Measurement & Geometry

Chapter 14 | 3D shapes

Teacher Resource Sheets

Getting Started

Beach clean-up (Getting started 14)

(You could use this sheet before starting the chapter to discover what 3-D shapes and vocabulary are already known and used by students.)

This displays the Getting started on page 245 of the Student Resource Book.

You might have students sort real objects (perhaps from home or from around the classroom) into groups. Choose mostly cuboids, spheres or cylinders, which should be familiar from Level 1.
Including a few shapes which are introduced at Level 2 will provide opportunity for students who are already familiar with these shapes to share what they know. Unknown shapes could be put into an ‘other’ pile to be learned about later in this chapter.
To engage as many students as possible, have several collections of shapes so that the students can discuss their ideas with a partner or in small groups before whole class discussion.

Naming and describing 3-D shapes

How many can you find? (Teacher Resource Sheet 55)

(You could use this sheet to provide further practise to connect names with their 3-D shapes after the practical, ‘Look what I made!’ on page 249 of the Student Resource Book.)

This displays a picture that incorporates many 3-D shapes. Students are asked to identify and colour 3-D shapes from Level 1 (cube/cuboid, sphere, cylinder), and two new shapes (cone, pyramid).

What can this shape do? (Teacher Resource Sheet 56)

(You could use this sheet prior to Activity 1 on page 249 of the Student Resource Book.)

This displays some 3-D shapes for students to identify which shapes can be stack, slide or roll.

Encourage students to explore by stacking, sliding and rolling the shapes (perhaps down an incline), and to suggest why specific 3-D shapes are used for purposes because of these properties.
Page 2 at this could be a useful in provoking thought about shapes in real life and discussion about the possibility of using different 3-D shapes for the same purpose. Some students might like to do further research on the origin of these or similar objects.

Sorting 3-D shapes

Sorted! (Teacher Resource Sheet 57)

(You could use use this sheet in conjunction with the Activity 3 on page 255 Student Resource Book.)

This displays some 3-D shapes and students are asked to identify what is the same about the 3-D shapes in each circle and at the intersection of a Venn diagram.

This organiser may support students who are beginning to sort by two attributes. A boundary (such as in a Venn diagram, hoops or sorting circles) is very useful as it helps students to see what is ‘in’ and ‘out’ of the groups, and which attributes are shared.

Nets

Which box matches? (Teacher Resource Sheet 58)

(You could use this sheet in conjunction with the practical on page 256 of the Student Resource Book.)

This displays three boxes and three nets and students are asked to match which net goes with each box.

You could encourage students to look first at the boxes and ask what they notice about the number of faces, edges and vertices. (They are all the same.)
Next ask them to notice what is different about the length of the edges and the area of the faces. It is these differences that will help them to match each box with its net.
Ask students to suggest which faces of the net might be the top or base of the box, and which might be the sides. Ask them to give reasons for their opinions.