iMaths

Investigation 5: Once Upon a Castle

Premise Grouping Key vocabulary/spelling You have been challenged to design a castle. Designers are to build a 3D model with strong walls, towers, a gatehouse, a working drawbridge, and a moat. The winning design will receive a special prize from the royal treasury. Individual and pairs 3D model Moat Tower Sculpture Gatehouse Unveil Spire Feature Drawbridge Turret Baseboard Design Construct Arrange 1. Read and discuss the introductory text. Brainstorm vocabulary and discuss the key words for the investigation. 2. Discuss students prior knowledge about castles. By visiting imathskids.com.au and selecting this investigation, students can follow links to find information and pictures of castles. Students could also look up Willis Castle (and other castles in the area). Focus questions could include, Why did people build castles? Who lived in them? Where do you find them? What do we call the parts of a castle? 3. Students need Tear-Out 7. In pairs, students discuss the design of the castle and label the 3D objects it is constructed from. Students then sketch and label the plan for their own castle. 4. Using cardboard 3D objects, students build their castle. They will need to flip, slide and turn 2D shapes to make decorations, as well as figuring out the best way to position 3D objects together to construct parts such as towers and buildings. 5. Students tally the 2D shapes and 3D objects they used for their model castle. 6. Students unveil their castle designs. Two students from another class, or teachers, could take the role of the King and Queen. Groups present their sketches, explain the features of the castle, and justify the choices they made. They should refer to their tally charts to explain how they built their model. Students should submit: Sketches of the castle A Tally of the number of objects and shapes they used 3D model with drawbridge and features If time allows, groups may instead deliver their presentation to the King and Queen with a video, Powerpoint presentation or other use of technology. They could take photographs or a movie of their design and annotate or narrate it.

Investigation steps (Full notes available in the iMaths Teacher Book)

Submissions

Further options

Term Two
Wk Outcome 1 (PAS1.1 Recognises, describes, creates and continues repeating 2 patterns and number patterns that increase or decrease) 3 4 Content Consolidation of Term One topics SENA testing (Creating and representing number patterns) (Relating addition and subtraction, e.g. the commutative property) Manipulating, comparing and describing features of two-dimensional shapes including hexagons, rhombuses and trapeziums Using the terms sides and corners to describe features of two-dimensional shapes Identifying shapes found in pictures and the environment Making tessellating designs by flipping, sliding and turning a two-dimensional shape Manipulating and describing common three- dimensional objects including cones, cylinders, spheres and prisms Identifying cones, cubes, cylinders, spheres and prisms presented in different orientations Using the terms faces, edges and corners to describe three-dimensional objects Representing three-dimensional objects by making models, drawing or painting Keeping track of what has been counted using concrete materials, tally marks or symbols Using objects or pictures to represent data using one-to-one correspondence Displaying data using column graphs and picture graphs Resources SENA 2 materials http://is.gd/5CZWrs (links to a Google Doc. Is.gd does a security check, just click through) Assessment SENA 2 Register

SGS1.2 Manipulates, sorts, represents, describes and explores various two-dimensional shapes

http://is.gd/5CZWrs

iMaths Investigation 5: Once Upon a Castle

SGS1.1 Sorts, describes and represents three-dimensional objects including cones, cubes, cylinders, spheres and prisms, and recognises them in pictures and the environment

http://is.gd/5CZWrs iMaths Tear-Out 7 (Castle diagram)

DS1.1 Gathers and organises data, displays data using column and picture graphs, and interprets the results

http://is.gd/5CZWrs

WMS1.3 Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content. NS1.3 Uses a range of mental strategies and concrete materials for multiplication and division

Skip counting by ones, twos, fives, and tens Describing collections of objects as rows of and groups of Finding the total number of objects using skip counting or repeated addition Modelling division as repeated subtraction Modelling division as sharing a collection of objects into equal groups
* Note: Fractions, groups and arrays are the focus of an investigation in Term Three. As such it is not critical that these concepts are covered in Term Two.

http://is.gd/5CZWrs

PAS1.1 Recognises, describes, Creating and representing number patterns creates and continues repeating Relating addition and subtraction, e.g. the patterns and number patterns that commutative property increase or decrease Determining a missing element on a number pattern

http://is.gd/5CZWrs