Pre Service Teachers Name: Jo, Kate and Megan

Year Level: 3-6

Victorian Curriculum Level (F-6): 3-6
Lesson Title: 3D Shapes
Lesson Duration: 30 mins
Lesson Time and Date: 12:30-1:00pm Tuesday 22nd of March 2016
Lesson Aims/Learning Intentions
At the end of this lesson students will... (learn, think, do, feel)

Able to identify 3D shapes

Able to create 3D shapes using various manipulatives
Identify vertices, edges and faces of 3D shapes

Learning Outcomes
Victorian
Domain
Curriculum
Learning
Mathemat
Areas
ics

Learning
Focus
Measure
ment and
Geometry
: Shapes

Standard
Level 3: Make models of threedimensional objects and describe key
features (VCMMG142).
Level 4: Explain and compare the
geometric properties of twodimensional shapes and threedimensional objects (VCMMG171)
Level 5: Connect three-dimensional
objects with their nets and other twodimensional representations
(VCMMG198)

Capabilities

Personal
and Social
Capability

Collaborati
on

Level 6: Construct simple prisms and

pyramids (VCMMG228)
Level 3 and 4: skills for effective
participation in group tasks and use
criteria provided to reflect on the
effectiveness of the teams in which
they participate (VCPSCSO023)

Childrens Prior Learning (what do the children already know/what have they
covered?)
Students have learnt 2-dimensional shapes
They have started to learn about 3-dimensional shapes in previous lessons
Students have learnt basic knowledge of vertices, edges and faces.
Teaching and Learning Preparation (resources etc)
Additional Resources
Guess the 3D shape book
Whiteboard

Whiteboard markers
Whiteboard dusters
Scissors
Sticky tape

Manipulatives:
Matchsticks
Blu-tac
Pipe cleaners
Paper nets
Play-doh
Worksheets
Real-life objects
Candle
Ball
Tissue box
Ice-cream cone
Toblerone
Session Structure
Lesson Phase
Orientation/Introdu
ction
How best to
motivate and

explain the
importance of this
lesson? This should
be for about 5
minutes with links
to prior learning or
experiences.

Teaching
strategy/Learning
Activities
Ask yourself What
will support the
students to learn
the concepts Im
trying to teach and
to reach the
outcomes Im
aiming for? What

Begin by - As spoken about in our last lesson.. to

remind students of our last lesson and jog their memory
of learning about 3D shapes. Explain that we will be
learning and working on 3D shapes again in class today.
As an introduction to see what the children remember,
we will read the Guess the 3D shape book. This book is
a quick refresher and assessment tool to get an idea or
where students are at.
An example from the book:
I am a 3D shape. I have 6 faces, 8 vertices and 12
edges. What am I?
(Shapes include cube, sphere, cylinder, cone, triangular
prism, rectangular prism).
We will then split everyone into pairs with the person
they are sitting next to.

Once in groups, each group will choose an icy-pole stick

at random to find out which shape they will be creating
and learning about.

Each group will create their shape using the materials

placed in front of them (Matchsticks, Blu-tac, pipe
cleaners, paper nets or play-doh)
We also have the real life 3D objects/manipulatives on
the table in front of them to assist in constructing and

will students do?

What will I be
doing?

creating their shapes. If they finish early, they can make

another shape (Maybe a more difficult one for gearing
up, or an easier one for gearing down).

Each group member has a worksheet which involves a

table that states all the 3D shapes with a picture and
column to write how many faces, vertices and edges
each shape has. Each group will count and fill in the
table according to the shape/s created.

Once everyone has done this, we will have a

discussion/sharing circle around the table to discuss
each groups 3D shape displaying their creation, talking
and asking questions about how many faces, edges and
vertices for each shape. At this time as we go around
the table, all students fill in the table on their own sheet.
Pose questions to students:
Did you enjoy creating the 3D shapes and why?
Was it easier working with a partner and why?
Who found this task difficult and why?

Extension Activities
Do you need to
provide further
tasks to cater for a
diversity of learning
needs?

Students can make different shapes some shapes

are more difficult and some are easier.

Students also have a variety of manipulatives to

create their 3D shapes

Conclusion/Closure
Ask yourself, How
can I capture the
main ideas of the
lesson?
Recap/revision etc

What are the main 3 things on a 3D shape?

What is a good way to remember our 3D shapes?
What real life objects do they look like?

Assessment
Strategies
What are the
assessment
strategies? These
should be closely
aligned to your
lesson aims. How
will you record
student learning
outcomes?

What am I? Book (to see what students have

previously learnt/remembered)

Observation (observing students identify 3D

shapes)

Performance Tasks (can students made a 3D

shape)

Pose questions To gain an understanding of

students level of understanding.