Teaching pack · Year 6 Spaceseegongsik /au
Cross-Sections and Right Prisms: a week of ready-to-teach maths
Five days of lessons for Year 6 Space. Print this pack and the week is prepared.
AC9M6SP01
compare the parallel cross-sections of objects and recognise their relationships to right prisms
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “A slice reveals a flat shape”, “A pyramid\'s slices shrink”, “A prism is its base, repeated”, “Reading the cross-section\'s shape”, “Telling a prism from the rest”.
seegongsik.com/au/y6/space/AC9M6SP01
Aligned to Australian Curriculum V9 (AC9M6SP01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A slice reveals a flat shape | Practise the idea with talk, board and worksheet | Board: A slice reveals a flat shape |
| 2 | A pyramid's slices shrink | Practise the idea with talk, board and worksheet | Board: A pyramid's slices shrink |
| 3 | A prism is its base, repeated | Practise the idea with talk, board and worksheet | Board: A prism is its base, repeated |
| 4 | Reading the cross-section's shape | Practise the idea with talk, board and worksheet | Board: Reading the cross-section's shape |
| 5 | Telling a prism from the rest | Practise the idea with talk, board and worksheet | Board: Telling a prism from the rest |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on cross-sections and right prisms. Ask: What did you practise today?
seegongsik.com/au/y6/space/AC9M6SP01/pack
Day 1 · Teacher planDay 1 of 5
A slice reveals a flat shape
Children practise “A slice reveals a flat shape” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a slice reveals a flat shape in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A slice reveals a flat shape”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A slice reveals a flat shape”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A slice reveals a flat shape” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a slice reveals a flat shape.
Day 1 · Worksheet
A slice reveals a flat shape
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
A pyramid\'s slices shrink
Children practise “A pyramid\'s slices shrink” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a pyramid\'s slices shrink in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A pyramid\'s slices shrink”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A pyramid\'s slices shrink”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A pyramid\'s slices shrink” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a pyramid\'s slices shrink.
Day 2 · Worksheet
A pyramid\'s slices shrink
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
A prism is its base, repeated
Children practise “A prism is its base, repeated” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a prism is its base, repeated in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A prism is its base, repeated”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A prism is its base, repeated”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A prism is its base, repeated” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a prism is its base, repeated.
Day 3 · Worksheet
A prism is its base, repeated
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Reading the cross-section\'s shape
Children practise “Reading the cross-section\'s shape” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading the cross-section\'s shape in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Reading the cross-section\'s shape”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Reading the cross-section\'s shape”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Reading the cross-section\'s shape” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about reading the cross-section\'s shape.
Day 4 · Worksheet
Reading the cross-section\'s shape
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Telling a prism from the rest
Children practise “Telling a prism from the rest” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain telling a prism from the rest in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Telling a prism from the rest”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Telling a prism from the rest”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Telling a prism from the rest” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about telling a prism from the rest.
Day 5 · Worksheet
Telling a prism from the rest
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Cross-Sections and Right Prisms
Cut out. Hold up a card and give an example.
A slice reveals a flat shape
Give an example.
A pyramid's slices shrink
Give an example.
A prism is its base, repeated
Give an example.
Reading the cross-section's shape
Give an example.
Telling a prism from the rest
Give an example.
Store in an envelope labelled AC9M6SP01.
Mini-check · End of week
Show what you know: Cross-Sections and Right Prisms
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (cross-sections and right prisms) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.