3d Space
3d Space
3d Space
TERM: 2 WEEK: 5 STRAND: Measurement & Geometry SUB-STRAND: 3D Space WORKING MATHEMATICALLY:
MA3-1WM & MA3-3WM
OUTCOMES: MA3-14MG Identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches
and constructs them given drawings of different views.
RESOURCES https://www.abcya.com/games/shape_match
https://create.kahoot.it/share/3d-shapes/a4a14971-6a2c-45af-b66c-b3020cd6ad88
Cubes or blocks.
TEACHING AND LEARNING EXPERIENCES
Lesson 1: GUIDED & INDEPENDENT ACTIVITIES
WHOLE CLASS INSTRUCTION MODELLED
ACTIVITIES
Warm up- LEARNING ● Review 2D shapes and how they are formed.
Students will start the lesson with a whole ● 3D game can help students familiarise themselves with the 3D objects -
SEQUENCE
number activity. https://www.abcya.com/games/shape_match
- Students will be asked to help draw Remediation ● Play ‘Celebrity Head’ with 3D shapes. Three students have the name of a shape written on a label, stuck
out 4 numbers out of a deck of card. Students S2 or Early S3 on their foreheads so that they can’t see it. They ask a series of questions with yes/no answers to try to
will then be asked to find the largest product guess the shape
with those cards.
- How would you find it?
- What mental strategies?
LEARNING
SEQUENCE ● Google Earth: In pairs students will investigate some real-life aerial views of cities on google earth and
- What are the steps?
- Can you explain it to me? identify 3D shapes the buildings are made of. Overall students record the most common shapes of
- Students are to discuss with a buildings and give a reasons as to why and, where cylinders are mostly found. Students sketch out
partner. S3 building from the front, top and side.
Example:
Multiplying the thousands, then the hundreds
then the ones. Then adding up the expanded
notation of those numbers. i.e.
543 x 5
= (500 x 5) + (40 x 5) + (3 x 5)
= 2500 + 200 + 15
= 2715 LEARNING Students create a building out of cubes or blocks and draw the 3D version in their books. The drawing needs to
SEQUENCE include measurements and different views, including top, side, front and back views.
- standard multiplication algorithm.
Extension
Group discussion will prompt students with Early S4
ideas. Getting students to explain a step by
step method. Answering the above questions, EVALUATION & Student Engagement: Achievement of Outcomes:
how, what and explanation to break down the REFLECTION Resources: Follow Up:
method.
WARM UP / DRILL
Students will start the lesson with a whole number activity.
‘Scott went to the store 70 times last month. He buys 15 apples each time he goes to the store. How many apples did Scott buy last month?
Each apple cost him .30c, how much did he spend?’
Presented students with a word problem. Clarify student enquiries about the question.
Students should discuss individually or in groups how they can/have worked out the answer.
-
- Introduce the geometric model of multiplication in area.
- expanded notation multiplication but is done in a form of a rectangle.
- students should have all these working out written in their maths books
RESOURCES ● https://www.youtube.com/watch?v=hlD_j3A
• https://www.geogebra.org/m/M5dZnUeH#chapter/75927
• https://www.ixl.com/math/geometry/cross-sections-of-three-dimensional-figures
LEARNING ● Drawing cross sections: students can explore other objects such as spheres
SEQUENCE and the different angles of the plane. How cutting the object from different
Extension angles can affect the shape.
Early S4 ● Play-dough: modelling other shapes i.e. spheres and cut the cross section of
that shape and draw it.
EVALUATION & Student Engagement: Achievement of Outcomes:
REFLECTION Resources: Follow Up:
After answering the above question students apply the the lattice strategy to the word problem.
● A game show has 30 categories. There are 239 points in each category. How many points are there in total on the game show?
Students should discuss individually or in groups how they have worked out the answer.
- what method and algorithm that used?
- how they worked it out?
- can you explain the your methods?
- can you show the working out?
RESOURCES • https://www.bbc.com/bitesize/articles/zgqpk2p
• https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Geometric-Solids
• https://mathsframe.co.uk/en/resources/resource/115/sorting_3d_shapes_on_a_venn_diagram#
• worksheet
• https://www.youtube.com/watch?v=N6maCFqpbI0
• Playdough
CONTENT: Connect three-dimensional objects with their nets and other two-dimensional representations(ACMMG111)
● visualise and sketch three-dimensional objects from different views, including top, front and side views
● reflect on their own drawing of a three-dimensional object and consider how it can be improved
Differentiated task:
Students can multiply on top of an two digit randomised numbers, an initial number will be given out to students i.e. 12
x 12, they are to work out the product. Select a student to answer the problem and add on top of the it i.e. 12 x12 =
144, then 144x 4= 576, the class are to work out the product then the student picks another peer to continue. Using
written strategies to assist them, clear labelling of the standard multiplication algorithm or other strategies are to be
used.
RESOURCES • http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.SURF&les
son=html/object_interactives/surfaceArea/use_it.html
• Work sheet
• https://www.turtlediary.com/game/nets-of-3d-shapes.html
TEACHING AND LEARNING EXPERIENCES
Lesson 4 GUIDED & INDEPENDENT ACTIVITIES
WHOLE CLASS INSTRUCTION MODELLED
ACTIVITIES
● Discuss the learning intention with LEARNING ● 3D game students familiarise themselves with the 3D objects -
students, and co-construct the https://www.abcya.com/games/shape_match
SEQUENCE
success criteria ● Students predict, and analyse the net of a cube.
Remediation
● Outline and Teach the use of a S2 or Early S3
net. Drawing on students
knowledge of properties of a 3D LEARNING
object.
SEQUENCE ● Centi-Cubes: Students build a 3D shape using centi-cubes. Students draw the shape in
● Define the properties with meta- their books: including the Front side and top views.
language learnt from previous 3D S3 ● Toothpick and Clay: Using toothpicks and playdough students create pyramids and
lessons i.e. vertices, edges, base, prisms. Students draw the shape in their books including front, side and top views.
polygon, apex.
Students name all the properties of the shape.
● Think/pair/ share- students are to ● Draw and Build- Using graph paper students draw and build their own nets, students
discuss the various properties of
the net that they are given. 2-
can attempt to build the drawn net, if the nets were not successful
5mins Discussion point:
● whole class discussion students to - why didn’t it work?
describe their shape using the
- What can they change to make it work?
metalanguage.
● If students need, slides of the nets - Geometry interactive: https://www.turtlediary.com/game/nets-of-3d-shapes.html
terminology will be displayed on students consolidate their learning. As well as showing various ways of drawing nets
the board to aid.
of 3D object as well as how its form through the animation.
LEARNING ● Students create nets of shape of their choice. Students can partner up to make the
SEQUENCE net into shape and they can give each other feedback.
Extension o Are the faces the right size, shape?
Early S4 o Were flaps included so it can be stuck together?
EVALUATION & Student Engagement: Achievement of Outcomes:
REFLECTION Resources: Follow Up:
TEACHING AND LEARNING OVERVIEW
TERM: 2 WEEK: 6 STRAND: Measurement & Geometry SUB-STRAND: 3D Space WORKING MATHEMATICALLY:
MA3-1WM & MA3-3WM
OUTCOMES: MA3-14MG Identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches
and constructs them given drawings of different views.