Relate 2D shapes and 3D solids to drawings of them: describe, visualise, classify, draw and make

the shapes.
(Objective repeated in Block B Units 1, 2 & 3)
Hold up a square for the children to see or put one on the board using the ITP.

Q. What is this shape called?

Q. How many sides/edges does it have?

Q. How many corners (vertices) does it have?

 Record this on the white board.

 Bring up or hold up a rectangle.

Q. Repeat the above questions.

 Record this on the whiteboard.

Q. The descriptions of these two shapes seem the same, so how are they different?

 Children should spot that a square has four equal sides and a rectangle has two lots of two equal sides.

 Record the amended descriptions, emphasising that it is important that we know everything about the description of the shape or we could
become confused.

Q. We have looked at two shapes with four sides/edges and four vertices/corners. Do we know of any shape with three sides/edges and three
vertices/corners?

 Show the children a triangle (or all three types of triangle if possible). Talk about the properties of it – encourage the children to use the
correct mathematical vocabulary.
 Repeat this for shapes with five and six sides. Extend this also to shapes with eight sides if necessary.
 Tell the children that as well as using edges and vertices to describe and classify shapes, we can also use reflective symmetry.
 Ensure the children understand the meaning of ‘symmetry’ and its link to reflection and mirrors.
 Show the children a cut-out of Resource sheet Y3 57. This could be enlarged to A3 for ease of viewing. Ask them to name the shape.
 Demonstrate how to fold the triangle so that the edges and vertices match exactly. Open the triangle out and draw down the fold. Explain
that this is the line of symmetry for a triangle.
 Reinforce this by using a mirror to reflect one side and then the other.
 Tell the children that some shapes have more than one line of symmetry and this is how we can describe or classify them
 Show a cut-out of Resource sheet Y3 58. Name the shape.
 Demonstrate folding to find the line of symmetry as before. Draw the line.
 Hold the shape up.

Q. Can they spot any other way to fold the square so that the two sides are the same?

 Fold the shape again for the other two lines of symmetry and count them together.
 Explain activity.

Activity
Give each child a copy of Resource sheet Y3 59. Ask them to cut out each shape and fold it to find each line of symmetry. They can then draw the
line/s of symmetry on the shape. When they stick the shape down they can write beside it the number of lines of symmetry.

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 Explain that today we will be looking at 3-D shapes.
 Hold up a square and a cube.

Q. What is the difference between these two shapes?

Q. What is similar about them?

 Ensure that the children can recognise the difference between 2-D and 3-D shapes.
 Show the children a display of 3-D shapes.
 Ask volunteers to come out to pick up and name the shapes that they know.
 Tell children the names of any 3-D shapes they do not yet know.
 Hold up a cube and give the children a small cube each (use unit cubes; multilink, etc).

Q. What is the name of this 3-D shape?

Q. From the work we did yesterday, can you touch the edges of your cube and hold it up?

Q. Can you count them?

 Model counting them without repeating yourself.

Q. Who can touch the vertices of their cube and hold it up?

Q. Can you count them?

Explain to the children that as well as counting the edges and vertices to describe and classify these shapes, we can also count the ‘faces’ of 3-D
shapes.

Q. Who can guess which parts of your cube are the faces (as we already know which are the edges and vertices)?

• Model counting the faces of the cube and ask children to do the same.
 Record the findings on the board.
 Repeat the activity with several other shapes, counting the faces, edges and vertices together.
 If possible let the children count the shapes themselves, if not model the counting with a larger shape.
 Explain the activity.

Activity
Give each group of children a box of assorted 3-D shapes. Tell them that they are going to use these shapes to find out how many faces, edges and
vertices each one has. Give each child Activity sheet Y3 60 to record their findings (lower ability may be more confident working in pairs). Remind
children that they need to keep track of which faces/edges/vertices they have already counted – they must devise a way of doing this.
Put the children into small groups or pairs and give them a pile of small, card squares.
Ask them to spend 10 minutes solving the following problem:
Using 6 squares of card, join the cards so that each side is touching at least one other side.

e.g.

How many different ways can you do this?

Ask children to lay out each way on their table.
Take feedback of all the different ways. Include discussion about different orientations of the same shape only being one solution.
When all the different ways have been identified show the children a cube made from ‘Clixi’.
Open up the cube into its net.
Discuss with the children whether this looks like any of the shapes they have made with the card squares.
Close up the cube and open into a different net.
Ask the children to identify which of the card shapes on their tables can be made into cubes.
Give the children ‘Clixi’ as necessary.
Take feedback from each group asking them to explain to the class why they think one of their card shapes is the net of a cube.
In pairs give the children a cube made of interlocking cubes, each face 2 x 2.
Tell the children this represents a square pork pie.
The pork pie has been cut into 8 cubes.
Q: How many of the cubes will have no pastry on them?
Discuss with a partner. Take feedback.
Q: Will all the 8 cubes of pie have the same number of sides covered with pastry?
Discuss with a partner. Take feedback encouraging children to explain their reasoning clearly.
Set the class the problem using a 3 x 3 cube made from interlocking cubes:
If this pork pie was cut into 27 cubes how many cubes would have 0 pastry sides, 1 pastry side, 2 pastry sides, 3 pastry sides?
Extend to cuboids or larger cubes as necessary.
In the plenary consider the use of diagrams to help record solutions.
Tell the children you have a problem and you need their help to solve it:
You need some storage containers for the balls in the PE cupboard.
Give each group 4 balls, giving different sized balls to each group.
Ask them to design a box to store their balls in and draw the net of the box they design.
After 10 minutes take feedback from some groups as to what they have done, asking them to explain why they have decided on that particular
design.
Check for accuracy with measurement to fit their particular balls.
Discuss any misconceptions.
By the end of the lesson each group will produce a net which would produce a box to store the balls they were given.

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Give each child a piece of packaging which represents a 3D shape.
Talk about the properties of 3D shapes using the relevant vocabulary.
Ask children to discuss with a partner all the 2D shapes they see in their 3D shape and how many of each shape are within the 3D shape.
Give children rulers and large sheets of paper.
Ask them to draw, as accurately as possible, the net for their 3D shape.
At the end of the lesson, if possible, ask each child to undo the packaging shape carefully and lay it on their drawing.
Take examples and compare as appropriate, discussing any misconceptions.

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RESOURCE SHEET Y3 57

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RESOURCE SHEET Y3 58

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RESCOURCE SHEET Y3 59

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RESOURCE SHEET Y3 60

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