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# Summary of Lesson Plan:

In this lesson plan, students head off around the school using a digital camera or other image capturing device and find 2D shapes. They then come back to the class and have to use tools on the IWB to assist in describing the shapes that they have found in the yard using their properties.

Year 1 Mathematics:

• Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

Year 2 Mathematics:

• Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)

# Lesson Plan Sequence:

### Mathematical Prior Learning:

• Can identify and name basic circles, squares, triangles and rectangles from visualisation, according to typical shape, size and orientation.

### Objectives:

For students to:

• Identify basic circles, squares, triangles and rectangles in different orientations
• Describe the features of basic shapes
• Use technology to record and share findings

### Lesson:

In pairs, students are given a shape card. As a class, students go on a walk around the school and are required to find something that is of that shape. They use a digital camera to record their findings.
Back inside the classroom, photos are uploaded onto the smartboard for the class to interact with together.
The children name the shape they have found and use the ‘shape tool’ on the smartboard to highlight the shape (applying strategies, communicating). They explain why they have identified it as so (communicating), and discuss with the class its features and properties (reasoning). Other class members are encouraged to share their ideas.
The teacher uses questioning to develop students ability to work mathematically. The teacher scribes some of the student’s statements with the photos to record thought processes. Slides are then printed out and made into a book for students to revisit
in the class library.

### Modifications for Stage 2-3:

Students complete the same task as above however they are now given the task of identifying quadrilaterals, pentagons, hexagons and octagons in different orientations.

### Questioning to extend Working Mathematical focus:

• What sort of shape is that? How do you know?
• What else do we know of that is the same shape?
• How is this shape different to the last shape?

# Assessment:

Through questioning techniques of strategies and student’s reasoning; observing conversations between peers; through viewing work sample – photograph and reasoning on Smartboard.

# Resources:

• Printable 2D Shape Cards – set of 12 cards (see attached)
• Computer
• Smartboard