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Three-Dimensional Space 2019 | Early Stage 1 | Mathematics

Summary – Unit Overview Duration


Term 2
Students will manipulate, sort and represent three—dimensional objects 6 Weeks (Detail: 30mins per week)
and describe them using everyday language.

Outcomes Assessment overview


Mathematics K-10 Assessment of:
Student manipulation of materials to demonstrate conceptual understanding of key
 describes mathematical situations using everyday language, concepts.
actions, materials and informal recordings MAe-1WM Eg drafts and completed versions, pre-testing, mid unit testing and post-testing
 uses concrete materials and/or pictorial representations to Assessment for:
support conclusions MAe-3WM Informal observations and feedback during teaching and learning activities.
Clear goals for the learning activity.
 manipulates, sorts and represents three-dimensional objects and Feedback may be oral, written or digital.
describes them using everyday language MAe-14MG Student participation in practical activities and demonstrations
Strategic questioning to determine the individual level of understanding.
Language Eg of techniques; WALT and WILF, Samples of other students work, No Hands Up,
Mini white boards, thumbs up thumbs down, two stars and a wish, find it and fix it,
Students should be able to communicate using the following language: object, shape,
size, curved, flat, pointy, round, roll, slide, stack. Assessment as:
Peer and self-assessment to assist students to develop a better understanding of
themselves as learners. Encourage students to reflect on their learning in relation to
Teachers can model mathematical language while still accepting and encouraging
the outcomes, and recognise the steps needed to improve.
students' informal terms.
Eg of techniques: C3B4ME, reporter at random, what did we learn today?, Traffic
lights, Red Green cups.
The term 'shape' refers to a two-dimensional figure. The term 'object' refers to a three-
dimensional figure.

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. 1
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
Lesson 1 ‘Objects’
WALT: Predict and describe the movement of objects and explore
Sort, describe and name the features of 3D objects. Support
familiar three-dimensional WILF: Identify objects that will roll or slide and the features that give students more time to
objects in the environment make them roll or slide. explore a variety of objects if
(ACMMG009)
they slide or roll.
Introduction: Talk about student experiences with objects rolling and Big Book, Small tub Provide opportunities for
sliding. Start by talk about balls (soccer ball/ tennis balls/ bouncy balls). or box to lean book students to use 3D
Ask students how does a ball move? on. construction materials.
Talk about students experiences in the park with a slide. What happens
if you put a book at the top of a slide? Extension
Sort three-dimensional objects IWB
IWB Math Plus pg8 Students create their own
and explain the attributes
used to sort them, eg colour, slide and go around the
Rolling and sliding classroom to test more
size, shape, function. 1. Create a slide with a big book leaned against an object and objects: ball, pencil,
wall. Choose an item and ask students’ s to predict if it will roll different objects to see if
Predict and describe the tin/can, pencil case, they are able to roll or slide
or slide. Ensure students are using the correct language. Get rubber.
movement of objects students to test out their predictions. down their slide. Students
eg 'This will roll because it 2. Draw a table in the students maths books with two columns discuss the features that
is round' ‘Rolling objects’ and ‘Sliding objects’. Students draw the Math book pencils help objects roll or slide
Use a plank or board to objects that rolled in the ‘Rolling objects’ column and the Pencils (faces, round faces)/
determine which objects roll objects that slide in the “sliding objects’ column.
and which objects slide
(Problem Solving) 3. Ask students to go around the classroom and find objects that
they think will roll and slide. Students will then draw more
objects in the classroom that they think would slide down a
slide, and objects that would roll down a slide in the correct
column.

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?

Sort, describe and name Lesson 2 ‘Sorting Objects’


familiar three-dimensional WALT: Everyday 3D objects and their properties
objects in the environment
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. 2
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
(ACMMG009) WILF: Recognise and sort 3D objects according to their properties

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?

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. 3
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
Ask: What is the same about the TV, the dice and a box? What is
different about the soccer ball and a shoe box?

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?

Sort, describe and name Lesson 4 ‘Making Objects’


familiar three-dimensional WALT: Recognise and make models of various 3D objects
objects in the WILF: Match models of 3D objects to everyday objects
environment (ACMMG009)
Introduction: Teacher presents PowerPoint of 3D objects matching
game to students. Students must identify the correct matching object.
Example: Teacher will read the word sphere and show matching image PowerPoint
to class from the IWB and students must pick the sphere shaped object presentation.
e.g ball to match the word. Class will discuss answers one at a time.
IWB Math Plus pg76
IWB
Support
1. Inform students that they are going to create some 3D objects. Lego and play dough Place a set of 3D objects on
Divide class into table groups. Each group receives a a table. Ask students to find
laminated flashcard with image. Inform students to use Laminated flashcard real objects that look the
Make models using a variety playdough and lego to make models of 3D shapes: cube, same.
with name of 3D
of 3D objects and describe the sphere, cylinder a pyramid. shapes – cube, Provide as many different
models, eg ‘I made a model of 2. Once done each member must find something around the sphere, cylinder. construction materials as
a person using a ball and class to match their model to 3D object in class. Students then possible for stud’s to model
some blocks.’ discuss their findings to their partners. “The object I made has 3D objects
one pointy corner”. Students discuss objects relating to
Predict the building and whether or not they have flat or curved parts, parts like a circle
stacking capabilities of various or square/rectangle, corners, etc. Talk about whether or not Extension
three-dimensional objects the objects will roll. Have student’s make 3D
3. Teacher goes around and observes student’s progression. models of the objects they
(Reasoning)
Teacher asks students can you think of something in your have at home and ask
house that is similar to the object you made students if they can identify
4. Give 7 minutes for each group using time and exchange their features of these
flashcards. 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

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. 5
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
(Communicating)  Can students match models of 3D objects to everyday
objects?
 Can students make models of 3D objects?

Sort, describe and name Lesson 5 ‘Cubes and Spheres’


familiar three-dimensional WALT: Investigate the properties of cubes and spheres
objects in the WILF: Identifies and describes the properties of a cube and a
environment (ACMMG009) sphere.
Describe the features of Introduction: Place
four objects in the middle of a circle with
familiar three-dimensional students sitting around them. Give students 10 seconds to
objects, using everyday study what the objects are, then have the students close
language, eg flat, round, their eyes. Hide one object. Ask students to look at the
curved objects. Ask: Which one is missing? Have them whisper A collection of 3D
the answer to the student next to them. Ask questions objects (including a
Predict and describe the sphere and a cube), a
movement of objects, eg 'This
about the missing object without saying what it is. For tennis ball, bag,
example: Does it have flat parts? Will it roll? Does it have a box/small container.
will roll because it is round'
pointy part? Ask someone to name it.
IWB Math Plus pg104 Support
recognise and use informal
names for three-dimensional Students’ identify objects in
the classroom that are
objects, eg box, ball 1. Choose 2 students to find the ball-shaped object and the
shaped like a sphere or a
block-shaped object. Look at and discuss the features of each
cube. Place objects in a bag
object as explained in previous lessons. Explain that the block
and let students take turns to
is also called a cube and that the ball is also called a sphere.
feel for the sphere/s. Repeat
Manipulate and describe a Write the names on the board along with drawing the images
for the cube/s
variety of objects found in the to help students remember.
environment.
Extension
2. Take a sphere (a tennis ball) and roll it across the floor or
another surface. Do the same with a cube. Ask students to Students’ collect different
describe the movement of each object (One slide, one rolls). size balls and boxes
Choose different students to repeat this with the other balls (tubs/cardboard boxes/
and cubes that are available. Discuss the properties of rubbers) and roll and slide
spheres that allow them to roll smoothly and the properties of them along the floor in pairs
cubes that prevent them from rolling smoothly (Spheres are to compare their movement.
Describe the difference smooth and round, cubes have a flat surface/ face to help
between three-dimensional them slide).
objects and two-dimensional
shapes using everyday 3. Hold up a cube and a rectangular prism (a box). Ask students
language. to say how the two objects are similar to each other and also
identify how they are different (Both have 6 faces, 4
corners/pints, 12 edges). Some students may have difficulty
seeing how the two objects are different so focus on the shape
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. 6
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
of their faces (One 3D shape is longer than the other). Look at
each face of a cube and determine that they are squares, then
Sort three-dimensional objects look at each face of a rectangular prism so students see there
and explain the attributes are some faces that are not squares.
used to sort them.

4. Students hunt through magazines and cut out pictures of


cubes and spheres. They sort their pictures into groups and Magazines, Paper,
paste them on paper. Display their work and discuss the scissors, glue.
properties of each group of pictures.

Reflection: Share some of the pictures of cubes and spheres students


have cut out.
Assessment

• Can students identify cubes and spheres?


• Can students describe the properties of cubes and spheres?

Lesson 6 ‘Describing Objects’


Sort, describe and name
familiar three-dimensional WALT: Recognise, describe and use names for 3D objects
objects in the WILF:Identify, match and describe 3D objects and use names for
environment (ACMMG009) 3D objects.
Introduction: Use a mystery b ox
Name familiar three-
dimensional objects, Students sit in a circle with the objects in the centre. Give
students about two minutes to try to remember all the
objects, then cover them with a cloth. Choose a student to Range of everyday Support
name as many as they can. Ask other students to help. 3D objects and a Describe various features of
(Alternatively, you could ask students to draw the objects if Bag, a cloth, drawing 3D objects (such as curved
Manipulate and describe an paper/ math book.
they are unsure.) surface, corners) and ask
object hidden from view using students to find objects that
IWB Math Plus pg124
everyday language, have that particular feature.
eg describe an object hidden Ask students to say the
1. Collect the objects* and place them in the mystery box. Select Mystery boxes
in a 'mystery bag' geometric name of the
students to reach into the mystery box, feel an object and then object.
(Communicating) describe it without saying its name. Ask questions about the
object to more detailed description, such as: Is it rough or
smooth? Does it have a flat part? Does it have a curved part? Extension
Can you feel any pointed parts? Can you feel any corners? By Student’s attempt try to draw
modelling these questions, students will gradually understand some of the 3D objects:
the types of questions they could ask, and become more cones, cylinders, spheres
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. 7
Content Teaching, learning and assessment Resources Adjustments Date and
Evaluation
involved in the activity. Have students say what kind of object (balls), cubes (blocks) or
they think it is, either by using the common name or the rectangular prisms (boxes).
geometric name. Give different students turns. Ask students to Teacher may help to show
help think of questions to ask the person feeling the object. how 3D objects can be
Sort three-dimensional objects drawn by shading.
and explain the attributes 2. Once students understand the activity above, divide them into
used to sort them, eg colour, table groups and give each group a mystery box with the
size, shape, function objects in it. Have students take turns picking a different object
and describing it in a similar way to the demonstration. Have
other students ask some questions and then guess the object.
Take turns at putting the blindfold on and picking an object
from the bag or box. Describe the object to your group. Name
it if you can.
Recognise how a group of
objects has been sorted,
eg 'These objects are all 3. Draw a table with 3D objects as headings on the board. Have
pointy' (Communicating, students look at the 3D objects* and suggest which ones
Reasoning) belong in these categories. Quickly draw the objects as they
are suggested. Talk about why the objects have been
categorised the way they have

4. Show objects to class one at a time. Draw a table on the


whiteboard with headings 3D shape(sphere), description
(round, smooth, roll), What is the object? . Teacher observes
and assess students to establish their progression.

Reflection: Create a list of the names of the 3D objects involved in this


lesson and some of the words used to describe them
Assessment
• Can students identify a range of 3D objects?
• Can students describe a range of 3D objects?

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. 8

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