The marbles are heavy and leave less gaps than the unifix. The sand is messy but fills the whole container. The water is easy to use and fills the whole container. Repeat the activity using a square container. Measure the capacity using marbles and cubes. Draw conclusions about the most appropriate material to use to measure capacity. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURANL ACMMG045 Students will Activity Process – Flip, Ask students to select a pattern In small groups Pattern blocks Identify identify Slide, Turn – Physical. block shape. The ask students ask students to Paper and transformations Ask students to create a pattern for you, make a shape Digital camera describe of shapes as flips, what they know using the selected shape that is with their bodies half and slides or turns; about flip, slides flip, flip, turn, flip, flip, slide, on the ground. quarter and experiment and turns. turn. For example a ‘L’ turns. with these Discuss class shape. Take a transformations answers and ask digital photo of 2.3.10 to establish that students to each students Proficiency Turns flips, slides and demonstrate a shape. Then ask Strand – turns do not alter flip, slide and students to slide, Matching the shape’s size turn with a book. flip or turn their or features. Now ask students shape. Students with then rearrange their to lie on the ground on their themselves into original backs, ask them the position that shape. to demonstrate their shape
The marbles are heavy and leave less gaps than the unifix. The sand is messy but fills the whole container. The water is easy to use and fills the whole container. Repeat the activity using a square container. Measure the capacity using marbles and cubes. Draw conclusions about the most appropriate material to use to measure capacity. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURANL RESOURCES 2.3.10 Turns ACMMG045 Identify and describe half and quarter turns. Proficiency Strand – Matching with their original shape. Students will identify transformations of shapes as flips, slides or turns; and experiment with these transformations to establish that flips, slides and turns do not alter the shape’s size or features. Activity Process – Flip, Slide, Turn – Physical. Ask students what they know about flip, slides and turns. Discuss class answers and ask students to demonstrate a flip, slide and turn with a book. Now ask students to lie on the ground on their backs, ask them to demonstrate Ask students to select a pattern block shape. The ask students to create a pattern for you, using the selected shape that is flip, flip, turn, flip, flip, slide, turn. In small groups ask students to make a shape with their bodies on the ground. For example a ‘L’ shape. Take a digital photo of each students shape. Then ask students to slide, flip or turn their shape. Students then rearrange themselves into the position that their shape Pattern blocks Paper Digital camera