Space+3D

||  QT Elements Makes, compares, describes and names three-dimensional objects including pyramids, and represents them in drawings. ** Indicators:  ** Students: *compare and describe features of prisms, pyramids, cylinders, cones, and spheres. *identify and name three-dimensional objects as prisms, pyramids, cylinders, cones and spheres. *make models of prisms, pyramids, cylinders, cones and spheres given a three-dimensional object, picture or photograph to view. *create nets from everyday packages eg. Cereal box || ** Main Idea-  ** ** Identify and name three-dimensional objects as prisms, pyramids, cylinders, cones and spheres. **   Brainstorm vocabulary relating to 3D shapes. Use these words on your word wall. Ask students where would you see 3D shapes. Display 3D shape models to class and ask students to list things they know about these shapes. Ask students how we name shapes. Revise over 3D shapes referring to any posters or charts in class on the properties of each shape. Students complete 3D chart BLM4 pg27 and glue into math books. Completing 3D drawings BLM4 pg 37 Game: Students handle geometric shapes either blindfolded or within a ‘feely’ bag. They then describe properties such as how many faces, edges, corners etc. Discuss what shape the predict it to be. Could do guess that shape first. ICT perspective: Give students camera to take photos around the school or classroom of 3D shapes to create a power point. IWB game Fling the teacher 3D and 2D quiz [] ||  || **  Main Idea- Compare and describe features of prisms, pyramids, cylinders, cones, and spheres. **   Discuss and compare the difference between prisms and pyramids. Use 3D models to discuss faces, edges and corners. Students complete Pyramids BLM4 pg 25 and Prisms pg 20 looking at the properties of prisms and pyramids. Revise what a cross section is. What does it mean when we take a cross section of something. Bring in various things to cut in half to demonstrate cross section shapes e.g banana - oval, cucumber, butter, cupcakes. Complete worksheet on cross sections. || =      = || **  Main Idea- Make models of prisms, pyramids, cylinders, cones and spheres given a three-dimensional object, picture or photograph to view. **  Explain to the students that in this activity they will be given equipment such as lego blocks, face connecting squares and sticks to build 3D models from photographs or charts of shapes. Model with the class first what is expected. Show picture or poster of 3D shape eg cube. Students then need to work out the correct number of faces, edges etc and build it from the material they have. Take photos of student work modeling the different shapes created. A variation of this is to let the kids bring in toothpicks and wine gums to build models of 3D shapes or use clay, playdough or plasticine. ** Extension  ** – Do not name the shape but give the shapes properties to build. Remind students to bring in cereal boxes or packaging to open up and look at the nets of shapes for next math lesson. ||  || **  Main Idea- Create nets from everyday packages eg. Cereal box  ** Have the students in small groups depending on the number of cereal boxes and nets bought in to begin gently opening up the packages and look at the nets of packages. Ask questions such as what shapes do you notice in the faces? What are the tabs on the side for? After sharing the models of nets. Discuss what would the net of a square based pyramid look like. Model this on the board. Students to try drawing a net for a square. In groups students are given the templates of nets for 3D shapes to colour in, cut out and glue to form a 3D shape model. Use Appendices Ready Ed Publications – Cylinder, cone, rectangular based pyramid, irregular pyramid, triangular prism, square based pyramid, hexagonal pyramid, octagonal pyramid, rectangular prism, hexagonal prism, pentagonal prism, cube. ** Extension –  ** Have students draw their own nets for shapes into their exercise books ICT website - [] ||  || **  3D Views  ** ** Main Idea- Identify and name three-dimensional objects as prisms, pyramids, cylinders, cones and spheres. **  Discuss views of 3D shapes. Using 3D models look at the top, front, and side view of shapes and draw what you can see. Do as a whole class. Revise over faces. Give students views of shapes and have them piece together backwards what shape it is. Eg. Two triangles and three rectangles = Triangular prism. Complete page BLM6 pg 39 Views. Students to complete mobiles of shapes. See extra appendices for extension work. ||  ||
 * ** Term 1, Week:  **
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 * ** Outcome:  ** SGS 2.1
 * ** Lesson 1  **  || = __Register  __ = ||
 * **3D Shape Introduction**
 * ** Lesson 2  **   || = __Register  __ = ||
 * **3D Shape comparisons**
 * ** Lesson 3  **   ||  Register  ||
 * ** 3D Building Models  **
 * ** Lesson 4  **   ||  Register  ||
 * ** 3D Nets  **
 * ** Lesson 5  **   ||  Register  ||