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Tpa Presentation
Tpa Presentation
PRESENTATION
THOMAS BRAZIL 110172897
PLACEMENT CONTEXT
• Category 6
• 508 students
• Diverse international population
• Strong STEM focus
• Stephanie Alexander Kitchen Garden Program
• Specialist subjects:
– Japanese
– Physical Education
– Performing Arts
– Science
– HASS
PLANNING
• Learning Area: 2D and 3D shapes
• Class of year 1/2’s
• Content Descriptors:
Year 1:
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious
features (ACMMG022)
Year 2:
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Describe the features of three-dimensional objects (ACMMG043)
• Specific Learning Outcomes:
Students will:
Understand the difference between 2D & 3D shapes Identify and count the features of corners and sides to
identify 2D shapes
Identify and count the features of faces, edges and vertices Be familiarised with drawing and constructing 2D & 3D
to identify 3D shapes shapes
• Assessment: Formative assessment of 2D shapes and their features
Summative assessment of 2D and 3D shapes and their features
UNIT PLAN
PRE-TEST
• Prior Knowledge:
• Essential that teachers are aware of what
students know before beginning a new topic
(Blum 2000, p. 40)
Kite
Parallelogram
STUDENT 3- AARVI
• Year Level: 1
• Previous learning level: Lower mathematical capabilities- mid-range in other learning areas
• Learning needs: Struggles to grasp new mathematical concepts
• Pre-test results: 2D shapes 3D objects
Triangle ✔ Face Cube ✔ Faces ✔
Square ✔ Sides Sphere Edges ✔
Circle ✔ Corners ✔ Cone Vertices ✔
Rectangle ✔ Features? Pyramid Features?
Oval ✔ Did not understand 2D Rectangular Prism Could identify all features and
shapes have 1 face. knew 3D specific terminology.
Semicircle Triangular Prism Struggled to count features.
Could identify and count
Pentagon corners.
Cylinder
Hexagon ✔ Octahedron Difference between 2D &
Became confused with more
3D
Octagon ✔ complex shapes
Kite ✔
Parallelogram
LESSON 1
• Demonstrate difference between 2D & 3D shapes
• 2D shape sorting:
– Pair work- Ability grouping (Prast et al 2018, p. 22)
– Open-ended- elicits higher-order thinking (McKnight & Mulligan 2010, p. 4)
– Investigative (Sangster 2012, p. 40)
– Concrete materials- promote and consolidate understanding (Cook 2012, p. 12)
• Shapes Pizza
– Focus on introducing new shapes: Rhombus, Kite and Parallelogram
– Relevant to student interests/experiences
– Opportunities for extension (Sullivan 2011, p. 27)
• Reflection
– Class circle to share pizzas
• Which shapes did you use? How many?
• What are the features of those shapes?
EVIDENCE OF STUDENT LEARNING