Lesson Plan
Class: Year 3 Date: Thursday 19th May 2016 Time: Start:
Finish:
Key Learning Area: Mathematics Lesson Topic: 2D Shapes Quadrilaterals
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been exposed to various 2-dimensional shapes in previous years and would recognise the
mathematic terminology used in the lesson.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
reference number AND write out in full. Quote syllabus numbers. Must be clear, specific, observable. learners attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
MA2-1WM uses appropriate Listen to the language being
terminology to describe, and By the end of this lesson, the students will: used by students are they
symbols to represent, using the right terminology?
mathematical ideas Compare and describe features of two- Question students about the
dimensional shapes, including the special shapes they are making and
MA2-15MG manipulates, quadrilaterals why it is a quadrilateral.
identifies and sketches two- manipulate, compare and describe features Observe students while they
dimensional shapes, including of two-dimensional shapes, including the are working.
special quadrilaterals, and special quadrilaterals:
describes their features parallelograms, rectangles, rhombuses, squar
es, trapeziums and kites
construct regular and irregular two-
dimensional shapes from a variety of
materials, eg cardboard, straws, pattern
blocks
Any safety issues to be considered: Resources:
Ensure that students are sitting at List resources you used in preparing the lesson AND those used in the lesson implementation.
their desks appropriately and Pencil
using their equipment in a correct SMART board
manner. Pipe cleaners
Straws
Paper
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Maths book
LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Taught): (mins) (How it is taught)
Note key skills, concepts and values addressed in Write detailed steps showing what the teacher (T) will do
each section. Link to your Indicators of Learning. and what students (Ss) will do.
INTRODUCTION
Compare and describe features of 5 Define the term quadrilateral a 2 SMART board
two-dimensional shapes, including dimensional shape with 4 sides and 4
the special quadrilaterals corners
Uses appropriate terminology to Ask students for the names of some
describe, and symbols to represent, different quadrilaterals square,
mathematical ideas rectangle, rhombus, kite, trapezium,
etc.
Introduce the term parallel lines two
lines that are the same distance apart
and never touching. Ask a student to
find the definition in the maths
dictionary.
Use SMART board to draw examples of
parallel and non-parallel lines. Do the
lines touch? Are they the same
distance apart?
DEVELOPMENT
manipulate, compare and describe 15 Explain and demonstrate the activity SMART board
features of two-dimensional they are going to complete. Teacher Pipe cleaners
shapes, including the special makes a quadrilateral using 4 pieces Straws
quadrilaterals: of pipe cleaner and straw. Draw this Paper
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parallelograms, rectangles, rhombu shape on the board. Ask a student to Pencils
ses, squares, trapeziums and kites change/manipulate the shape making Maths book
construct regular and irregular two- sure that it still is a quadrilateral. Draw
dimensional shapes from a variety this shape on the board. Ask the class:
of materials, eg cardboard, straws, o What happened to the angles
pattern blocks when the quadrilateral changed?
manipulates, identifies and o What happened to the sides when
sketches two-dimensional shapes, the quadrilateral changed?
including special quadrilaterals, o Are there any similarities and
and describes their features differences between the two
quadrilaterals?
In pairs, give students four pipe
cleaners and four lengths of straws.
Students create and trace on paper a
variety of quadrilaterals using the four
lengths of straws. Ask students to
write statements about their collection
of quadrilaterals, focusing on angles
and parallel lines.
Teacher walks around room asking
students about their shapes and their
statements.
CLOSURE
manipulate, compare and describe 5 Come back together as a class and Paper
features of two-dimensional ask some pairs to show the shapes Maths books
shapes, including the special they have drawn and read the
quadrilaterals statements they have about the
uses appropriate terminology to shapes.
describe, and symbols to represent, Collect that materials and collect
mathematical ideas maths books.
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