MATHEMATICS
EARLY STAGE 1
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK:
OUTCOMES: MAe-14MG
CONTENT:
STRAND: Measurement and Geometry
SUB-STRAND: 3D Space
WORKING MATHEMATICALLY:
MAe-1WM
Manipulates, sorts and represents three-dimensional objects and describes them using everyday language.
Describes mathematical situations using everyday language, actions, materials and informal recordings.(WM1)
Sort, describe and name familiar three-dimensional objects in the environment
 Describe the difference between three-dimensional objects and two-dimensional shapes using everyday language.
ASSESSMENT FOR
LEARNING
(PRE-ASSESSMENT)
Pre-Assessment: Have students describe the features of a square (2D) and then a cube (3D).
Ask students if they can give any real-life examples of these shapes.
WARM UP / DRILL
Crazy Corners- Place a variety of 2D shapes on the walls around the room. Children choose a shape and stand in front of it.
Teacher randomly selects the name of a shape and the students standing in front of that shape are out.
Continue playing the game until there is a winner.
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
QUALITY TEACHING
ELEMENTS
How many squares can be found on a cube?
RESOURCES
The teacher prepares a variety of regular and irregular paper shapes and collects a variety of objects
(some with similar features).
INTELLECTUAL QUALITY
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Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication
QUALITY LEARNING ENVIRONMENT
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Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction
SIGNIFICANCE
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Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
TEACHING AND LEARNING EXPERIENCES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES

Explicitly communicate lesson
outcomes and work quality
 Define and reinforce metalanguage
used in the unit. Shape,3D Object,
Edge- Corner, Face, Flat and Fat-.
 Sorting and Classifying (Two and
Three-Dimensional Space). Show
students a variety of 2D and 3D
models. Ask volunteers to find
examples of the models within the
classroom. Explain that they should
all find one that is ‘flat’ (i.e. A
representation of a 2D shape) and
one that is ‘fat’ (i.e. A
representation of a 3D object).
 Volunteers are asked to sort the
shapes and objects into groups e.g.
rough or smooth, colour, size,
shape. Students are asked to
explain their grouping.
 Volunteers are then asked to sort
the shapes and objects in a different
way. For example, if the students
sort them according to their colour
the teacher could ask ‘If these
shapes and objects were all red,
how would you sort them?’
Introduce the idea that they could
be sorted based on how many
corners or faces they have.
GUIDED & INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
Pre Foundation
Skills
Play-dough Objects - Students will use 2D and 3D models to help them make at least three playdough objects. Ask the students to show their work to a friend and try to name the objects.
LEARNING
SEQUENCE
 In small groups, students take turns to sort the shapes and objects for others to
determine and explain how they have been sorted.
Possible questions include:
 How many different ways can you sort the shapes?
 Is this shape a square, a rectangle or a triangle? How do we know?
 How are these objects (two rectangles) the same or different? Can you name each
object?
 How are these objects (a rectangle and a rectangular prism) different?
 Investigation: Ask students to look for matching 2D shapes and 3D objects at home for
homework. Volunteers will discuss the objects they found. In the discussion, ask students
how many corners or faces the objects had, or if the objects had curved or flat faces.
 Assessment: Have different students role-play being the teacher and ‘teach’ the other
students about the characteristics of different 3D and 2D objects.
 Barrier Shapes - In pairs, each student is given an identical set of three-dimensional objects
e.g. 1 cube, 3 rectangular prisms, 1 cone, and 2 cylinders. Student A creates a construction
using the objects and conceals it. They describe it to Student B who attempts to produce
the same construction. Students compare constructions, swap roles and repeat the activity.
Possible questions include:
 Could your partner follow your instructions?
 What 3D objects did you use, describe your construction. How did you build it?
Student engagement:
Achievement of Outcomes:
Resources:
Follow up:
ES1
LEARNING
SEQUENCE
Extension
S1
EVALUATION &
REFLECTION