Curriculum Links and Outcomes:
Unit/Topic Description: Measurement and Geometry
Area of learning: Mathematics
Title/Topic/Focus: 2D and 3D Shapes
Class: Year 5/6
Concept(s):
- Prisms are three-dimensional shapes with at least one pair of opposite faces parallel.
- A pyramid is a solid shape which has only one base while all the other faces are triangular.
- Pyramids are names after the shape of their base with all of the other faces being made up of triangles.
Thinking and Working Mathematically:
- Identify and describe the properties of 3D shapes (prisms and pyramids) including the number of faces, number of edges and number of vertices.
Skills ie manipulative, algorithmic, procedural, conventions:
- Manipulate straws and clay to construct 3-D skeletons of prisms and pyramids.
- Manipulate a range of paper nets to construct 3-D prisms and pyramids.
- Use mathematical language when describing 3-D prisms and pyramids.
Dispositions:
- Develop confidence in naming, categorising and building a variety of 3-D shapes (prisms and pyramids)
- Appreciate how 3-D shapes are used in our everyday life (i.e. in packaging) and understand why some shapes are more appropriate in their use than others.
Links to ACARA:
Strand: Measurement and Geometry
Proficiency strand: Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets.
Understanding: Students will gain a greater understanding by the use of online activities that creates links between real and intangible ideas and properties. The variety of tasks throughout each lesson will enable the students to understand the relationship between the concept of shapes and the real world. Class discussion within the trajectory will be used as an aid to build understanding as it provides the students time to talk about their own thinking process, whilst also being able to understand the thinking process of their associated peers.
Sub strand: Shape
Year level, content elaboration and general capability that frames this topic:
Year level: 5
General Capability:
Connect three-dimensional objects with their nets and other two-dimensional representations (ACMG111)
Content Elaboration:
Identify the shape and relative position of each face of a solid to determine the net of a solid, including that of prisms and pyramids
Year level: 6
General Capability:
Construct simple prisms and pyramids (ACMMG140)
Content Elaboration:
Constructing prisms and pyramids from nets and skeletal models
Prior knowledge: Students to be assessed on prior knowledge from the previous year (year 3/4):
· Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
· Describe the features of three-dimensional objects (ACMMG043)
· Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Learning Objectives: At the end of the unit students should be able to Identify the shape and relative position of each face of a solid to determine the net of a solid, including that of prisms and pyramids, including being able to classify a range of angles from three dimensional shapes. Students use scaled instruments to measure shapes and objects. Students create symmetrical shapes and patterns. Students should be able to describe different methods for data collection and representation, and evaluate their effectiveness while being able to solve problems involving time duration.
Misconceptions within the unit: Students may find it difficult to determine the difference between a pyramid and prism. When determining what angles make up a three dimensional shape students might get confused with the exact degrees and a certain angle and also might relate back to only a two dimensional shape. When creating the shapes if the students do not cut out the shape on the correct lines and fold where mandatory, the shape intended of creating will not be accurate.
Area of learning: Mathematics
Title/Topic/Focus: 2D and 3D Shapes
Class: Year 5/6
Concept(s):
- Prisms are three-dimensional shapes with at least one pair of opposite faces parallel.
- A pyramid is a solid shape which has only one base while all the other faces are triangular.
- Pyramids are names after the shape of their base with all of the other faces being made up of triangles.
Thinking and Working Mathematically:
- Identify and describe the properties of 3D shapes (prisms and pyramids) including the number of faces, number of edges and number of vertices.
Skills ie manipulative, algorithmic, procedural, conventions:
- Manipulate straws and clay to construct 3-D skeletons of prisms and pyramids.
- Manipulate a range of paper nets to construct 3-D prisms and pyramids.
- Use mathematical language when describing 3-D prisms and pyramids.
Dispositions:
- Develop confidence in naming, categorising and building a variety of 3-D shapes (prisms and pyramids)
- Appreciate how 3-D shapes are used in our everyday life (i.e. in packaging) and understand why some shapes are more appropriate in their use than others.
Links to ACARA:
Strand: Measurement and Geometry
Proficiency strand: Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets.
Understanding: Students will gain a greater understanding by the use of online activities that creates links between real and intangible ideas and properties. The variety of tasks throughout each lesson will enable the students to understand the relationship between the concept of shapes and the real world. Class discussion within the trajectory will be used as an aid to build understanding as it provides the students time to talk about their own thinking process, whilst also being able to understand the thinking process of their associated peers.
Sub strand: Shape
Year level, content elaboration and general capability that frames this topic:
Year level: 5
General Capability:
Connect three-dimensional objects with their nets and other two-dimensional representations (ACMG111)
Content Elaboration:
Identify the shape and relative position of each face of a solid to determine the net of a solid, including that of prisms and pyramids
Year level: 6
General Capability:
Construct simple prisms and pyramids (ACMMG140)
Content Elaboration:
Constructing prisms and pyramids from nets and skeletal models
Prior knowledge: Students to be assessed on prior knowledge from the previous year (year 3/4):
· Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
· Describe the features of three-dimensional objects (ACMMG043)
· Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Learning Objectives: At the end of the unit students should be able to Identify the shape and relative position of each face of a solid to determine the net of a solid, including that of prisms and pyramids, including being able to classify a range of angles from three dimensional shapes. Students use scaled instruments to measure shapes and objects. Students create symmetrical shapes and patterns. Students should be able to describe different methods for data collection and representation, and evaluate their effectiveness while being able to solve problems involving time duration.
Misconceptions within the unit: Students may find it difficult to determine the difference between a pyramid and prism. When determining what angles make up a three dimensional shape students might get confused with the exact degrees and a certain angle and also might relate back to only a two dimensional shape. When creating the shapes if the students do not cut out the shape on the correct lines and fold where mandatory, the shape intended of creating will not be accurate.