Guoqing Huang 2269551

Mathematics
Year Level: 2 Term: 2, 2023 Length of Unit: 10 – 11 lessons

Context Children in this class has various readiness in math learning, particular in counting. Some children are developing some basic shapes, they are able
to identify basic shapes. Children’s English development are varied, they need to be read to in order to comprehend what they need to do in the
task within the math program.
(Measurement and geometry): shape Typically by the end of Year 2, students:
Content General
Visualise 2D shapes and 3D objects.
Strand Capabilities identify, sort and describe common 2D
shapes and 3D objects
Content Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042 - Scootle )
- identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and
Descriptors counting the edges and corners

Proficiency Strands Achievement Standard

Year 2 Understanding: understand line segment, curve, vertex Students count to and from 1000. They perform simple addition and
subtraction calculations using a range of strategies. They divide
Reasoning: explaining the feature of shapes and how two collections and shapes into halves, quarters and eighths. Students order
shapes are similar and different. shapes and objects using informal units. They tell time to the quarter-
hour and use a calendar to identify the date and the months included in
seasons. They draw two-dimensional shapes. They describe outcomes
for everyday events. Students collect, organise and represent data to
make simple inferences.

3
 Guoqing Huang 2269551

Unit Content List with Key Ideas and Expected Outcomes identified
Year Level Year 2
Topics Key Content / Nouns and verbs - How will you know students have achieved the
implications required learning?
2D shape Line segment, curve, vertex Formative assessment, questioning, summative assessment
Can children describe the shapes by pointing out these features?
Knowing a range of polygon and are able to identify the Children’s drawing, explanation. Formative assessment
2D shape features

Differentiation Considerations
Consideration Adjustments
This program involves a lot Having some cut out shapes available for children to move and construct the learning of targeted shapes
of mental manipulation of
shapes
There are a lot of new Having the shapes available with names on the board when introduced new learning of shapes
vocabularies for shapes
Children’s different Use flexible grouping to make sure children can be easily supported by teachers. Focus on children having a go first before teaching them as
readiness shapes learning requires a lot of trial and manipulation.

Teaching and Learning Experiences

How will I find out what children already know?
4
 Guoqing Huang 2269551

A pre- assessment will be done in the first lesson to see what children already know.
Analysis and talk to children to see their progress in learning.
Warm Ups
Shapes review for 3- 5 minutes at the beginning of the lessons, shapes picture books
Investigations (Big Idea/Provocation)
What are the features of shapes? What are the differences and similarity between shapes?

Lesson Focus + Activities (3 to be detailed) Time

1 Whole group 40-45minutes
Introduction - Use the cut-out shapes (square, triangle, rectangle, hexagon, octagon) to assess on do children know these shapes.
to shapes - Use an enlarge table on the floor to recall what children know about the shapes (numbers of sides and vertices).
Individual task
- children use shapes they know to do a drawing and labelling what shapes are in their drawing.

*Early finisher could share what they draw to those already finish on the floor.

Mentor comment: Change the sequence of the lesson. Let children freely show us what they know before teaching to see what they
already know.

2 Whole group: 40-45

Learn about - Draw a line segment and a curve on the white board to hook children in to describe the difference, then let children to explore by minutes
what is curve provide them with ruler to draw on a paper.
and what is - Introduce to children that curve can be in different direction, we can use line segment and curve to draw figure.
line segment - Demonstrate drawing figures by using simple curve and line segments, and ask children to say how many line segments/ curve is in
(program the figure I draw.
book 73-76)
Individual task:
5
 Guoqing Huang 2269551

Do the activity on the workbook, including identifying curve and line segment based on the given shapes.

*Provide children with one-on-one support if they are not sure as this program requires children to read the instruction.
Encourage children to draw the figure on their own by the instruction on the book as there are more than one answer.

Early finisher: put the plastic letters on the floor, let children to write the pick letter and explore drawing it by observing how many line
segment or curve is in it?

3 Whole group: 40-45

Explore line minutes
segment and - Begin the lesson by showing children basic shapes to see whether they know the name of it (rectangle, triangle, circle, hexagon).
curve within - Explicitly point out that when two straight lines come together, they become a vertex. New vocabulary needs to write on the board
shapes to highlight for children
(program - Let children explore the feature of the shape by putting finger around the given shapes (1 child per bag of shapes). Check for children
book 77-79) understanding by asking them to say how many lines segment is in a square, is there any line segment in circle.
Individual task:
Children move on to do their workbook to consolidate today’s learning (children need to write down how many vertices and how many
line segment are there in the given shape).

*Early finishers: Children can use the pops tick to make their own shapes on the floor see if they can make rectangle, hexagon etc.

4 Whole group: 40-45

Learn about minutes
semi- circle, - Begin the lesson with children reviewing shape, turn the shape to a different angle
quarter (Children call out the name of the shape when I show them)
circle
(program - Use circle to introduce today’s content.
book 80-82) - Demonstrate folding the circle into half and two semicircles are made (same for quarter circle).
- Children try to make semicircle and quarter circle by folding a given circle.
- When they finish, check for understanding (how many curves and how many line segment are there? Is there any vertex in
there?
for both semicircle and quarter circle).

6
 Guoqing Huang 2269551

Individual task:

Children do the practices on their book (task requires children to use visualise how to form semicircle and circle).
Finish the lesson by Checking individual children what is circle and what is semicircle by individual questioning as an exit question.
*Cut out the shapes as mentally turning the pieces might be a bit abstract. Let children to explore by having the pieces to turn around
and to form shapes.
5 Whole group: 45 minutes
Combine and - Demonstration of combing and splitting shapes: 2 triangles put together to form a rhombus (with shapes). Talk about the feature
split shapes of rhombus. demonstrate writing the description of what I just did. Eg: this shape is formed by two ____shapes, it has _____.
(program
book 83-86) Individual task:

- Children try on their own, children trace the shape and think about what new shapes they can make. Teacher comment: might
need to develop a enlarged paper with these shapes on it and let children to cut them out and paste on the book.
- Children try splitting a figure by drawing line (focus on children trying on their own and having a go).

Finish the lesson by: asking children to provide idea for question 2 (2a). and 2(b). to see how children did on splitting shapes. Let
children know that it is important to having a go and there are different ways to do it.

6 50- 60
Extra lesson Children seemed to find the last lesson a bit challenging. They asked for assistance a lot. Based on reflection, I think children would minutes
on benefit from physically having shapes for them to move around to explore combining and splitting shapes.
consolidating
the concept Recap on shapes, learning about pentagon, hexagon, octagon, focusing on looking at the feature of the shapes. How many line
of split and segments?
combine Play station rotation:
shapes 1: Using Popsicle sticks to make shapes(pentagon, hexagon, octagon)
2: Trace shapes blocks and make your own figure
3: Dissemble the shapes, provide figures on each table and splits pieces for children to assemble the shapes.
4: Tangram puzzle table on computer

Children rotate at the station to explore the concept of splitting and combine shapes (10 minutes each station).

7
 Guoqing Huang 2269551

*Focus on the Popsicle Sticks table to see if children can copy the shapes correctly and can count the line segment correctly.
Encourage children to explain their new shape drawing or art piece.

7: extra - Begin the lesson by whole class looking at think about shapes. This book involves a lot of photos of shapes in daily life. 40 -50
lesson Connect to counting, how many rectangles can they see. Review counting skill. minutes
Program - Children continue to work on their workbook to the pages that are unfinished (page 86)
book page Challenge children to think what line they can draw to split the given shapes.
86 For children who find it challenging to mentally manipulate the shapes, provide shapes cut out for them to fold and manipulate.
Write down the possible key words on the whiteboard as children are still developing how to spell the names of shapes.

If children finish early, they can play guess my shape game with other children, one draw and describe on small whiteboard, the other
child need to guess the shape.
8 - We have been learning about shapes for a few lessons, today we will learn to sort shapes and see how much we know about Around 45-50
Shape these shapes (Ask children if we need to sort a range of shapes, how can we do it?). Look for children’s suggestions. minutes
sorting - Explicitly introduce to children that they can sort shapes based on what we leant (whether the shape has line segment or curve).
activity Children takes turn to sort shapes based on it features. Encourage them to say what are the features of the shapes.
(learning (Sit in a circle, they pick one shape and say it).
rhombus and Individual work: Children try on their own individually in sorting a range of shapes they learnt, provide shapes for children to cut out.
kite) Finish by: Children sharing their sorting (Is there any shapes that they are not sure about?).

9 and 10 Today, we will learn to draw shapes with the support with grid, we need to pay attention to the numbers of the dot and see how it helps Around 50
Grid drawing us to draw shape more efficiently. minutes
(87-90)
Demonstration: count the dot to think where to begin and where to end the line
- Children explore and try on their own on their workbook.
Finish the lesson by asking children to share what they think of the drawing on grid.
*Provide more explanation to children who struggles.

Provide a differentiated task to children who are developing understanding of basic shapes to try instead.
Provide empty dot grid for children to do free drawing with shapes, let them to explore shapes on the dot paper.

8
 Guoqing Huang 2269551

Children might find this a bit challenging; this might take two lessons.

First lesson, develop a task for with basic shapes for children to copy and draw.
Second lesson, workbook drawing with irregular figures.

11 As one of the learning is to let children draw shapes on ICT in Australian curriculum, children will learn to explore shapes designing in 40-45
Computer computer. minutes
drawing on
grid Write down the search word on the whiteboard, let children to search the website.

https://apps.mathlearningcenter.org/geoboard/
(Whole class) Explain the functions of the buttons, what children can do on the website.
(Individual)
- Let children to explore making shapes on their own.

- Challenge children to draw particular shapes (hexagon, Octagon) and give time for them to trial.

*Ask children what shape they make, challenge them to explain the feature of the shapes.

Did not get Whole group: use given amount of pop stick to make shapes. Around 40
to do this - pose the questions, there are 9 sticks, and how can you make 5 triangles using 9 sticks? minutes
lesson due - Provide 9 sticks to each child, let them try on their own to see if they can do it.
to time. Ask for children opinion after they explored.
11. problems Demonstrate how to do it by counting the triangles.
solving on Individual: finish by children try to use sticks to make a range of shapes, like rectangle, rhombus, kite.
shapes
(math
program
page91)
12 Head to computer room for assessment Around 40
assessments minutes