Excerpt from Unit Outline - Stage 2 Learning Sequence in Mathematics

Stage 2, Year 3
Mathematics - Measurement and Geometry (Three-Dimensional Space 1)
Syllabus Outcomes:

MA2-1WM - A student uses appropriate terminology to describe, and symbols to represent, mathematical ideas.

MA2-2WM - A student selects and uses appropriate mental or written strategies, or technology, to solve problems.

MA2-3WM - A student checks the accuracy of a statement and explains the reasoning used.

MA2-14MG - A student makes, compares, sketches and names three-dimensional objects, including prisms, pyramids,
cylinders, cones and spheres, and describes their features.

Prior Learning:

Teaching Strategies Key:

In previous stages of their education, students have

Problem solving - PS

encountered progressive learning in relation to concepts of

Collaborative learning - CL

three-dimensional space. They have explored the

Use of technology - IT

properties of such familiar 3D objects as cones, cubes,

Authentic learning - AL

cylinders, spheres, and prisms. At the commencement of

Hands-on learning - HL

this series of lessons, they are able to sort, describe,

Multilingual focus - MF

represent, and recognise these objects.

Lesson and

Learning Experiences

Links to other

Syllabus

Strands and

Content

KLAs

Lesson 1 -

3D Objects in Reality (ELPSARA - Experience):

PDHPE -

Students identify

The teacher and students have a class discussion, recalling what has been learnt

locomotor

and name three-

about 3D objects in previous years and considering the prevalence of them in

skills (walking)

dimensional

everyday life. As a demonstration of this, students watch the YouTube video Three-

objects as prisms

Dimensional Shapes in Real Life (https://www.youtube.com/watch?v=pdg3ucEJt-I).

(including cubes),

Following this, students explore the school grounds in groups of three, finding and

visual arts

pyramids,

sketching landmarks that resemble specific 3D objects. When groups return to the

(drawing)

cylinders, cones

classroom, they share these sketches with the remainder of the class and justify

and spheres.

their selections. This lesson caters for the needs of multilingual students as it allows

Creative Arts -

them to combine informal understandings with developing mathematical concepts.

(CL, IT, AL, HL, MF)
Lesson 2 -

Can You Guess the 3D Object? (ELPSARA - Language):

English -

Students describe

At the beginning of the lesson, the teacher may need to briefly revise such concepts

speaking and

similarities and

as faces, edges, and vertices. Students then work in pairs, sitting back to back. One

listening

differences

student holds a concrete plastic model of a 3D object and must describe its features

between prisms

to their partner, who attempts to guess the name of the object. When successful,

(including cubes),

the students switch roles and use a different plastic model. The students then

visual arts

pyramids, cones

sketch the object that they guessed from three different angles, emphasising how

(drawing)

and spheres.

perspective can change its appearance when there are three dimensions to

Creative Arts -

consider. The everyday, academic, and technical registers of language are

combined throughout this lesson to assist multilingual students. (CL, HL, MF)
Lesson 3 -

Patterns with Pyramids (ELPSARA - Language):

Students describe

Students focus on the properties of pyramids in this lesson. It begins with a

Number and
Algebra -

and compare

discussion of the pyramids in Egypt and the processes needed to build them in

MA2-8NA

curved surfaces

ancient times without modern technology. Using the floor space in the classroom,

and flat surfaces

students work together to model various pyramids using their bodies. They then

of cylinders,

form groups of four (mixed ability) in order to investigate the patterns that exist

ancient

cones and

between the number of faces, edges, and vertices of pyramids. They may use either

culture

spheres, and

concrete plastic models or an online simulation

faces, edges and

(http://www.learner.org/interactives/geometry/3d_pyramids.html) to construct a table

vertices of prisms

of these properties, discussing and deciding on patterns and relationships within

locomotor

(including cubes)

their groups, e.g. the number of a pyramids faces and vertices is always the same.

skills

and pyramids

(PS, CL, IT, AL, HL)

(balance)

Lesson 4 -

3D Packaging and Using Space (ELPSARA - Pictorial):

Students

The teacher and students discuss the relationship between 3D objects and

Algebra -

recognise and

industrial packaging, reflecting on the combined economic and environmental need

MA2-8NA

describe the use

to fit as many objects into as little space as possible. In groups of four (mixed

of three-

ability), students receive identical containers and a collection of concrete plastic

dimensional

models of 3D objects. They must devise a strategy to fit as many of these objects

ecological

objects in a

into the container as they can, adapting it as necessary. At the conclusion of the

sustainability

variety of contexts

lesson, students share their strategies and the final amount with the remainder of

e.g. buildings,

the class, reflecting on what this means for the packaging industry. Multilingual

packaging.

students are likely to engage with this lesson because it has a real-world context,

History -

PDHPE - non-

Number and

HSIE -

rather than being abstract. (PS, CL, AL, HL, MF)

Lesson 5 -

What is a Net? (ELPSARA - Pictorial):

English -

Students

The teacher reminds students of the previous lessons learning about packaging,

speaking and

deconstruct

and demonstrates how a 3D cardboard box can be cut up to form its 2D net. They

listening,

everyday

explain that all 3D objects have an associated net, which will be the focus of the

viewing and

packages that are

lessons investigation. In groups of four (mixed ability), students receive a collection

representing

prisms (including

of cardboard packages in the shape of cubes, rectangular prisms, and cylinders.

cubes) to create

They are to sketch predictions of what they think the nets of these packages will

nets, e.g. cut up

look like, and then carefully cut them up. After comparing their sketches with the

tissue boxes.

actual nets, they discuss any inaccuracies and devise possible reasons for them.
(CL, AL, HL)

Lesson 6 -

Investigating Nets (ELPSARA - Pictorial and Symbolic):

Students

At the beginning of the lesson, students spend some time handling the cardboard

speaking and

investigate, make

nets created in the previous lesson, familiarising themselves with how they can be

listening,

and identify the

constructed and deconstructed to form the 3D objects. They are then provided with

viewing and

variety of nets

a new investigative problem in groups of three (mixed ability). Each group receives

representing

that can be used

a concrete plastic model of a specific 3D prism (different for each group and not a

to create a

cube or rectangular prism). Using cardboard, the groups are to draw and physically

particular prism.

create as many possible different nets for their object as they can. After completing
the investigation, each group combines with another to share their experiences and
discuss how they approached the task. Once again, multilingual students are
supported because of the strong emphasis on visual learning, as well as the
consideration of different ways of representing and thinking about the central
mathematical concepts present. (PS, CL, HL, MF)

English -

Lesson 7 -

The Strongest Structure (ELPSARA - Pictorial and Symbolic):

Creative Arts -

Students use a

This is the final lesson in this series before the assessment, and is therefore

visual arts

variety of

intended to be an enjoyable means of summarising Three-Dimensional Space. As a

(sculpture)

materials to make

whole class, the teacher and students look at images of famous international

models of prisms

buildings/structures on the Smartboard, discussing the 3D shapes present in them.

(including cubes),

In groups of four (mixed ability), students are then presented with a challenge.

pyramids,

Using plastic straws and masking tape to construct and combine any 3D objects

cylinders, cones

that they have recently learnt about, they are to create a structure that will support

and spheres,

the most weight. As each group completes their structure, the teacher gradually

given a three-

places 50-gram weights onto it until it cannot hold any more or collapses. The group

dimensional

or groups whose structure holds the most are declared the winners, and they

object, picture or

explain their approach and reasoning to the class. (PS, CL, IT, HL)

photograph to
view.
Lesson 8 -

The Curious Cube (ELPSARA - Application and Assessment):

Combines many

The summative assessment task for the two-week focus on Three-Dimensional

of the content

Space occurs in this lesson. Students are provided with their own Curious Cube,

descriptions that

which is a concrete plastic model of a cube. Prior to the lesson, the teacher needs

comprise

to draw simple pictures (e.g. cross, circle, square, triangle, smiley face, heart) in

outcome

permanent marker on all faces of each students cube. Independently, the students

MA2-14MG.

are required to create three different nets for this cube, all of which would be
identical to it when folded up. They therefore need to include the simple pictures in
the correct positions on their nets. The task also requires them to justify why their
nets are accurate. The teacher will use their responses to assess their overall
understanding of the content relating to outcome MA2-14MG. In terms of
multilingual students, this task is inclusive because it also integrates everyday,
academic, and technical registers and concepts. (PS, AL, HL MF)

Lesson 9

Group Discussion and Presentation (ELPSARA - Reflection):

English -

The final lesson forms a means by which students can reflect on the assessment

speaking and

task and the overarching sequence of lessons. Students separate into pairs to

listening

discuss their experience with the task, show and justify the nets they created, and
work together to fold and construct them into the 3D cubes. The pairs compare their
new cubes with the plastic Curious Cubes, undergoing a process of selfassessment regarding the accuracy of their nets. The teacher observes students
capacity to communicate these processes to use as further assessment data. (CL,
HL, MF)