Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm Date: 6th June 2018 Students’ Prior Knowledge:

Learning Area: Mathematics – Measurement and  First introduction to 2D shapes, however most
Geometry children in the class may be able to recognise
common shapes (square, triangle, circle)
Strand/Topic from the Australian Curriculum
Describe and draw two-dimensional shapes, with and
without digital technologies (ACMMG042)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ Competence
competence
✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Understanding, Reasoning, Problem Solving
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Describe and label attributes of common 2D shapes
 Draw 2D shapes

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 If the classroom gets too noisy or students get
 PowerPoint off task, use clapping or ‘stop, look and listen’
 Shape cut outs in container to refocus attention
 Whiteboards and markers
 Shape bingo  Get Ellie and Tigers group started before
walking around the classroom

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
The students proved to me in this lesson that they are very capable with this topic, particularly with describing and
labelling 2D shapes. Casey was very impressive, offering me more complex shapes than the simple ones we had
been discussing (drawing and labelling a pentagon on the board). All students were able to draw 2D shapes in their
activity and only a few, such as Millie and Taylan, struggled with the labelling of the shapes (mixing up corners with
edges). As we ran out of time, I will focus more on the Shapes Detectives activity in a following lesson as I think it is a
great tool for teaching this topic.

Teacher self-reflection and self-evaluation:

In this lesson I felt very prepared which gave me some peace of mind throughout. However, I knew throughout my
lesson that I had over planned and tried to fit too much in this lesson – I know now that it was a result of feeling
underprepared when some students finished their activity early in last week’s lesson, so I overcompensated and

1
ended up adding too many elements to the lesson. I am constantly trying to improve on my strategies to
differentiated, so next time I will use more complex vocabulary for the extension kids so that they are able to go
ahead in follow up lessons. My main stop motion activity also could have been improved by giving more clear
instructions and perhaps adding the WILF so that they knew exactly what to include in their video (shape, object and
labels).

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:

 Call students quietly onto the front mat and explain that the WALT of
11am
the lesson is “Describing, drawing and labelling 2D shapes”.
In this lesson we will be focusing on recognising familiar shapes and
finding out how they are different and similar to each other.

 “Who knows what 2D stands for?” (Two-dimensional)

“Does anyone know how we recognise 2D shapes?”

 Use PowerPoint to guide the format of the lesson.

 Introduce the topic and gain prior knowledge by asking students to

give you the names of a shape they know. As they tell you, write the
name on the board and ask them to describe that shape so that you
can draw it up. Ask questions such as: “How many sides/edges? How
many points/corners? Are all sides even or different?”

 Give students the definition of important vocabulary for this lesson:

- Corner: Where the edges/lines meet in a shape
- Edge: Lines that make up a shape

Lesson Steps (Lesson content, structure, strategies & Key Questions):

11:10am  Play the Interactive Game with the students to sort shapes.
http://www.abcya.com/shapes_geometry_game.htm. As you go Load game
through the activity, ask students to describe what they notice about
each shape. Encourage them to use the words edges and corners
when describing.
Whiteboards + Markers
 Instruct girls to get whiteboards while boys get markers, then swap
and return to the mat.

 Before we start our first individual activity, I will pick a shape out of a
container (with words describing it) and describe it to students in
11:20am Shape cards in
terms of how many edges and corners it has then they will guess
container
what it is, based on my description and draw it on their whiteboard.
Do this with a few shapes to give students an idea of how they can
describe shapes.

 Instruct book distributors to hand out Maths books to avoid chaos! Maths books

2
  Students are going to become shape detectives in this activity. We
will follow along with the Shapes Detectives video, but I will pause at
each shape so that students can write down the object, the shape,
and a characteristic about that shape (Clock, circle, round edge, no
corners)
Have Shapes Detective
Once we get to the end of the video, students should have written video loaded
about the six 2D shapes. They will hand in their maths books to Miss
Langer, “The Head Detective”, wait back patiently on the mat until
everyone has found their shapes.
This activity will help students to recognise that shapes are
everywhere around them.

 Explain to students that today we will be using iMotion to create a

11:35am stop motion video with whiteboards about different shapes.
(If they are confused remind them about the videos that create using
iMotion for the sounds in their spelling words)

They will be given a sheet with a list of shapes. They will draw the
shape, take two pictures, write the name of the shape, take two
11:50am pictures, then label how many edges and how many corners they
have. When they finish, instruct them to save their video to their
camera role and upload to Seesaw for Mrs C. to view.
Shape sheet
 For early finishers give them shape bingo. One student will call out
the description of the shape and students must find that shape on
their board and place a counter on that shape. The first student to
have 3 in a row will win.
(If the whole class finishes early we will play a game as a class with
myself being the shape caller.) Shape bingo

11:55pm Lesson Closure:(Review lesson objectives with students)

 Boys to put their iPads in a pile while girls put whiteboards away then
swap. Then bring students back onto the front mat.

 To wrap up the lesson, have students come and draw 2D shapes that
they have learnt about today on the board, while their classmates tell
them how many edges and corners are on that shape.

12pm Transition: (What needs to happen prior to the next lesson?)

 Students will need to make sure their iPads and whiteboards are
away and then wait quietly on the mat until we are ready to go off to
Science. Whiteboards and
markers
Assessment: (Were the lesson objectives met? How will these be judged?)

Use the table to check off whether or not students have shown understanding
throughout the lesson. Keeping anecdotal observations and notes throughout
the lesson and also referring to the final work they completed in this lesson
(iMotion video, class participation, shape detective page) to decipher whether
or not the objectives have been met.

3
✓ or X or CCD = contributes in classroom discussion
5th June 2018 Describe Draw 2D Comment
and shapes
label 2D
shapes
Keelie N/A N/A N/A
Cohen ✓ ✓ Showing very good understanding
Taylan X ✓ Mixing up the terminology
Izzy ✓ ✓ Confident with labelling and drawing
shapes
Bella ✓ ✓ CCD
Casey ✓ ✓ Casey displayed prior knowledge of
more complex 2D shapes at the start of
the lesson (identifying and pentagon on
the board)
Lawrence ✓ ✓ Very confident with shapes and their
labels, using more complex terminology
to describe
Maya ✓ ✓ CCD
Skye ✓ ✓ Found different shapes during shape
detectives to other students
Hayley ✓ ✓ CCD
Shiloh X ✓ Mixing up corners and edges
Jordi ✓ ✓ Initially mixed up corners and edges but
fixed it and didn’t make the same
mistake
Millie X ✓ Can recognise the shapes but struggles
with terminology
Chloe ✓ ✓ CCD
Carla ✓ ✓ Quiet during discussion but displayed
competence in iMotion video
Mia X ✓ Mixing up corners and edges at times
Hunter X ✓ Confused by terminology
Rebecca ✓ ✓ Impressed by Rebecca during this
lesson and her descriptions
Brodie ✓ ✓ Fixed his mistakes after differentiating
corners and edges
Ellie ✓ ✓ Is competent in describing and drawing
shapes
Hudson ✓ ✓ Mixed up the terminology but fixed it in
the main activity

In my follow up lesson tomorrow I will use an exit ticket to see each child’s individual
understanding of 2D shapes, including their understanding of their features.