Edith Cowan University

School of Education – Primary Forward Planning Document

ATP4440 FORWARD PLANNING DOCUMENT

Pre-Service Teacher: Tinelle Rigby School: Midvale PS Learning Area: Math
Student ID: 10495314 Mentor Teacher: Mel Dragon Topic: shapes
Course: Y41 Year level: 1/2 Time period: 40 minutes

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Edith Cowan University
School of Education – Primary Forward Planning Document

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Students results will be Lesson Introduction Focus questions are
students will be able to: recorded on a presentation listed throughout the
spreadsheet. Each Warm up: YouTube jack Hartman lesson presentation.
 Show their learning of the properties Kahoot quiz counting backwards to 50
student's score is then
of 2D and 3D shapes by completing a iPads  What makes this a
broken down and  Teacher explains over the next few
cold task. Kahoot. rectangle?
analysed by assessment Class set of shape
weeks students will be looking into
focus to show you the bingo  Are the lines all the
shapes and their properties.
proportion that were White board same?
Recognise and classify  Use the lesson presentation to
answered correctly. This markers  Does this shape have
familiar two-dimensional refresh students’ knowledge of
may help you identify any corners.
shapes. Explore the language
shapes and three- areas where children corners, sides, straight, long short,
dimensional objects need further support. curved.
You can refer to the
using obvious
'Addressing Body
features (ACMMG022) Misconceptions' tab for
further information on  Students need to log into iPad and
Represent and solve scan the QR codes ready for
potential
simple addition and misconceptions and kahoot.
 Teacher explains that this will not
subtraction problems links to interventions
that can help address be rushed, and we are not looking
using a range of at how fast the students answer.
them.
strategies  Teacher reads out each question,
including counting and the possible answers.

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Edith Cowan University
School of Education – Primary Forward Planning Document

on, partitioning and  Pack up iPad.

 For the remaining time students
rearranging
can colour in shape colour in
parts (ACMNA015)
 What shape is
Conclusion
this?
 Refer back to the lesson  How do you
presentation. Students will be know?
shown different shapes which they
will have to say out loud.
 Teacher informs students
tomorrows learning intentions

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Teacher will observe PP Introduction
students will be able to: students progress to
Large shape print - Go through lesson presentation  What is this shape?
see how students are
 Name common 2D shapes outs o Presentation introduces rectangle
progressing. This well
 Describe 2D shapes Pop sticks students to rectangles,  How come it is not a
help in lesson
 Find 2D shapes around the classroom Shape attribute squares, triangles and circles square? What makes
differentiation
activities. worksheet and their properties. it a rectangle?
Recognise and classify o Students describe and  What are corners?
familiar two-dimensional compare shapes using  What are sides?
shapes and three- informal language such as
straight, not straight, long,
dimensional objects

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Edith Cowan University
School of Education – Primary Forward Planning Document

using obvious short, curved.

o Look at 2D shapes in real life.
features (ACMMG022)
Ask
students what shapes they
Represent and solve
see.
simple addition and - What shape have
subtraction problems Body you made?
using a range of - How many shapes
- Get students in pairs
have you made all
strategies - Hand out eight pop sticks between the
together?
pairs, and shape attribute worksheets
including counting
- Task: Students make as many shapes
on, partitioning and as they can make out of the pop stick.
rearranging As they make a shape, they need to
parts (ACMNA015) draw it in the ‘shape’ column box,
then count how many sides there are
and the number of corners.
- Students should be able to make 8
Describe and draw two- shapes.
dimensional shapes, with - Teacher models an example of a
square.
and without digital
- After 15 minutes, go through as a
technologies (ACMMG04 class.
2)
Conclusion

What am I game: teacher calls on a

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Edith Cowan University
School of Education – Primary Forward Planning Document

student to stand out the front, facing

away from the IWB. A shape will be
displayed behind them. Their classmates
will see the shape and will need to give
one hint at a time, so the person standing
may guess the shape.

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Teacher will observe PP Introduction  What am i?
students will be able to: students’  How many
White boards Warm up: YouTube jack Hartman
participation within rectangles can you
 Name common 2D shapes Markers counting backwards to 50
the quiz as well as see?
 Describe 2D shapes Differentiated
the self-assessment - Chin it activity: teacher says the name  What is the same
 Sort 2D shapes according to their work sheets
at the end of the of a shape and students draw the about these shapes?
attributes
lesson. Teacher will Class quiz shape on their white board. what is different?
use these results in - Keep white boards out for the  Have these shapes
Recognise and classify the planning of PowerPoint. been sorted
moving onto 3D - Explicitly talk through lesson PP. correctly?
familiar two-dimensional shapes. - Show students work sheet, explain
shapes and three-
what is required.
dimensional objects
Body
using obvious

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Edith Cowan University
School of Education – Primary Forward Planning Document

features (ACMMG022) - students complete differentiated

worksheets.
Represent and solve
- Year 1 (one star) + Madison
simple addition and
- year 2’s (2 star)
subtraction problems
using a range of -extension (3 star)
strategies - teacher asks students who are confused
including counting to join on the floor. Teacher explicitly
on, partitioning and teaches students on the floor.

rearranging - play shape quiz

parts (ACMNA015)
- students are arranged into boy’s
vs girls.

- Teacher explains rules and

Describe and draw two-
penalties.
dimensional shapes, with
and without digital - students play quiz.

technologies (ACMMG04 Conclusion

2) What was your
Gather students back at desks. Ask
students to close eyes. favourite thing about
this lesson?
-thumbs up- I feel confident about 2D
shapes What did you enjoy?

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Edith Cowan University
School of Education – Primary Forward Planning Document

- thumbs in the middle- I still need more Why?

practice with my 2D shapes
How do you currently
- thumbs down- I do not know anything feel about 2D shapes?
about 2D shapes.

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Students will be Lesson PP Introduction  What is this shape?
students will be able to: required to tally the How do you know?
Shape face  Teacher begins with a short PP
shapes used and asked  How many sides
 Name common 2D shapes cutouts showing students pictures of shapes.
what shape this is. does it have?
 Describe 2D shapes Black card Recapping what has been learnt.
Students will be  What is a pentagon?
assessed on their shape Shape tally sheets  Explain any misconceptions shown in
recognition. White boards past lesson learning activities.
Recognise and classify  Explain the task.
markers  What is abstract?
 Task: students will receive shape cut-
familiar two-dimensional
outs. Students will be creating a shape
shapes and three- abstract face.
dimensional objects  Use PP slides to explain what abstract
using obvious is. Show students examples.
 Explain that not all of the shapes have
features (ACMMG022)
to be used.  What steps do you
 Explain the steps need to take?
Represent and solve
1. Choose your head
simple addition and

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Edith Cowan University
School of Education – Primary Forward Planning Document

subtraction problems 2. Grab your shape sheet

3. Position your shape face
using a range of
how you like BUT do not
strategies glue.
including counting 4. When approved the
on, partitioning and teacher will give you black
card. Then you may start
rearranging gluing.
parts (ACMNA015)  Call on students to repeat steps.  What shape is this?
 How many
Body
corners/sides does
Describe and draw two-  Students commence activity. it have?

dimensional shapes, with  Students have permission to

spread around the room.
and without digital  When completed introduce shape
technologies (ACMMG04 tally chart. Students need to tally
2) all of the shapes they used on
their face (this may need to be
continues in next lesson).

Conclusion

Gallery walk: students display their faces

on the desk and work around the room
looking at their peers work.

Teacher concludes class by asking students

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Edith Cowan University
School of Education – Primary Forward Planning Document

to draw a pentagon on their whiteboards.

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Teacher will observe White boards Introduction  How many sides
students will be able to: students’ responses in does a __ have?
Markers - Ask students to get their whiteboards
the white board activity
PP out and park it.
Find 3D shapes in response to their names. and record students
who still need support. 3D shapes - Teacher asks students to write the
Name the 3D shapes that I work with.
Net cut outs number of sides an octagon has.
- Draw the shape on the board, count
Scissors glue
Identify 3D shapes in the environment.
sides as a class.
- Repeat for pentagon and hexagon.
Make models of 3D shapes. - Introduce lesson presentation.
Students will be looking into 3D
Describe the features of shapes and their names. Teacher will
three-dimensional need physical 3D shapes to pass
around the classroom.
objects (ACMMG043)
- As each shape is mentioned on the PP
- What is the
call on a student to find that shape
difference between
around the classroom.
a 2D and a 3D
- Spot the difference: students compare
shape?
2D shapes next to 3D shapes.

Body

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Edith Cowan University
School of Education – Primary Forward Planning Document

- Explain the task.

o Students will receive a net of a
3D object.
o Students will be placed in
groups of 3.
o Students need to work - What 3D shape
together to make their 3D have you made?
shapes. - How many faces
- Explain how to cut/fold/glue. does it have?
- Set expectations - Can you see any 2D
o Noise shapes in this 3D
o Working together object.
- When completed get students
attention. Students will be given 2-
minutes to find peers that have she
same 3D shape as them.
- In groups students talk about their
characteristics. (This activity will be
carried on to the next lesson)
- How many
Conclusion pyramids can you
Students look at an image taken from see?
diagnostic task (located in PP). discuss this - How many
image. Explain the misconception: have triangles?
students discuss. - What is the
difference?

2023 / SEMESTER 1 / ATP4440

Edith Cowan University
School of Education – Primary Forward Planning Document

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning  Teacher will observe 3D display posters Introduction 
students will be able to: students’ responses
Physical cube - Teacher introduces 3D object display
in the white board
Butchers paper posters.
Find 3D shapes in response to their names. activity and record
- Explicitly explain what an edge, face,
students who still Markers
Name the 3D shapes that I work with. corner is. Constantly refer to a physical
need support. Students’ nets
model of a cube.
Differentiated - Get students to return to their groups
Identify 3D shapes in the environment. worksheets from previous lesson. Hand out 3D
Make models of 3D shapes. nets.
- Teacher prepares butchers paper to
create a class display poster.
- Teacher calls on a student in each
Describe the features of group to explain what an edge is.
three-dimensional - In their groups, students count the
objects (ACMMG043) number of edges their shape has.
- Teacher calls on each group to say the
number out loud. Teacher records on
the butcher’s paper.
- Repeat process for faces and corners.
- When the butcher’s paper is filled call
on each group to line up and stick
their shapes in the ‘shape column.
- Explain that student’s ca always refers

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Edith Cowan University
School of Education – Primary Forward Planning Document

to this poster when they are stuck.

Body
- Teacher explains differentiated
worksheets
- Get students in their differentiated
groups.
- Teacher works with supporting
students on the mat.
- Students complete work sheet.
- Teacher marks worksheet with each
group.

Conclusion
- Students back at desks
- Call on students to describe what a
side, edge, face is.

Forward Planning
Specific Learning Goals Assessment Plan Materials and Learning Activities and Teaching Focus Questions

2023 / SEMESTER 1 / ATP4440

Edith Cowan University
School of Education – Primary Forward Planning Document

Resources Strategies
At the end of the sequence of learning Teacher will observe Lesson PP Introduction  What is this 3D
students will be able to: students’ responses shape? What 2D
3D shape sorting -recap previous lesson. Refer to the 3D
in the white board shapes can we see
cards display posters
Find 3D shapes in response to their names. activity and record within this shape?
Differentiated
students who still - remind students the difference between  What is a face?
Name the 3D shapes that I work with. worksheets
need support. 2D and 3D shapes
3D shapes word
Identify 3D shapes in the environment. mat -2D shapes are flat and 3D shapes
have depth.
Make models of 3D shapes.
- go through lesson PP. Follow the
prompts.

Describe the features of Body

three-dimensional
Teacher explains worksheets. There will be
objects (ACMMG043)
two differentiated worksheets. Children
begin work.

Supporting group will be on the floor using

the sorting cards. They will then answer
the worksheet questions by working with a
teacher and grouping the shapes used in
the worksheet.
 What did you learn
today?
 What is a face of a

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Edith Cowan University
School of Education – Primary Forward Planning Document

Conclusion 3D shape?
 How many faces
- Mark as a class.
does a square
- Class discussion on faces. And
have?
learning.

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning  Students will be Shapes on the run Introduction
students will be able to: marked on whether letter
they can identify the  Teacher introduces the letter from the
 Describe the attributes of a 3D Wanted posters council. Read it in a worried voice.
number of faces,
object. Including the edges, corners 3D shape cut outs  Students are given the option of
edges and corners a
and faces. shapes to chopse from.
3D object has.
 Teacher choose students who have
Describe the features of
listen well during the intro to pick
three-dimensional their shape first.
objects (ACMMG043)  Teacher explains the task and steps.
1. Pick your shape
(ACAVAM107) 2. Find out the number of
faces, edges, corners
3. When approved by a
teacher students can
create their wanted

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Edith Cowan University
School of Education – Primary Forward Planning Document

picture
 Encourage students towards creativity
with their shapes, add arms, legs,
facial expressions.

Body

Students complete step 2. And wait for

teacher to approve.

Students complete wanted poster.

conclusion

sum up learning of the day

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning Students will be 3D shaoe letter Introduction
students will be able to: marked on whether
3D cutouts - Teacher frantically looks for an object.
they can identify the
 Describe the attributes of a 3D Wanted posters Then reads a ransom note. Teacher
number of faces,
object. Including the edges, corners reads the ransom note outload, it is
edges and corners a
and faces. from the 3D shapes.
3D object has.

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Edith Cowan University
School of Education – Primary Forward Planning Document

- Teacher explains that the shapes

desperately need to be found, so this
Exploration of different will be the last lesson for students to
materials, media and/or work on their wanted posters.
technologies, when
creating artwork (ACAV
Body
AM107)
Students carry on with their wanted
poster.

Describe the features of Early finishers may play any shape game
three-dimensional that they have used over the series of
lessons.
objects (ACMMG043)
Conclusion

Gallery walk of class wanted posters

Represent and solve
simple addition and
subtraction problems
using a range of
strategies
including counting
on, partitioning and
rearranging

2023 / SEMESTER 1 / ATP4440

Edith Cowan University
School of Education – Primary Forward Planning Document

parts (ACMNA015)

Forward Planning
Materials and Learning Activities and Teaching
Specific Learning Goals Assessment Plan Focus Questions
Resources Strategies
At the end of the sequence of learning  Students will be Pp Introduction
students will be able to: assessed on the
QR codes  Teacher explains students have
amount of questions
Show their learning of the properties of completed the unit of shapes.
they answer
2D and 3D shapes by completing a cold  Use the lesson presentation to
correctly and the
task. Kahoot refresh students’ knowledge of 2D
data will be
displayed on a and 3D shapes.
Describe the features of
checklist. Body
three-dimensional
objects (ACMMG043)  Students need to log into iPad and
scan the QR codes ready for
Recognise and classify kahoot.
familiar two-dimensional  Teacher explains that this will not
shapes and three- be rushed, and we are not looking
at how fast the students answer.
dimensional objects
 Teacher reads out each question,
using obvious and the possible answers.
features (ACMMG022)  Pack up iPad.
 For the remaining time students
Represent and solve

2023 / SEMESTER 1 / ATP4440

Edith Cowan University
School of Education – Primary Forward Planning Document

simple addition and can colour in shape colour in

subtraction problems Conclusion

using a range of
- Students discuss what they have
strategies enjoyed from this unit.
including counting
on, partitioning and
rearranging
parts (ACMNA015)

Describe and draw two-

dimensional shapes, with
and without digital
technologies (ACMMG04
2)

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