This displays page 237 of the Student Resource Book.

This displays a collection of  2-D shapes. Students are asked to quickly identify the 2-D shapes that are regular or irregular, are quadrilaterals and also to name and describe the shapes.

• Students will need to be ready to write down the numbers of each 2-D shape as the questions are asked.
• Discuss the criteria students used when they decided which shapes were regular or irregular, which were quadrilaterals and the names of the shapes they knew. What did they notice or look for?
• Ask students to describe each of the eight 2-D shapes.

This displays a picture of a square, a rectangle, two trapeziums and a rhombus. Students are asked which pictures fit the descriptions given in the boxes.

• Students will need to know the difference between these shapes to be able to complete this activity. Class or group discussion of the descriptions in the student book prior to this activity will assist students to complete the task and consolidate vocabulary.
• Some shapes match with more than one description. This is because squares are also rectangles and squares are also rhombuses.

This displays photos of eight 3-D objects. Students are asked for the mathematical name of each shape.

This displays a cuboid and a triangular prism and asks students which shapes have more vertices, faces and edges. Students are asked to answer the same question for a pyramid and cylinder.

• Ask students to name the shapes and tell you any other differences they see between them other than the number of vertices, faces and edges.
• You could also ask students which of the shapes stack and roll easily.

This displays seven 2-D shapes and asks students to sort them into two groups and then to sort them into two different groups. Students are also asked which part of the Venn diagram each shape would go into.

• The obvious way to sort the shapes initially is into red and green. Encourage students to look for another way to sort the shapes, for example, those with all straight sides and those with some curved sides.
• Question 3 is a good opportunity to introduce Venn diagrams if students are not familiar with them.

This displays five 2-D shapes and asks students to sort them using a Carroll diagram.

• Carroll diagrams can be used to sort shapes and are a good way to discover whether students are able recognise categories or properties of 2-D shapes.

This displays six 3-D shapes which are either prisms or pyramids and asks students to sort them into two groups and then to sort them again in a different way. Students are also asked which part of the Venn diagram each shape would go in to.

• The obvious way to sort the shapes initially is in to blue and green. Encourage students to look for another way to sort the shapes, for example, pyramids and prisms.
• Students often get pyramids and prisms mixed up so you could use this sheet to ask students to notice and describe the difference between them.

This displays the same six 3-D shapes displayed on Teaching Resource Sheet 63 above and asks students to sort them using a Carroll diagram.

• Carroll diagrams can be used to sort shapes and are a good way to discover whether students are able recognise categories or properties of 3-D shapes.