Name:
Teacher Status:
LESSON PLANNING SHEET
Subject:
Mathematics
Year 6 Set: 1
Lesson Context
Unit: Shape
Lesson: 5 of 6
Overview
Day: Thursday Period: 3
Bloom’s
Taxonomy
Learning Objectives
 To recognise the plans of a 3D object and be able
to draw the solid
 Using the 3d Solid draw the 3 plans
Key Idea:
Shape- 3D
/ 5
Success Criteria
 Rapid Acid test - Self evaluation
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Key Skills:
Literacy
Assessment for Learning
Group Work
Others:
Group Background:
Numeracy
ICT
Kinaesthetic
Thinking Skills
Communication
Decision Making
SEN Information:
Resources Required:
 Set 1

 cards, level ladders,
cubes
Key Words:
Main
Starter
Plan view, Front view, Side view, Edges, vertices, faces, Eulers formulae,
Sticekrs for homwork , a3 sheets
10 mins Starter - 1. Eulers differentiated starter
Differentiation
3 different sheets for All, Most and Some
Support:
Extension:
Solids given - fewer
shapes
More shapes- link to
find Eulers
Formulae
15-20 mins 2. Presentation Objective How can we
represent 3D solids? Powerpoint
SS6 1. build solids with
cubes
Differentiated
worksheets to level
2 upper groups
20 - 40 mins 3.Main Activity
differentiated starting points for finding 3 views of
solids
connect isometric
drawing to full 3D
drawing
2 mins Summarize: Check answers and see if
remembered / found links for table
1 min Homework - write up / Find out about Eulers
formula Stickers in planners
Plenary
then connect to 3
different views
40 - 50 mins What have they learnt ?
Discuss their findings each goup
How would they remember the views?
4. Self Assess and 5. Rapid test only
Assessment:
Hwk
AfL
 Self assess - Rapid Test and level
ladder
How will pupils demonstrate their new
understanding?
ALL Be able to draw views and solids
MOST Be able to draw the solid on isometric paper
from the 3 views given
SOME be able to work out how to fool people with
their inventions
Research Eulers - Stickers printed with details of Eulers formula, what does it work for? find out
more and explain rule
All the criteria are taken from the Category 2 Teaching & Learning Strand of the SEF.
Lesson Self Evaluation:
Teacher:
I have good subject knowledge
I used different learning styles appropriately
I engaged and encouraged pupils to work well independently
I challenged pupils through questioning, explaining and modelling
Unsatisfactory behaviour was managed effectively
The level of challenge stretched without inhibiting pupil progress
Learning objectives were shared with pupils
Teaching Assistants and other classroom helpers were well deployed to
support learning
I structured the lesson in a clear, episodic way
Pupils experienced an engaging and challenging lesson
The plenary was purposeful and planned
Pupils:
Pupils showed good attitudes to learning
Pupils knew what they need to do to improve and how they are going to do it
Pupils had opportunities to develop their higher-order thinking skills
Tasks:
Work was closely tailored to meet the full range of pupils’ needs so that they
can all be successful
Pupils were guided to assess the work of their peers and themselves
Resources were used effectively
Pupils with additional learning needs (G&T, SEN, Intervention, …) had work
well matched to their needs
Additional Notes:
All the criteria are taken from the Category 2 Teaching & Learning Strand of the SEF.