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Teaching year 5 about 2d and 3d shapes

Discussion in 'Primary' started by thedancingqueen, Jun 5, 2011.

  1. I need some advice please. I'm a trainee on my final block placement and this coming week, I need to teach the class about 2d and 3d shapes. I would have asked the class teacher what they know already but she hasn't been in for a few weeks. I know I should've done the planning already but I've had university finals. I will get it done though and I'm always well prepared. I really care about my teaching and I want to do the best job possible and make it really hands on and practical. I thought since there are four tables, that having a carousel of activities would be nice. I have to teach three lessons about 2d and 3d shapes and while the school has a few resources, e.g. polydrons and a beebot (sorry if the spelling is incorect), they can't have more than 40 polydron pieces and I have a class of 24 children. I'm not sure how to use a beebot and how to link this to shapes. Can anyone tell me please? I've been thinking about resources I can use. I have some 3D shapes from a relative (solid blocks) and there are nets of 3d shapes etc online. I need to have enough to cover three resources though. Can anyone suggest what I can do please? I know about 2d and 3d shapes and have made a powerpoint to show them. I'm just after actual activities for the kids to do to make it hands on. I'm tempted to buy a box of polydrons myself. It's just over £20 for a box of more than 100 (can't remember how many you get). The thing is though, after I've paid my rent each month, I'm always using my money to buy resources to enhance my lessons. I make a lot of my own resources too and what I buy doesn't cost too much. I don't buy expensive resources, but if I could do these three maths lessons without spending too much money and just use what the school has, that would be great. At the same time though, I want them to be able to construct shapes themselves and have hands on activities and I need more than 40 pieces so I'll probably end up buying a set. The problem is that it's online and will probably come on Wednesday, so they could only be used in Thursday's lesson. It seems like a bit of a waste of money if I'm not going to use them much. Anyway, any ideas please? Linking 2d and 3d shape to everyday objects and an activity I could do for that/ suggestions of things I could bring in would be helpful. I don't expect people to do the work for me. I'm just after a few ideas please. Thanks.
  2. minnieminx

    minnieminx New commenter

    Do the carousel thing so they don't all need shapes.

    Table 1: Hands on shapes. Drawing and labelling. Matching your labels to the shapes, etc.
    Table 2: Beebot. Work together to create a set of instructions to draw a square, equilateral triangle, etc, etc
    Table 3: Create a picture using only recognisable 2D shapes. Must use at least 5 different ones and be able to label them.
    Table 4: With you, drawing and exploring nets.

    4 lessons and they rotate one activity per lesson.
  3. I've always been concerned about how we teach 2D and 3D shape right from littlies.
    My view, for example, is never to use 'flats' as aids to teach 2D shape as part of the definition of 2D shapes is that we cannot hold them as they have no depth - thus, arguably, the shapes should be drawn or shown on lines on screen rather than resources being the plastic shapes type.
    So, part of the teaching is perhaps to ensure that the children know the difference between 2D and 3D shapes (you can hold the latter).
    Perhaps think innovatively along the lines of how one can transform 2D shapes to 3D shapes (e.g. drawing 2D shapes to make a net and then make 3D models). For that, you would only need paper or card and drawing implements. You should not be considering buying your own resources if you don't think the class is equipped with sufficient resources.
    Better still, go back to the school to seek some more information and advice. People new to a class in any role should always have as much info as possible upon which to plan the next teaching. If in doubt, ask.
    You need to know the past teaching for shape, know what equipment is available, know what the plans are for the next teaching in that topic - and know what the children are largely capable of, for example. This is what a class teacher would be equipped with before planning a series of lessons.
  4. PS: Even if the class teacher has not been in for a few weeks, someone in senior management should be able to give you more information and support. If they can't, then that is a sorry state of affairs.
  5. You could do a shape hunt around school, or even just in the classroom. I buy some resources and bits and bobs for my classroom, but I'm in a full time, permanent position. I personally wouldn't have bought 3D shapes as a student, especially since they may not even arrive in time.
    How about in lesson 1, you do the shape hunt and then ask children to bring in packets and boxes from home representing different 3D shapes? Toblerone boxes, tissue boxes, cereal packets.... if every child brought in 1 and you had a competition for number of faces, or vertices or something, you'd end up with a wide range for the next couple of lessons.

  6. PPS: Carousel arrangements are often far trickier and take far more organising and supervision than something straightforward with the whole class.
    You may need to factor in additional supervision/support for the slower-to-learn children and extension activities for the quicker-to-learn children - but they still have the same subject knowledge to learn and apply.
  7. minnieminx

    minnieminx New commenter

    Do the carousel thing so they don't all need shapes.
    Table 1: Hands on shapes. Drawing and labelling. Matching your labels to the shapes, etc.

    Table 2: Beebot. Work together to create a set of instructions to draw a square, equilateral triangle, etc, etc
    Table 3: Create a picture using only recognisable 2D shapes. Must use at least 5 different ones and be able to label them.
    Table 4: With you, drawing and exploring nets.

    4 lessons and they rotate one activity per lesson.

    Forgot that chrome needs me to tell it to do a new line. Sorry.
  8. should have already done this numerous times in Y3, 4 and 5
    Its the end of the year I would be quickly refreshing the shape names etc.
    At this point you should probably looking at angles, parallel lines, bisecting lines etc
    You should be looking at symmetry and tesselation as well as rotation, symmetry and translation of 2D shapes.
    3D shapes should have already been covered in y4 and y5 I refresh this knowledge then add to it buidling more complicated nets, maybe using 3D shapes for art work etc.
  9. minnieminx

    minnieminx New commenter

    Depends on the school and the class. DancingQueen has mentioned several times that her class is a bit behind what is expected. Also the activities could easily be at a year 5 level.

    Drawing and labelling, Obviously not things like square and circle. Types of triangles, hexagons, pentagons, prisms and pyramids are all shapes children in year 5 need to go over and over.

    Beebot. My year 5, when I had them, would have been able to draw a square easily enough, but the lower set wouldn't. Equilateral triangles and polygons with more than 4 sides would definitely challenge most year 5s.

    Pictures...I admit I was running out of ideas. However Tis possible and making a model from boxes they have brought in as someone else suggested would be a perfect substitution. Or of course doing work on vertices, edges, faces etc.

    Nets of prisms and pyramids are absolutely what year 5 should be doing in this topic.

    I agree that you would teach these in year 5, but not at the expense of explicitly teaching 2D and 3D shapes.
  10. I agree Minnie a quick assessment is needed. My class have done loads of work on shape. We have not used beebots but used a lot of Logo in ICT
    We have also done a lot of work on area and perimeter, as well as thouse other activities I have mentioned.
    I just think if OP goes over the basics and everyone who teaches them just goes over the basics how are they ever going to move on?
    DQ you need to be really pushing your top groups. In discussions about shapes get them measuring angles, finding right angles, finding biscts and parallel lines etc
    Too many teacher cover basic 2D shapes over and over again with no progression - ie number of sides, number of corners etc

  11. Minnie just reread your post. Would you ask chidlren to make shapes with Beebots without looking at angles first?
    I would suggest that children need to know about angles first and have the knowledge to estimate angles accurately.

  12. minnieminx

    minnieminx New commenter

    LOL I don't think 4 lessons on things the children are less confident with means they will never do the more advanced stuff. And your class have done lots on shape, so you must have taught the basics as well.

    The question was about teaching 2D and 3D shapes, from someone teaching a lower attaining group. Had the question been about teaching a 3 week shape and space topic, I might have agreed with you on what to include. I'm sure when the OP teaches angles and lines she will include the things you mention. Same with area and perimeter.

    I had year 5 last year, but they were a top half set. I took them into year 6 this year. The least able in that group (secure but lowish level 4) still needed some work on shape names and properties when revising. The high flyers made it to level 6 this year and have covered angles in parallel lines and interior and exterior angles of polygons. However an unsupported student teacher should not feel they have to differentiate to this level. If the school are leaving a student to teach the class with no guidance at all, then covering the basics is the best idea.
  13. minnieminx

    minnieminx New commenter

    I agree entirely, but I assume they have done this earlier in the year.
    The OP asked for ideas on how to use beebots in a 2d/3d shape lesson and so I gave one possibility. I cannot possibly know what the class have covered before nor what they recall and are able to apply.

    And I feel like I am arguing with you when actually I agree to a very large extent. However what I can do as a specialist maths teacher with 15 years experience with a class I know well is very different to what I would advise a student teacher with no experience of teaching this topic and no support from the school to do.
  14. Sorry I haven't read all of the comments (it's getting late!) so I don't know whether this has been suggested already, but near the start of the year I observed a year 6 teacher who had her class make the 3D shapes out of art-straws, fastening the 'edges' with blue tack and cellotape. It did take quite a long time, however, but you could try it! I like the carousel idea. Maybe 1st lesson have the powerpoint, discussion, maybe shape hunt like suggested. Next lesson have the carousel of activities - one table being creative, - one table drawing and labelling, - one with you drawing nets, - one doing an investigation into designing something using the different shapes? maybe a little vehicle or house or something? Last lesson looking at nets as a class, creating their own out of card for differentiated shapes, seeing if they can make that shape etc :)
  15. inky

    inky Lead commenter

    I have a real bugbear about this, as posters might recall.
  16. I've done 3d shape construction using art straws with year 4 and 5, but using pieces of pipe cleaner to join the vertices. It worked really well. Also, use of carroll diagrams to sort shapes by 2 sets of criteria is important e.g. for 2d shapes, more than 1 right angle/ not more than 1 right angle and quadrilateral/ not quadrilateral.
  17. I can't believe carroll diagrams didn't come to my mind before. Brilliant ideas, thank you! I'll use straws and it'll save me a lot of money. Should I differentiate by choosing a harder shape for the more able group to make, etc? They're a lower ability set and probably won't know what vertices are but I'll be able to explain it to them. All sorts of ideas came to mind, e.g. in terms of symmetry work I can do with them but I only have two days to do this in now, which doesn't give me the time I'd like to really work on it with them. I'll fit as much as I can into the two lessons though, while keeping them focused and not overloading them. Thanks again!

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