with Discuss the rule write a rule in numbers that has been words and more and used to create capable students identify the number should be missing pattern – add 3. challenged to elements. Repeat for skip write a general Proficiency counting in 2s mathematical Strand – and 4s; 5s – rule that would observing the calculate the – pattern of the number of blocks connecting last digits; needed for any number Repeat for 10s given stage. observing the with pattern created – counting what is sequences. changing?(the Proficiency first digit). What Strand: is staying the same? (the last – digit). connecting number with counting sequence. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMMG043 Students will Activity Process – Sorting Observe the students as they Boxes: Provide 3D Objects: Sphere, cube, Describe describe the and Constructing 3D discuss the properties of each student prism, cylinder, cone. the features of Objects. shapes in activity process A with a sheet of Mystery box – Cardboard box features of Hold up a cube and B. coloured card. about 25x25x35cm with a three objects, draw and review the Display the 3D objects: Sphere, Ask students to lid. Cut holes in each side them and use properties. Use cube, prism, cylinder, cone; create a (leaving a flap) as in the 2.3.8 objects. materials to the terms ‘faces’, pyramid. Select a shape and container diagram 3D make models of ‘edges’ and ask the students to name the without a lid that Straws, string, craft paper Objects these. object and describe two is suitable for and sticky tape: to construct Proficiency Strand: properties, for example: It’s got carrying 1 cup of models of 3D objects. Hold up a a circle shaped based and one sand. Problem rectangular edge. It’s a cone. This could be Source: First Solving – prism. Compare done as a transitional activity. Steps in Making models and contrast the Mathematics –
with numbers and identify missing elements. Proficiency Strand – – connecting number with counting sequences. Proficiency Strand: – connecting number with counting sequence. Discuss the rule that has been used to create the number pattern – add 3. Repeat for skip counting in 2s and 4s; 5s – observing the pattern of the last digits; Repeat for 10s observing the pattern created – what is changing?(the first digit). What is staying the same? (the last digit). write a rule in words and more capable students should be challenged to write a general mathematical rule that would calculate the number of blocks needed for any given stage. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.8 3D Objects ACMMG043 Describe the features of three objects. Proficiency Strand: Problem Solving – Making models Students will describe the features of objects, draw them and use materials to make models of these. Activity Process – Sorting and Constructing 3D Objects. Hold up a cube and review the properties. Use the terms ‘faces’, ‘edges’ and Hold up a rectangular prism. Compare and contrast the Observe the students as they discuss the properties of shapes in activity process A and B. Display the 3D objects: Sphere, cube, prism, cylinder, cone; pyramid. Select a shape and ask the students to name the object and describe two properties, for example: It’s got a circle shaped based and one edge. It’s a cone. This could be done as a transitional activity. Boxes: Provide each student with a sheet of coloured card. Ask students to create a container without a lid that is suitable for carrying 1 cup of sand. Source: First Steps in Mathematics – 3D Objects: Sphere, cube, prism, cylinder, cone. Mystery box – Cardboard box about 25x25x35cm with a lid. Cut holes in each side (leaving a flap) as in the diagram Straws, string, craft paper and sticky tape: to construct models of 3D objects.
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