Shape Unit 2

Whole Class Teaching Input DAY 1

Objectives Describe, name and sort 3-D shapes.

Resources A cube, cuboid, cylinder, sphere, cone and pyramid, feely bag.

Teaching  Hold up a cube. Point to the faces, edges and vertices on

the cube. How many edges, vertices and faces does it
have? Children discuss and feedback.
 Introduce the word polyhedron. Explain that it is a solid
shape with all flat faces (no curved faces). Look at the
selection of 3-D shapes. Which of these shapes are not
polyhedrons? (cylinder and sphere)
 Children close their eyes. Hide the 3-D shapes and put one
(a cube, cuboid, cylinder, sphere, cone or pyramid) in a
feely bag.
 Ask four children to stand at the front. Pass the bag to the
first child who says a sentence to describe something
about the shape. What might the shape be? What can’t it
be?
 The child passes the bag to the next child who says
something different about the shape and so on.
 Reveal the shape to check.
 Repeat with other shapes and four different children each
time.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
teach-activs_shape_3821
Group activity notes DAY 1 Group activity notes DAY 1

Name and describe the shape of packaging. Use to make a display. List properties of given 3-D shapes, then sort.
Objectives: Describe and name 3-D shapes. Objectives: Describe, name and sort 3-D shapes.
You will need: Selection of packaging in as many different shapes as possible, You will need: A cube, cuboid, cylinder, sphere, cone and pyramid, sticky
sticky notes. notes, hoops
Group of 6 – with TA or T Working towards ARE Group of 6 – with TA Working at ARE / Greater Depth

 Place at least 6 different packets/boxes/tins on the table.
Children work as a group to write name labels to match the
different pieces of packaging.
 Each pair then choose a box. They write a description of its
properties on sticky notes and stick on the box.
 Repeat until all boxes have descriptions.
 Use them to make a display.
 Show the group’s display to the rest of the class at the end of
the session. Which shape(s) are commonly used for food
packaging? Why do you think that is? Which 3-D shapes are less
common, why might that be?
 Put a selection of 3-D shapes on the table. Choose a shape.
 Ask each child to write down all the properties of that shape
they can think of on a whiteboard.
 Place the whiteboards by the shape. Have children listed the
same properties? Check for/ discuss any differences.
 Repeat with the other shapes.
 Once all the shapes have properties named, help children to
sort them into different groups based on their properties.
 Make a Venn diagram with 2 overlapping hoops. Sort 3-D
shapes according to 2 secret criteria: ‘has 5 or more faces’, and
‘has 1 or more triangular faces’, placing shapes in the correct
place in the diagram. What do you think the titles for each set
might be? Children repeat for themselves as time allows.

Outcomes: Outcomes:
 I can describe some simple 3-D shapes using mathematical  I can describe and name 3-D shapes and use correct mathematical
vocabulary. vocabulary.
 I can recognise everyday 3-D objects and packaging.  I can sort shapes according to their properties.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
teach-activs_shape_3821
 Whole Class Teaching Input DAY 2

Objectives Describe, name and sort 3-D shapes using a Carroll diagram.

Resources A cube, cuboid, cylinder, sphere, cone and pyramid.

Teaching  Draw the following Carroll diagram on a large sheet of

paper:

Curved face Does not have a

curved face

6 faces

Does not
have 6
faces

 Ask a child to pick a 3-D shape and show children. What’s

the name of this shape? Where should this be placed on the
diagram? Children discuss with a partner and then
feedback. Talk children through the diagram cell by cell until
they find the criteria that fit. Write the name of the shape in
the correct cell.
 Repeat with other shapes.
 What does the Carroll diagram tell us about the 3-D shapes?
e.g. Three of the shapes have curved faces; two of the
shapes have 6 faces.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
teach-activs_shape_3821
Group activity notes DAY 2 Group activity notes DAY 2
Sort 3-D shapes in a Carroll diagram. Children use logic to work out headings in a Carroll diagram
as you sort 3-D shapes.
Objectives: Describe, name and sort 3-D shapes using a Carroll diagram. Objectives: Describe, name and sort 3-D shapes using a
Carroll diagram.
You will need: Flipchart and pens, selection of at least six 3-D shapes including a triangular- You will need: Large sheet of paper, selection of 3-D shapes.
based pyramid (tetrahedron), a square-based pyramid and a cube.
Group of 6 – with TA or T Working towards ARE Group of 6 – with T or TA Greater Depth
 Draw this Carroll diagram on the flipchart:
Does not have  Draw a blank Carroll diagram on a large sheet of
4 faces
4 faces
paper.
Has a square  Start to sort a set of 3-D shapes according to
face
secretly chosen criteria (e.g. 6 faces/not 6 faces,
Does not have has/has not a triangular face).
a square face  Children suggest what the criteria might be.
 As you continue to sort, ask them what the
 Children work in pairs to copy it. headings could/couldn’t be.
 Place a selection of 3-D shapes on the table. In pairs children work out where  Give a shape to a child and ask them to predict
each of the shapes belongs in the diagram, then place each in the correct where you will put it as a way of testing out
place. their ideas about the headings.
 With the children looking away, switch the labels on the diagram for a new  Repeat with other criteria.
set, e.g. Is a pyramid/Is not a pyramid/ Has 6 faces/ Does not have 6 faces

Working at ARE Can children predict which cell will have the most shapes?
Afterwards, challenge them to write a sentence about what the diagram tells them.
Outcomes: Outcomes:
 I can describe and name 3-D shapes and use correct mathematical vocabulary.  I can describe and name 3-D shapes and use correct
 I can sort 3-D shapes using a Carroll diagram. mathematical vocabulary.
 I can sort 3-D shapes using a Carroll diagram.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
teach-activs_shape_3821
 Whole Class Teaching Input DAY 3

Objectives Count faces, vertices and edges of 3-D shapes.

Resources Several different square-based pyramids, pyramids with differently-

shaped bases.

Teaching  Show children a picture of an Egyptian pyramid (sourced from

the internet).
 Here is a smaller version of the shape… Pass several square-
based pyramids round the class. Describe this shape to your
partner.
 Ask children to share their descriptions, draw out the type and
number of faces as well as numbers of vertices (corners) and
edges.
 Draw the following table and complete it:
Shape base Number of Number of Number of
faces vertices edges

 Pass round pyramids with other shaped bases and discuss how
they are all pyramids with some triangular faces, but the bases
are different shapes [do not draw out the numbers of faces,
vertices and edges at this point – children will move on to this
during the lesson activity].

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Group activity notes DAY 3

Whole class investigation: Make pyramids with different shaped bases. Count faces, vertices and edges; discuss patterns; make generalisations.
Objectives: Count faces, vertices and edges of 3-D shapes.
You will need: ‘Nets of pyramids’ sheets 1, 2 and 3 (see resources), net for a square-based pyramid (enlarged from Sheet 1), scissors, tape, ‘Pyramid
properties’ (see resources).
Whole class investigation, in pairs – independent or with TA or T Working towards ARE/ Working at ARE/ Greater Depth

 Show children a net for a square-based pyramid (cut out from resource sheet 1). Show how the triangles can be folded up to form a
square-based pyramid. Explain that each of the nets on the activity sheets will form pyramids in a similar way.
 Children work in pairs to cut out nets of pyramids (see resources) and use them to make pyramids with different shaped bases.
 They work together to count the number of faces, vertices and edges on each pyramid, then record this in a continuation of the
‘Pyramid properties’ table used in the whole class teaching (see resources).
 They discuss any patterns they notice, and after the first few see if they can predict the next numbers that they will write in the
table.

Circulate, working with groups in turn, particularly to help them count the edges, and to probe reasoning behind their predictions.

Share findings.

Challenge! Can you predict the number of faces for a pyramid with a 10-sided shape (a decagon) as its base?

Outcomes:
 I can count faces, vertices and edges of 3-D shapes.
 I can look for patterns and generalise.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. teach-activs_shape_3821
ADDITIONAL RESOURCES

 Selection of 3-D shapes - cube, cuboid, cylinder, sphere, cone and pyramid.
 Feely bag.
 Selection of packaging in as many different shapes as possible.
 Sticky notes and hoops.
 Flipchart and pens.
 Selection of at least six 3-D shapes including a triangular-based pyramid (tetrahedron), a square-based pyramid and a cube.
 Large sheet of paper.
 Several different square-based pyramids, pyramids with differently-shaped bases.
 ‘Nets of pyramids’ sheets 1, 2 and 3 (see resources).
 Net for a square-based pyramid (enlarged from activity sheet 1).
 ‘Pyramid properties’ (see resources).
 Scissors.
 Tape.

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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. teach-activs_shape_3821