3d Space

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TEACHING AND LEARNING OVERVIEW

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.

CONTENT: Compare, describe and name prisms and pyramids


● Describe similarities and differences between prisms and pyramids, e.g. between a triangular prism and a hexagonal
prism, between a rectangular prism and a rectangular (-based) pyramid
Construct simple prisms and pyramids (Three-Dimensional Space 1 & 2)
● Describe to another student how to construct or draw a three-dimensional object
WARM UP / DRILL Build a problem Use:
Find the biggest factor.
- Three or four players, each group
- Each player is given 3 or 4 cards.
- Each student is to make the biggest product from their cards. Students are to WRITE DOWN the algorithm.
- Fastest player solve their own algorithm wins.

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.

Get students to explain the difference


between 2-D and 3-D shapes. Using visuals to
help, discussing and brainstorming ideas with
partner.
● Students will be pre-assessed on
their knowledge with a Kahoot.
● Discuss as class, outline the main
points.
o What makes it a 3D shape
o How
o Why

● Discuss the learning intention with


students, as well as the success
criteria

● Overview of the shapes and the 3D


shape names.
● Teach students what a polygon and
how to determine it.

● Outline the metalanguage in the


unit: prism, pyramids, triangular
prism, square prism, cube,
rectangular prism, pentagonal
prism, triangular pyramid, square
pyramid, rectangular pyramid.
Placing emphasis on the importance
of it.

TEACHING AND LEARNING OVERVIEW


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.
CONTENT: ▪ visualise and draw the resulting cut face (plane section) when a three-dimensional object receives a straight cut
▪ recognise that prisms have a 'uniform cross-section' when the section is parallel to the base
▪ recognise that the base of a prism is identical to the uniform cross-section of the prism (Reasoning)
▪ recognise a cube as a special type of prism

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.

- what method and algorithm that used?


- how they worked it out?
- can you explain the your methods?
- can you show the working out?

-
- 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

TEACHING AND LEARNING EXPERIENCES


Lesson 2 GUIDED & INDEPENDENT ACTIVITIES
WHOLE CLASS INSTRUCTION MODELLED
ACTIVITIES
● Discuss the learning intention with students, Co- LEARNING ● 3D game can help students familiarise themselves with the 3D objects -
Constructing the success criteria with students. SEQUENCE https://www.abcya.com/games/shape_match
● Revision on the previous lesson and what they ● 3D Shape Sort – Give each student a mini whiteboard, or blank piece of paper.
know. Ask students what they have written Remediation Read out the description of various pyramids and other 3D shapes and have
down in the single cube rubric from the first S2 or Early S3 students sketch the shape you are describing. Once the student has a sketch
lesson. completed and thinks that they know what shape it is, have them hold up their
board/paper. The class competes against one another.
● Outline and Teach what a cross section is.
o 2D shape that results from cutting a 3D LEARNING
shape with a plane. Using examples SEQUENCE ● Drawing cross sections: students are to explore the diagrams from the
provided to show students. interactive website and draw the cross sections of each 3D object. Students
S3 are to discuss and provide reasoning as to why they have drawn the certain
● Show students the youtube video,
angle of the cross section.
https://www.youtube.com/watch?v=hlD_j3
A. A clear explanation of what a cross-section https://www.geogebra.org/m/M5dZnUeH#chapter/75927
consist of is given. ● Play dough- students are able to model with playdough/ clay then cutting
cross section as they analyse each cross section they can draw the shape.
● As a class, explore the URL link of the 3D object. Students are given a scenario, ‘It is Joyce’s 10th birthday party, she has
It is an interactive website that displays the designed the birthday cake to be made exactly like her favourite jewellery box
cross sections of various 3D objects that have which was in a form of a cube. She has invited 5 of her close friends to the
been discussed in previous 3D lesson.
party, and left the cake out on the table. If each of her friends have cut a piece
of the cake differently, how did each piece look like?’

● Quiz: student can answer the quizzes


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:

TEACHING AND LEARNING OVERVIEW


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.
investigate the properties of special quadrilaterals (parallelograms, rectangles, rhombuses, squares, trapeziums and kites)
CONTENT: identify, describe and compare the properties of prisms and pyramids, including:
● number of faces
● shape of faces
● number and type of identical faces
● number of vertices
● number of edges
WARM UP / DRILL Start the lesson with a whole number activity.
Introduce the lattice multiplication strategy
Watch the Youtube video https://www.youtube.com/watch?v=N6maCFqpbI0 Starting from 1 minute 20 sec.
Students use the Lattice strategy to answer 27 x 34.
Students use another strategy to check their answer.
Lattice multiplication

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

TEACHING AND LEARNING EXPERIENCES


Lesson 3 GUIDED & INDEPENDENT ACTIVITIES
WHOLE CLASS INSTRUCTION MODELLED
ACTIVITIES
LEARNING ● 3D game can help students familiarise themselves with the 3D objects -
● Revise over previous 3D lesson, Prism and https://www.abcya.com/games/shape_match
Pyramid. Make sure students are able to use the
SEQUENCE
● URL link is a interactive site where students are able to explore the properties of 3D
correct terminology. Faces, bases, side, edges, Remediation shapes.
vertices, Apex. S2 or Early S3 https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Geometric-Solids/
● Discuss the learning intention with students, and ● Shapes hiding in our room - Children are given 1 minute to locate and write down
co- construct the success criteria with them. as many 3D shapes they can, with their 3D name and the object.

● Outline and Teach the properties of 3D objects. LEARNING


Metalanguage- edge, faces, vertices. object, ● 3D Shape Sort – Students are given a worksheet with description of various
shape, three-dimensional object (3D object), SEQUENCE
shapes, they are to draw and identify the properties of these shapes.
prism, cube, pyramid, base, uniform cross-section,
face, edge, vertex (vertices), top view, front view, S3 ● Create their own 3D Shape Guess What game: Students create a 3D shape game.
side view, net They need to create the rules based around using the properties of 3D shapes.
● suggestion:
● Refer to the interactive link with the video ▪ guess who game, but with 3D shapes.
•https://www.bbc.com/bitesize/articles/zgqpk2p ▪ celebrity head- have a students with a picture of the object on
● The second URL link is a interactive site where their head, They ask a series of questions with yes/no answers to
students are able to explore by themselves. try to guess the shape.
▪ Cranium type style games
https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Geometric- ▪ Memory: match the shape with its net.
Solids/ LEARNING ● Venn diagram- students can play the game and sort out various 3D object in
SEQUENCE accordance to the properties. Students can also challenge themselves and
● Choose an object in the classroom i.e. a book and Extension include various different levels and properties on the object.
discuss and identify the properties of the selected
Early S4
object.
EVALUATION Student Engagement: Achievement of Outcomes:
● Students are to complete the worksheet and & Resources: Follow Up:
activity.
REFLECTION

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.

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

WARM UP / DRILL Mental strategies for multiplication.


Students sit around in a circle. Each child has a card. The student with the START card stands up and reads his/her card.
The student that has the next number stands up and reads and so on until the last child reads his/her card. Each card
would have a product and another question.

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.

CONTENT: Construct simple prisms and pyramids(ACMMG140)


● create prisms and pyramids using a variety of materials, eg plasticine, paper or cardboard nets, connecting cubes
● construct as many rectangular prisms as possible using a given number of connecting cubes

WARM UP / DRILL Division:


How long would it take to travel 600 km if the average speed for the trip is 75 km/h? how many mins would that be?
600/75
=8
8x 60
= 480 mins
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
• https://www.turtlediary.com/game/nets-of-3d-shapes.html

TEACHING AND LEARNING EXPERIENCES


Lesson 5 GUIDED & INDEPENDENT ACTIVITIES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES
LEARNING ● 3D game can help students familiarise themselves with the 3D objects -
● Revise the prior lesson and SEQUENCE https://www.abcya.com/games/shape_match
metalanguage used. Students Remediation ● Shapes hiding in our room - Children are given 1 minute to locate and write down as
identify what they know and many 3D shapes as they can, with their 3D name and the object.
S2 or Early S3
what they don’t know. ● 3D Shape Bingo – Each student is given a mini whiteboard that they divide into 3rds.
Students draw 3x 3D nets of their choice. Students take it in turn to read out the
● Discuss the learning intention description of various pyramids and prisms. the first student to have all 3 shapes
with students, and co-construct described calls out bingo.
success criteria This can be a game students play in pairs or n groups of 3-4. Students are to draw them in
their exercise books.
● Discuss the activity with
students. Refer to the previous
lessons of nets to remind LEARNING Using Resources( 3D nets, toothpicks and playdough) students design and make a robot.
students how to draw and SEQUENCE ● Students will be given their scenario, where they are to build a Robot. Students are to plan
construct prism and pyramids. and draft their design in their books.
● model a robot using connecting o Which 3D objects?
S3
cubes to help students to visual o Height?
what they need to do, o Width
o Drawing different views of the their robots
● Students plan, what their ● Which nets should they use to build their robots.
robots will look like, drawing
connecting 3D objects that they
want to use.
LEARNING ● In addition to constructing their robots, students are to consider the cost of: materials,
Reflection: SEQUENCE volume and area of the 3D shape.
a photograph of the completed product Extension
should be uploaded on seesaw. Student Early S4
that did not complete can do a exit EVALUATION & Student Engagement: Achievement of Outcomes:
sheet, reflecting on the lesson and the
REFLECTION Resources: Follow Up:
last two weeks on the lessons.

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