visualising 3d shapes lesson

8/13/2019 Visualising 3D Shapes Lesson

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Visualising 3D Shapes Lesson Plan

Preparation (25minutes)

Most of the preparation for this session can be done either b our LS!

or parent"carer #olunteers$

)ort 3D shapes into a container for each group.

0reate 3D shape name cards "0ould be written on sticky-notes$

+ind three 3D drawings to model to children with.

0reate your own 3D shape using modelling clay and straws.

%esources

)election of 3D shapes in a container for each group.

3D shape name cards.

2odelling clay

Drinking straws

)cissors

ulers

oard40ard to put models on to ease moving

5ictures of 3D shapes for modelling to children but also for main activity.

")ee below$

hiteboards for hiding shapes.

Learning &b'ecti#e"ntention

!L* "e are learning to$ visualise and create 3D shapes from drawings.

Success criteria

L+ "hat I&m looking for$

1ou can picture the shape in your head.

Talk through what you can see with a learning partner.

)abrina right /

0uffley )chool 1ear 3


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ntroduction

egin by explaining to the children that their challenge is to visualise 3D shapes

from drawings and to be able to do this they will need to remind themselves

about 3D shape names and their properties. !ive the children a container of 3D

shapes and a set of cards with the shape names and ask them to match the

correct shape and card. The children will need to do this activity as part of a

group and will need to discuss how they know which ones match and theirproperties. "#ither select or allow the children to select their groups.$ This task

needs to be fast-paced. It is important to allow the children the opportunity to

explain their choices with their reasoning, possibly one child with one shape from

each group.

'ext show the children drawings of 3 different 3D shapes and have one of the

shapes to model to the children in your hand. (sk the children which drawing is

the shape I am holding e.g. on the board having a drawing of a s%uare-based

pyramid, triangular prism and triangular-based pyramid and be holding a s%uare-

based pyramid. !ive the children the opportunity to visualise each drawing intheir head and then discuss their thoughts with their reasons with a learning

partner. Discuss the children&s choice and ask them to explain why it couldn&t

possibly be any of the other shapes on the board. (t this stage children should

be using mathematical vocabulary to discuss the properties e.g. vertices, edges

and faces.

Main !cti#it

)how the children an example of a 3D shape you have created using modelling

clay and drinking straws* explain that they will need to do the same using the

drawings you have provided. Individually or in pairs the children create theirchosen shapes, discussing what they are doing with their partners.

Differentiation

This activity works as well with pairs or independently, and the practical

opportunity provides perhaps more engagement for those who tend to be more

passive during the usual class taught lesson.

6ower ability7

2ore basic shapes4pictures to be used.

(dult support

2ixed ability pairing.

8igher ability7

ider range of shapes e.g. prisms and polyhedrons.

'o pictures of shapes but descriptions of properties instead and the child

has to visualise and create the shape from this.

Plenar

)abrina right /

0uffley )chool 1ear 3


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+inally, ask the children to come together as a class. )elect a child to hide their

shape behind a whiteboard and describe its properties to another child* this child

then has to guess the name of the shape. This can be repeated a number of

times. It is important to hide the shape carefully each time so no clues are given

away.

*op *ip

)ome children will benefit from having an adult working with them. It is not the

adult&s responsibility to do anything with the group other than support the childwhen re%uired4asked for. I certainly would do this activity when I had classroom

support and if not I would ask for parent4carer volunteers who are 0 checked.

If you ask them to come in a little before the lesson starts and afterwards you

could ask them to set up and help clear away the resources...always really

helpful9 Don&t draw the 3D shapes for modelling to the children or for the main

activity there is so much on the internet you can use instead. emember you

don&t have to use the straws at all e.g. with a sphere but they do help if you&re

aiming for e%ual sides. 2ake sure your modelling clay is sticky enough to hold

the shape4straws together, if it dries out the shape will crumble9 #ncourage the

children to cut the drinking straws down to a manageable si:e although big looksgreat the straws wobble and fall. +inally not too much modelling clay to hold the

straws together as it can be heavy and the straws cannot withstand the weight

ebsite with 3D shape drawings7

http744www.bbc.co.uk4schools4ksbitesi:e4maths4revision;bites4shapes

visualising 3d shapes lesson

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