Summary of Lesson Plan:

This lesson provides students with the opportunity to recall and identify 3D shapes and prisms. Develop their knowledge on 3D shapes. Identify how many edges and faces 3D shapes/prisms have. This lesson was designed for a year 3 class, however could also be used for year 4 at it meets stage 2 outcomes. The student engagement level was high when completing the lesson as the initial activity encouraged whole class participation. Students have prior knowledge on what a 3D shape is and the elements.

Australian Curriculum Links:

• Makes, compares sketches and names three-dimensional objects, including prisms, pyramid, cylinders, cones, spheres, and describes their features (MA2-14MG)
• Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
  (MA2-1WM)
• Make models of three-dimensional objects and describe key features (ACMMG063)

Lesson sequence:

Introduction/warm up:

• Teacher will recap on what a 3D shape is on the white board. This will include recapping on what an edge and a face are.
• Students will play a game of stand up sit down based on 3D shapes as a recap from previous 3D shape lessons. Teacher will describe a shape – I have 5 faces – 6 edges etc. teacher will then name shapes and students must sit down when they believe the teacher names the correct shape. Teacher will say, “Am I a cone, am I a cube?”
• 3D shapes will be placed on the IWB to give students a hint as to what 3D shape the teacher could be describing describing.

Body:

• Class will discuss prisms; brainstorm what elements make a prism. For example, two faces the same.
• Provide students with further examples showing on the IWB such as rectangular prism, students will discuss the similarities and differences between prisms and 3D shapes. List can be formulated on the IWB of suggestions the students have.
• Students will each be given a sheet with different prisms and 3D shapes printed on, they must cut out the prisms and organise them in their books based on the number of faces (worksheet below).
• Teacher can provide an example of the activity on the IWB. A shape with 2 faces should be glued at the top of the page (cone); following on with 3,4,5 faces etc working down the page. If shapes have the same amount of faces student will stick them next to the other shape with same amount of faces. Students must name the shape once stuck into their workbook.
• Students who are more advanced may list next to the shape how many faces, edges and if any apex.

Conclusion:

• Class discussion recapping on the elements of a prism, which shape had the most faces and which the least during the activity.

Assessment:

• Annotation of student’s 3D and prism ordering worksheets.
• Notes of student’s participation during class discussion and activities.
• Checklist recording student’s ability to recognise and identify the elements of 3D shapes and prisms.

Resources:

• Interactive white board
• 3D shape pictures for IWB
• Prism pictures for IWB
• 3D shapes
• 3D Shapes Worksheet (DOCX)
• Student mathematic workbooks or plain paper for sticking
• Glue
• Scissors
• Pencils