Teaching pack · Year 7 Spaceseegongsik /au
Representing objects in two dimensions: a week of ready-to-teach maths
Five days of lessons for Year 7 Space. Print this pack and the week is prepared.
AC9M7SP01
represent objects in 2 dimensions; discuss and reason about the advantages and disadvantages of different representations
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: “Many views of one object”, “Trade-offs between representations”, “A net folds into the solid”, “Isometric versus a true view”, “Rebuild the solid from its views”.
seegongsik.com/au/y7/space/AC9M7SP01
Aligned to Australian Curriculum V9 (AC9M7SP01). 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 | Many views of one object | Practise the idea with talk, board and worksheet | Board: Many views of one object |
| 2 | Trade-offs between representations | Practise the idea with talk, board and worksheet | Board: Trade-offs between representations |
| 3 | A net folds into the solid | Practise the idea with talk, board and worksheet | Board: A net folds into the solid |
| 4 | Isometric versus a true view | Practise the idea with talk, board and worksheet | Board: Isometric versus a true view |
| 5 | Rebuild the solid from its views | Practise the idea with talk, board and worksheet | Board: Rebuild the solid from its views |
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 representing objects in two dimensions. Ask: What did you practise today?
seegongsik.com/au/y7/space/AC9M7SP01/pack
Day 1 · Teacher planDay 1 of 5
Many views of one object
Children practise “Many views of one object” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain many views of one object in Year 7 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 “Many views of one object”,
- 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 “Many views of one object”. 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 “Many views of one object” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP01
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 many views of one object.
Day 1 · Worksheet
Many views of one object
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
Trade-offs between representations
Children practise “Trade-offs between representations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain trade-offs between representations in Year 7 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 “Trade-offs between representations”,
- 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 “Trade-offs between representations”. 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 “Trade-offs between representations” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP01
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 trade-offs between representations.
Day 2 · Worksheet
Trade-offs between representations
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 net folds into the solid
Children practise “A net folds into the solid” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a net folds into the solid in Year 7 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 net folds into the solid”,
- 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 net folds into the solid”. 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 net folds into the solid” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP01
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 net folds into the solid.
Day 3 · Worksheet
A net folds into the solid
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
Isometric versus a true view
Children practise “Isometric versus a true view” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain isometric versus a true view in Year 7 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 “Isometric versus a true view”,
- 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 “Isometric versus a true view”. 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 “Isometric versus a true view” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP01
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 isometric versus a true view.
Day 4 · Worksheet
Isometric versus a true view
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
Rebuild the solid from its views
Children practise “Rebuild the solid from its views” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain rebuild the solid from its views in Year 7 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 “Rebuild the solid from its views”,
- 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 “Rebuild the solid from its views”. 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 “Rebuild the solid from its views” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP01
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 rebuild the solid from its views.
Day 5 · Worksheet
Rebuild the solid from its views
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 Representing objects in two dimensions
Cut out. Hold up a card and give an example.
Many views of one object
Give an example.
Trade-offs between representations
Give an example.
A net folds into the solid
Give an example.
Isometric versus a true view
Give an example.
Rebuild the solid from its views
Give an example.
Store in an envelope labelled AC9M7SP01.
Mini-check · End of week
Show what you know: Representing objects in two dimensions
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 (representing objects in two dimensions) 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.