1. LESSON PLAN 3D shapes: 3
Marianthe Loucataris
Year Level/s: 06/07/2013 Curriculum Area:
(e.g. Mathematics)
Mathematics
sub strand shape
Date: 02/09/2013 Time Period: 11.40- 12.55
Specific Lesson Learning Goals (What will the students learn during this particular lesson?)
This lesson will focus on Reasoning as a Proficiency in the Mathematics Curriculum. “ applying known
geometric facts to draw conclusions about shapes”
Can students identify a variety of 3D shapes. Can they explain the difference between prisms and
pyramids? Can they identify the nets of common 3D shapes? Do they know and can they use the
language to describe the attributes of 3D shapes- faces, vertices, edges, apex, base, parallel?
Curriculum Links Year 6
Construct simple prisms and pyramids
.constructing prisms and pyramids from nets, and skeletal models
Students’ Prior Knowledge:
Students have made 3D shapes with straws and pipe cleaners. They have made 3D shapes with paper
nets. They are familiar with 3D shape attributes : Faces, edges, vertices.
Preparation: (classroom layout, resources, groupings)
6 sets of 3D shapes and corresponding nets and list of attributes.
Images within this file.
photocopies of cards for students to identify as a worksheet
2. Time:
5 mins
5-10mins
Lesson Progression
Introduction
In this lesson we are going to practice recognising 3D shapes, their nets and a list
of their attributes. I have made up 6 sets of cards so that you can play the game
we played last week in groups. Before we do that we will watch some videos and
take a look at a problem solving exercise using geometry.
How do you think the geometry we have been studying is used in the world. What
areas of life does it influence? Let’s have a look at some architecture.
http://inhabitat.com/50-year-old-buckminster-fuller-project-in-ohio-gets-a-7-million-upgrade/
asm-international-buckminster-fuller-scott-pease-2/?extend=1
I have a couple of videos for you to watch, the first one features the 2 dimensional
shapes which form some of the bases of the prisms and pyramids you have been
making.
Nonagon - They Might Be Giants | TMBG - YouTube
▶ 1:22▶ 1:22
www.youtube.com/watch?v=z5m8BWk5LoQ
Video 2 : Geometry as Art.
http://vimeo.com/9502411
“Last week when we made nets. You all made some great shapes.”
Show some of them, ask students to identify them and list their attributes. Can you
show us how you counted the attributes, or in other words faces, edges and
vertices?” “One of you decided to challenge yourself and try doing a nonagonal
prism. Which is great because when we are thinking mathematically or
scientifically- It’s about asking questions we don’t know. That is how we discover
things.”
So I thought we would take a quick look at how to construct a Nonagon.
Questions
How could we make a nonagon? How many sides does a nonagon have?
How could we draw one? Do we want to draw a regular nonagon? Can anyone
define a regular polygon? What if we used a circle to start with. What do we know
about circles? How many degrees do they have?
Nonagonal prism. 27 edges: 9 on each end face and 9 other edges between the side faces.
11 faces: two end faces and 9 side faces
18 vertices: 9 on each end face.
Show picture below once the answers have emerged from students
Marianthe Loucataris
3. Informal Assessment of Student Outcomes
Marianthe Loucataris
What will you assess?
Can students identify a variety of 3D shapes. Can
they explain the difference between prisms and
pyramids? Can they identify the nets of common 3D
shapes? Do they know and can they use the
language to describe the attributes of 3D shapes-faces,
vertices, edges, apex, base, parallel?
Can they use angles to create a polygon?
How will you assess? What evidence will you
collect?
Observation as students play the game.
Collection, marking and feedback given of
worksheets.
Drawing of polygon using a protractor and angles.
Lesson Reflections
Students Self
4. a. To what extent did students meet the specific lesson
learning goals?
b. How will I use this information to plan future lessons?
a. Did the lesson go as I expected?
b. What did I do well?
c. What did not go well?
d. What would I change?
Marianthe Loucataris
