INTRODUCING Sit students in a circle on the carpet. Have a range of A range of 10 THE LESSON 3D shapes in the middle of the circle and read out different mins Engagement: each of the am sheet 3D shapes ‘What I?’ questions (see Prism who am I? attached). As each one is read have the students A copy of guess which prism you are describing. the ‘What am I?’ questions Hand a copy of the 3D sheet to 35 DEVELOPING ‘Describing shapes’ ‘Describing THE LESSON each student (see attachment). Students are to 3-D mins shapes’ Describing 3D complete the properties table by naming and worksheet shapes describing each shape, including its number of faces, for each number of edges and number of vertices. Students student are then asked to identify the 3-D shape each picture (i.e. brick, can of baked beans, tent) represents and describe the properties of each 3-D shape. If students have completed the worksheet ask them to find 10 examples of 3-D shapes around the Extension classroom and name and draw these in their maths Challenge Activity book. CONCLUDING Instruct students to cut and glue sheets in their maths 5 mins THE LESSON book. Move to next lesson. Lesson 1 Outline: Lesson 2 Outline: Activity Action Resources Time Reference INTRODUCING Ask students to complete 3-D 10 ‘Describing shapes’ worksheet from previous lesson. Those students who mins THE LESSON have finished can continue with the Extension Challenge Activity Have a collection of empty packages of products Recording 30 DEVELOPING sold in supermarkets. Have as many different shapes sheet & mins THE LESSON as you can. Study the shapes of the packages. playing Discuss with the students, what is the product sheet for designed to hold? Why is the package shaped this each pair of way? students As a class, classify all the packages according to their shapes. Make a graph to show the number of packages in each category. Ask the students to consider which is the most common packaging shape in the class collection and why is this so? Explain to students that they are to design and construct a package for a new product soon to be released in the supermarkets. Ask students to consider which 3-D shape would be the most appropriate for packaging their product.
INTRODUCING THE LESSON Engagement: Prism who am I? Sit students in a circle on the carpet. Have a range of 3D shapes in the middle of the circle and read out each of the ‘What am I?’ questions (see sheet attached). As each one is read have the students guess which prism you are describing. A range of different 3D shapes A copy of the ‘What am I?’ questions 10 mins DEVELOPING THE LESSON Describing 3D shapes Extension Challenge Activity Hand a copy of the ‘Describing 3D shapes’ sheet to each student (see attachment). Students are to complete the properties table by naming and describing each shape, including its number of faces, number of edges and number of vertices. Students are then asked to identify the 3-D shape each picture (i.e. brick, can of baked beans, tent) represents and describe the properties of each 3-D shape. If students have completed the worksheet ask them to find 10 examples of 3-D shapes around the classroom and name and draw these in their maths book. ‘Describing 3-D shapes’ worksheet for each student 35 mins CONCLUDING THE LESSON Instruct students to cut and glue sheets in their maths book. Move to next lesson. 5 mins Lesson 1 Outline: Lesson 2 Outline: Activity Action Resources Time Reference INTRODUCING THE LESSON Ask students to complete ‘Describing 3-D shapes’ worksheet from previous lesson. Those students who have finished can continue with the Extension Challenge Activity 10 mins DEVELOPING THE LESSON Have a collection of empty packages of products sold in supermarkets. Have as many different shapes as you can. Study the shapes of the packages. Discuss with the students, what is the product designed to hold? Why is the package shaped this way? As a class, classify all the packages according to their shapes. Make a graph to show the number of packages in each category. Ask the students to consider which is the most common packaging shape in the class collection and why is this so? Explain to students that they are to design and construct a package for a new product soon to be released in the supermarkets. Ask students to consider which 3-D shape would be the most appropriate for packaging their product. Recording sheet & playing sheet for each pair of students 30 mins