# 3d shape lesson

Discussion in 'Primary' started by cm444, May 1, 2016.

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1. ### cm444New commenter

Hello,

I'm specialising in early years and I have to teach a lesson on 3d shape in Year 3!...the LO is to describe and compare 3d shape properties.

It's only for 30 minutes. I was going to do a starter with a feely bag where can guess which 2d shape i have in my bag and then draw it on mini WBs on the carpet.

I then wasn't sure how to proceed onto 3d shapes because I have no idea if they know what faces edges and vertices are! Shall I have a PP with some examples of 3d shapes on and explain what they are by holding up a shape?

I then wanted to do a sorting activity in a circle.

They should probably go to tables and do something too but wanted to avoid using a worksheet!

2. ### caterpillartobutterflyStar commenter

Year 3 ought to know what faces, edges and vertices are.

I wouldn't use valuable time (you only have 30 mins) doing the feely bag starter. It has it's place in lessons, but is a very long starter and you don't have much time.

A ppt recap of how we describe properties is a good idea, but it ought to be a recap so not take too long.
Not sure what your sorting activity is going to be, but there are many that would work.

The definitely need to do some independent learning; at tables or outside or on the floor/carpet as you wish.

And you will need some SC and a plenary as well.

I assume this is for an interview, so best of luck.

3. ### KartoshkaEstablished commenter

If a shape can be felt, it is 3D. So I wouldn't recommend this activity, as it is encouraging a misconception.

I teach Year 1 and use those terms when talking about 3D shapes. We explore, describe and sort 3D shapes by their properties.
I don't have any KS2 experience, but would expect to see (or to teach) something more challenging for Year 3 children.

The National Curriculum says that Year 3 children should be able to recognise 3D shapes in different orientations and describe them, as well as drawing 2D shapes and making 3D shapes from modelling materials. Is that [the first part] something you could incorporate into your lesson?

4. ### cm444New commenter

Thanks for the suggestions. To describe and compare properties is the LO which is what is stumping me as it is more of a KS1 objective, as you say. I would have liked them to do some modelling of shapes but I only have 30 mins which doesn't leave them much time to create anything!

I may have different objects on tables e.g. cereal box, biscuit tin etc. HA to describe the vertices, edges and faces of the objects and say which 3d shape it is e.g. a cuboid. MA to do the same but write it in a table and then LA to have actual 3d shapes. hopefully this will be challenging enough...

One thing I have done many times and is adaptable for different ages, is 'behind the wall'. You have a shape, the real object not a picture of, and slowly reveal it from behind the wall asking what shape could it be? How do you know? Could it be anything else? Using the different orientation idea you can do this quite easily.

I've used this with toddlers with everyday objects, preschoolers and reception with numbers and letters, to older children with 3d shapes who are not used to having to describe them.
Would make a good starter and give you an idea about pitch...I always think that's quite hard when you don't know the children.
good luck

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6. ### caterpillartobutterflyStar commenter

I teach year three and this would be way too easy. Granted mine are all at expected or exceeding, but I've done more or less exactly that activity with year 1.

Describe and compare could be creating a radio advert to 'sell' the shape. Or completing sentences with A has xxxxx BUT B has yyyyy.

The behind the wall activity from grumbleweed also works well on a smartboard using the screen. Especially if you ask why it can't be some shape or other.

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7. ### mathsmuttStar commenter

Hi @cm444 ,
Does this help ? (Excerpt from SPM link at http://www.scruffs.shetland.co.uk/S1notes.html for 3D shapes)
• Terminology

Vertices are corners.
Edges are made by joining vertices.
Faces are made by joining edges.

AB means the edge starting at A and finishing at B.
Face ABFE joins A to B to F to E.
Order is important - Face ABEF does not exist here.

8. ### sparklepig2002Star commenter

For the sorting activity you could produce a basket of shopping and ask the children to unpack it, according to the shape of the packaging.Easily done in a circle. That would lead to a discussion of the shapes.

9. ### squashballOccasional commenter

Have you thought about looking at the NRICH website = from memory there is a nice activity involving plasticine (or sponge?) 3d shapes - children have to discuss what shape they would get if they were to cut plus discuss how they could make the circular face on their cut sphere bigger/smaller etc.; another involving looking at drawings of assorted 3d constructions and discussing which are feasible/not feasible to build and explaining why (involves knowing which shapes roll and which stack); children then test their prediction by building the constructions (I do this latter with Reception children but if you look at NRICH they give useful questions to extend and deepen for older children).