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Sandra Benny (2166634)

MATHS UNIT: Measurement and Geometry

Topic or Theme: 2D and 3D shapes

Year level: 1/2

Relevant Achievement Standard: (highlight most relevant parts)

Year 1
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s, and 10s. They identify representations of one half. They recognize
Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data
displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers
using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to
the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions,
draw simple data displays and make simple inferences.

Year 2
By the end of Year 2, students recognize increasing and decreasing number sequences involving 2s, 3s, and 5s. They represent multiplication and division by grouping into
sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognize the features of three-
dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves,
quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included
in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organize and represent data to make simple inferences.
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Learning intentions
Through this unit, students will:
Understand: **
 how to identify two-dimensional and three-dimensional shapes using their key features such as edges, corners, and faces.

** = ‘understand that’ section is created from the knowledge and understanding achievement standards which state that:
Year 1
 [Students will] describe two-dimensional shapes and three-dimensional objects.
Year 2
 [Students can] draw two-dimensional shapes.
Know: ^ Be able to: ^
 That shapes can be found everywhere.  Identify different 2D and 3D shapes.
 The number of edges and corner on a 2D shape:  Identify key features of 2D and 3D shapes by counting the edges, corners, and
o A triangle has 3 edges and 3 corners. faces.
o A rectangle and square have 4 edges and 4 corners.  Draw and sort different 2D and 3D shapes.
o A circle has 0 edges and 0 corners.
o A kite has 4 edges and 4 corners.
o A rhombus has 4 edges and 4 corners
 The number of edges, corner, and faces on a 3D shape:
o A cube has 6 faces, 12 edges, and 8 corners.
o A rectangular pyramid has 5 faces, 9 edges, and 6 corners.
o A cylinder has 3 faces, 2 edges, and 0 corners.
^ = Both the ‘know’ and ‘be able to’ section is based on the Australian Curriculum content descriptors. The content descriptor is:
Year 1: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
Year 2: Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
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Sandra Benny (2166634)

WEEKLY TIMETABLE:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8.50 Whole School
Reading groups Reading groups Reading groups Reading groups
Prayer/Assembly
9.20 Phonics Phonics
Reading groups
Phonics Phonics Review Dictation
10.00 -11.00 Review Review
Writing Writing
Phonics New Skill
Music
Writing (Genre Writing) Writing (Genre Writing) Library borrowing
10.30 – 11.00
11.00 RECESS
Italian
Maths Maths
Writing 11.30 – 12.00

11:30-1.00
Maths
Maths Drama PE
12.15 – 1.00 Maths
12.15 – 1.00

1.00 LUNCH
1.40 -2.00 Relaxation Relaxation Relaxation Relaxation Relaxation

Art Finishing off

2.00 – 3.00 HASS/Health Science/Digital Tech Religion
Investigations

3.10 HOMETIME
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SEQUENCING lessons
Unit
Week Flow
Lesson Focus and Activity Comments
Lesson 1: Preassessment on shapes

1
Learning intentions
▼
This is a preassessment lesson where the objective is to understand the students’ prior knowledge of shapes.
T
Introduction
E

A
 Ask:
o What are Shapes?
C
o What is the difference between 2D and 3D shapes? (Let them think about it quietly and don’t discuss)
H
(Draw each shape)

Activity (Preassessment on 2D and 3D shapes)

↕
 Students will have to draw as many shapes as they possibly can. Students will need to include basic shapes
such as a square or a triangle but can also make up their own shapes and names. Do not give any prompt on

E
2D or 3D shapes so it can be clear about who has the prior knowledge of 2D and 3D shapes.

X Discussion
P
 Ask them about which shapes did they included in their drawings. Use the board or a big piece of paper to
L
draw or write the name of the shapes. Ask the other students if they have drawn the shape that was
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O mentioned. Summarize the discussion by defining what shape is and demonstrate the differences between a
R 2D shape and 3D shape.

E
Conclusion

 On a sticky note, students will have to write down one thing they learned in this lesson and stick it on the
G
teacher’s whiteboard. This will be used to determine the changes needed in the next lesson.
R
Pack up
O

U Lesson 2: Differences between 2D and 3D shapes

Learning intentions
P
At the end of the lesson, students will know the differences between 2D and 3D shapes. Students will understand
▼
that 2D shapes are flat and 3D shapes are solid. Students will be able to identify between a 2D and 3D shape.
I

Introduction
N

D  To recap the previous lesson, students will have to pair and share about what defines a shape. Discuss what

I
shape is and where can you find them in real life.

D
Explicit Teaching
U

 Discuss the different types of shapes they drew yesterday. Discuss:

A
o 2D shapes are flat and 3D shapes are solid.
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L o 2D shapes are usually drawn and 3D shapes can be physically touched.
 Show a cube and a square to the class. Explain the differences.

Activity (Formative Assessment)

 Students will be provided with different shapes. Students will also be provided with a table that is separated
between 2D and 3D shapes. Students will have to cut and sort different shapes into 2D and 3D shapes in the
table. This activity will be glued in their workbook.

Discussion

 Explain how 2D shapes can be layered to make 3D shapes. Use a stack of paper as an example. One leaf of
paper is a 2D shape but by layering a lot of paper the stack will turn into a 3D shape.

Pack up

Lesson 3: What are some examples of 2D shapes?

Learning intentions
At the end of the lesson, students will know some different examples of 2D shapes. Students will understand that 2D
shapes are flat and that every shape has different numbers of corners and edges. Students will be able to identify and
name different 2D shapes.
Introduction
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 To recap the previous lesson, students will have a pair discussion on what shape are and what the difference
between a 2D and 3D shape is.

Explicit Teaching

 Students will be sitting on the floor with a whiteboard and a marker. Introduce different 2D shapes to the
students through a presentation. Remind them that these are 2D shapes as they are flat shapes.
 Demonstrate how to draw each shape on the whiteboard while repeating its name.
 After this demonstration, students will have to draw it on their whiteboard and write the name of the shape
next to it.
 Test them on it by asking them to draw a shape on the whiteboard and “chin it”. Ask one student to come up
and do it on the whiteboard.

Activity

 Students will have a worksheet where they will have to spot and colour a 2D shape. This will help them to
use their knowledge to recognize shapes that are can be found through real-life objects.
 Differentiation: Students who can be extended will have to discuss and record the number of sides and
corners. This activity will help them to move to the next level on the skills of identifying different 2D shapes.

Conclusion
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 Play an identification game. Ask the students what shapes are shown on the screen. This can give the teacher
a general understanding of which students understood the concept well and which students require additional
help.

Pack up

Lesson 4: What are 3D shapes?

Learning intentions
At the end of the lesson, students will know the different examples of 3D shapes. Students will understand that 3D
shapes have forms and it can be solid. Students will also understand the different names of each of the 3D shapes.
Students will be able to identify and name different names of 3D shapes.
Introduction
 Play the 2D shape guessing games with the students to recap the last lesson’s objectives.

Explicit Teaching

 Students will be shown the “3D Shapes I Know” by Harry Kindergarten Music. After watching, go through
the presentation slides and explain what each 3D shapes are and some examples of them. Discuss some
examples of these 3D shapes around the classroom.

Activity (Formative Assessment)

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 Students will be paired up and they will have to go on a ‘3D shape hunt’ around the classroom. They will
have to write the names of the shape and the object they find. They will also have to attempt at drawing the Extra: Showed videos of 3D
shapes in their workbook. printing because one of the students
 Differentiation: Students can choose any different types of shapes they can recognize. If they are unable or brought it in for show and tell. This
video helped to explain how a 2D
unwilling to draw, they can use the iPad to take pictures of the shape they have found in the classroom and
shape can be changed into 3D by
make a picture collage of it.
staking.

Pack up

Lesson 5: What are faces and corners of a shape?

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Learning intentions
At the end of the lesson, students will know the differences between faces, edges, and corners of 2D and 3D shapes.
Students will also understand that different 2D and 3D shapes have different amounts of faces, edges, and corners.
Students will be able to identify different amounts of faces, edges, and corners on different shapes.
Introduction

 To recap the previous lesson, ask students about the difference between 2D and 3D shapes.
 Draw a square and a cube. Ask the students to identify between the 2D and 3D shapes.
 Ask students if they can name the two shapes that are on the board.

Explicit Teaching

 Draw a big triangle on the board and highlights the corners and edges using different coloured markers.
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 After explaining, stick 5 different shapes and ask the students to help the teacher to place the shapes in order
using the number of edges and corners.
 Take a model of the cube. Count the edges, face, and corners the cube has. As you count them, stick a strip to
indicate each of them.
 Leave a reference up on the screen.

Activity

 Students will have to do some toothpick challenges where they have to create 2D and 3D shapes and
complete a sheet by recording the number of faces, edges, and corners. Students will be working in pairs. Many of the students enjoyed the
toothpick challenge. All were
 Differentiation: The pack has different levels of complex shapes. The table was separated into different
engaged. James loves hands-on
readiness groups and given shapes according to it. When a student is able to do the chosen shapes quickly,
activities (STEM). The activity
they could move to the next group. Gifted and talented students can create their own shapes, but it needs to might have gone for too long.
have 8 faces.

Conclusion

 Students will have to do an exit card where they need to write how many corners, faces, and edges a cube
have. This will be done on sticky notes so students can come and sticky on the whiteboard.

Pack up
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Sandra Benny (2166634)
Assessment Week
3 After notes from assessments –
This week was used to focus on the different types of assessments including the summative assessment (end of the A lot of the students in the class
week) for this unit. I will also be focused on other assessment that is needed for the parent-teacher interview. did not recognize the difference
between pentagon and hexagon.
The first part of the week was used to create nets of different shapes and recording the number of faces, sides, and
Needs more scaffolding about it.
corners. A picture of the nets can be sent to the parents through Seesaw app.

Summative assessment will consist of recognizing and draw different 2D and 3D shapes. It would also include the
assessment of recognizing faces, edges, and corners.

4 Lesson 6: Difference between pentagon and hexagon

Learning intentions
At the end of the lesson, students will know the differences between the pentagon and hexagon. Students will
understand that pentagons have 5 sides while hexagons have 6 sides. Students will be able to identify differences
between a pentagon and a hexagon by counting the sides of the shapes.
Introduction

 Explain the focus of the lesson.

 Discuss how the shapes will look similar to each other as it increases the sides and the way to identify them
will be by counting the sides of the shape.

Explicit Teaching
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 Draw a pentagon, hexagon, and octagon on the board. Go through each shapes’ name and explain that they
are named based on the numbers of sides the shapes have.
 Talk about the history related to the names of the shapes. Tell the students that in Greek, ‘penta’ means 5,
‘hexa’ means 6 and ‘octa’ means 8.

Activity

 Students have to complete a worksheet that helps them to practice identifying the shape by tracing, counting
the sides and recording them, and by colouring each shape from a pool of shapes.

Pack up