Section 10. Investigating shapes Indicators Suggested implementation Evidence SR 1 i Children pose as shadow detectives locating Children: common 3-D shapes (pyramids and prisms) and 2-D Classify 3-D objects (pyramids, prisms) name common 3-D shapes in the classroom shapes embedded in everyday environments. geometric properties, e.g. number of faces, vertices count the number of faces and vertices (corners) (corners) and edges. Classify 2-D shapes and number of edges of identified 3-D shapes Ask children to: embedded in everyday environments using used to classify select and name 3-D shapes and sort and geometric properties record 2-D shapes identified embedded in shapes everyday environments describe the properties of the shape. classify shapes using the geometric properties — number of sides and corners. Resources torch, sunlight, lamp chalk Suggested time 10–15 minutes children working in small groups —
Section 10. Investigating shapes Indicators Suggested implementation Evidence SR 1 i Classify 3-D objects (pyramids, prisms) geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties Children pose as shadow detectives locating common 3-D shapes (pyramids and prisms) and 2-D shapes embedded in everyday environments. Ask children to: select and name 3-D shapes and sort and shapes describe the properties of the shape. Children: name common 3-D shapes in the classroom count the number of faces and vertices (corners) and number of edges of identified 3-D shapes used to classify record 2-D shapes identified embedded in everyday environments classify shapes using the geometric properties — number of sides and corners. Resources torch, sunlight, lamp chalk Suggested time 10–15 minutes — children working in small groups
yr1_oct_lit_num_checkpt_shadows.docx