery bag' for a base. The class must guess.
(Communicating)
Assessment
Can students identify and describe a range of 3D objects
according to their properties?
Can students name familiar 3D objects?
Describe the difference Reflection: Have student’s show the playdough models they made.
between three-dimensional Discuss which models were easier or more difficult to make and why.
objects and two-dimensional Discuss the strategies used.
shapes using everyday
language
Assessment